Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German: The Case of Address Forms

Language Learning

Volumn 53, Issue 4, 2003, Pages 591-647

  Belz, Julie A ^a,b   Kinginger, Celeste ^a,b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b Department of Germanic ^*  (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347577810     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1467-9922.2003.00238.x     Document Type: Article

References (74)

1. Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: Morrow.
2. Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49(4), 677-713.
3. Bayer, K. (1979). Die Anredepronomina Du and Sie [The pronouns of address Du and Sie]. Deutsche Sprache, 3, 212-219.
4. Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in network-based foreign language teaching. ReCALL, 13(2), 213-231.
5. Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning and Technology, 6(1), 60-81.
6. Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning and Technology, 7(2), 68-117.
7. Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollaborative language study: Two case studies. Canadian Modern Language Review I La revue canadienne des langues vivantes, 59(2), 189-214.
8. Belz, J. A., & Müller-Hartmann, A. (2002). Deutsch-amerikanische Telekollaboration im Fremdeprachenunterricht - Lernende im Kreuzfeuer der institutioneilen Zwänge [German-American telecollaboration in foreign language study: Learners in the cross-fire of institutional constraints]. Die Unterrichtspraxis/Teaching German, 35(1), 68-78.
9. Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. Modern Language Journal, 87(1), 71-89.
10. Braun, F. (1988). Terms of address: Problems of patterns and usage in various languages and cultures. Berlin, Germany: Mouton de Gruyter.
11. Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. New York: Cambridge University Press.
12. Brown, R., & Gilman, A. (1970). The pronouns of power and solidarity. In R. Brown (Ed.), Psycholinguistics (pp. 302-335). New York: The Free Press.
13. Burt, S. M. (1995). Where does sociopragmatic ambiguity come from? Pragmatics and Language Learning, 6, 47-57.
14. Byrnes, H. (1986). Interactional style in German and American conversations. Text, 2(1), 189-206.
15. Byrnes, H. (2001). Reconsidering graduate students' education as teachers: "It takes a department!" Modern Language Journal, 85(4), 512-530.
16. Calvet, L.-J. (1976). À tu et à vous [To you (T) and to you (V)]. Le Français dans le monde, 118, 14-18.
17. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
18. Clyne, M. (1995). The German language in a changing Europe. Cambridge and New York: Cambridge University Press.
19. Delisle, H. (1986). Intimacy, solidarity, and distance: The pronouns of address in German. Die Unterrichtspraxis/Teaching German, 10(1), 4-15.
20. Di Donato, R., Clyde, M. & Vansant, J. (1994). Deutsch: Na klar! (2nd ed.). New York: McGraw-Hill.
21. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
22. Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning and Technology, 5(1), 55-102.
23. Gardner-Chloros, P. (1991). Ni tu ni vous: Principes et paradoxes dans l'emploi des pronoms d'allocution en français contemporain [Neither tu nor vous: Principles and paradoxes in the use of address forms in contemporary French]. French Language Studies, 1, 139-155.
24. Glück, H., & Koch, K. (1998). Du or Sie: Address conventions in Germany and other countries. Sprachdienst, 42(1), 1-9.
25. Glück, H., & Sauer, W. (1990). Du und ich reden über dich und mich [You (T) and I talk about you (T) and me]. In Gegenwartsdeutsch (chapter 8). Stuttgart: Metzler.
26. Hall, J. K. (2001). Methods for teaching foreign languages. Englewood Cliffs, NJ: Prentice Hall.
27. Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied Linguistics, 22, 502-530.
28. Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warshauer (Ed.), Telecollaboration in foreign language learning (pp. 105-119). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
29. Kinginger, C. (1998). Videoconferencing as access to spoken French. Modern Language Journal, 82(4), 502-513.
30. Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked foreign language classroom. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 23-46). Mahwah, NJ: Erlbaum.
31. Kinginger, C., & Belz, J. A. (2002). Pragmatics in cyber-space: Sociocultural perspectives. Unpublished manuscript, Pennsylvania State University, University Park, PA.
32. Kinginger, C., Gourvès-Hayward, A., & Simpson, V. (1999). A tele-collaborative course on French-American intercultural communication. French Review, 72(5), 853-866.
33. Kramsch, C. (1985). Classroom interaction and discourse options. Studies in Second Language Acquisition, 7(2), 169-183.
34. Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press.
35. Kramsch, C. (Ed.). (2002). Language acquisition and language socialization: Ecological perspectives. New York: Continuum.
36. Kremer, L. (2000). Du-ing and Sie-ing. On the use of address pronouns in German and Dutch. Germanistische Mitteilungen, 52, 13-31.
37. Kretzenbacher, H. L., & Segebrecht, W. (1991). Vom Sie zum Du - mehr als eine neue Konvention [From you (V) to you (T) - More than a new convention]? Hamburg, Germany: Luchterhand.
38. Lantolf, J. P. (2000). Sociocultural theory and second language learning. New York: Oxford University Press.
39. Lantolf, J. P., & Appel, G. (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex.
40. Lave, J., & Wenger, E. (1991), Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
41. Lovik, T., Guy, J. D., & Chavez, M. (1997). Vorsprung [Head start]. Boston: Houghton Mifflin.
42. Martiny, T. (1996). Forms of address in French and Dutch: A sociopragmatic approach. Language Sciences, 18(3-4), 765-775.
43. McCarthy, M. (2001). Issues in applied linguistics. Cambridge, England: Cambridge University Press.
44. McCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives for language teaching. London: Longman.
45. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
46. Moeller, J., Liedloff, H., Adolph, W. R., Hoecherl-Alden, G., Kirmse, C., & Lalande, J. (1996). Deutsch heute (6th ed.). Boston: Houghton Mifflin.
47. Morford, J. (1997). Social indexicality in French pronomial address. Journal of Linguistic Anthropology, 7(1), 3-37.
48. Mühlhäuser, P., & Harré, R. (1990). Pronouns and people: The linguistic construction of social and personal identity. Cambridge, England: Blackwell.
49. Müller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning and Technology, 4(2), 129-147.
50. Norris, J. (2001). Use of address terms on the German Speaking Test. In K. Rose and G. Kasper (Eds.), Pragmatics in language teaching (pp. 248-282). Cambridge, England: Cambridge University Press.
51. Ochs, E. (2000). Socialization. Journal of Linguistic Anthropology, 9(1-2), 230-233.
52. O'Dowd, R. (2003). Understanding "the other side": A qualitative analysis of intercultural learning in a Spanish-English email exchange. Language Learning and Technology, 7(2), 118-144.
53. Philipsen, G., & Huspek, M. (1985). A bibliography of sociolinguistic studies of personal address. Anthropological Linguistics, 27, 94-101.
54. Rose, K. R. (2000). An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, 22(1), 27-67.
55. Savignon, S. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York: McGraw-Hill.
56. Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
57. Scollon, R., & Scollon, S. W. (2001). Intercultural communication: A discourse approach. Oxford, England: Blackwell.
58. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4-13.
59. Silverstein, M. (1992). The uses and utility of ideology: Some reflections. Pragmatics, 2(3), 311-323.
60. Silverstein, M. (1996). Indexical order and the dialectics of sociolinguistic life. In R. Ide, R. Parker, & Y. Sunaoshi (Eds.), Proceedings of the Third Annual Symposium About Language and Society-Austin [SALSA] (pp. 266-295). Austin: University of Texas, Department of Linguistics.
61. Simpson, P. (1997). Language through literature. London and New York: Routledge.
62. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse. Oxford, England: Oxford University Press.
63. Snow, C. E., Perlmann, R. Y., Gleason, J. B., & Hooshyar, N. (1990). Developmental perspectives on politeness: Sources of children's knowledge. Journal of Pragmatics, 14, 289-305.
64. Stevenson, P. (1997). The German-speaking world: A practical introduction to sociolinguistic issues. London and New York: Routledge.
65. Terrell, T., Tschirner, E., Nikolai, B., & Genzmer, H. (1996). Kontakte: A communicative approach (3rd ed.). New York: McGraw-Hill.
66. Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning and Technology, 7(2), 38-67.
67. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
68. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
69. Warschauer, M. (Ed.). (1996). Telecollaboration in Foreign Language Learning: Proceedings of the Hawai'i Symposium. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
70. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
71. Widmaier, R., & Widmaier, F. (1995). Treffpunkt Deutsch [Meeting point German] (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
72. Winchatz, M. R. (2001). Social meanings in German interactions: An ethnographic analysis of the second-person pronoun Sie. Research on Language and Social Interaction, 34(3), 337-369.
73. Zimmer, D. (1986). Redens Arten: Über Trends und Tollheiten im Neudeutschen Sprachgebrauch [Ways of speaking: On trends and madness in modern German language use] Zürich, Switzerland: Haffmans Verlag.
74. Zimmermann, K. (1990). The semiotic status of pronouns of address. Kodikas / Code-Ars Semeiotica, 13(1-2), 89-106.