跨文化交际教程 课件 杜平 Unit 4 Sociopragmatic Failures -Unit 6 Cultural Barriers in Intercultural Communication

Unit4SociopragmaticFailuresinInterculturalCommunication第一PPT01.TheconceptofSociopragmticFailures02.TypesofPragmaticFailure04.CommunicationinChinafortheNon-Chinese03.TypesofsociopragmaticfailuresC

CONTENT1TheconceptofSociopragmaticFailuresSociopragmaticfailurereferstotheinappropriatenessorinvalidityoflanguagebehaviorininterculturalcommunicationduetothedifferencebetweendifferentculturalandlinguisticbackgroundsandtheimproperuseofpragmaticrulesandhabits.Indifferentsocietiesanddifferentcommunities,peoplespeakdifferently;thesedifferencesinwaysofspeakingareprofoundandsystematic,theyreflectdifferentculturalvalues,oratleastdifferenthierarchiesofvalues;differentwaysofspeaking,differentcommunicativestyles,canbeexplainedandmadesenseofintermsofindependentlyestablisheddifferentculturalvaluesandculturalpriorities(Wierzbicka,1991:69).Theprincipleofcooperationmeansthatinlanguagecommunication,peoplehaveapurposeofcooperation,whichcanbeachievedbyobservingsomebasicprinciples.Oneofthemostimportantprinciplesisthatthespeakershouldgivetrue,relevant,clearandcompleteinformation,andthelistenershouldunderstandthespeaker’sintentionwithoutunderminingthewillingnessofbothpartiestocooperate.Ininterculturalcommunication,sometimespeopledonotknowhowtoabidebytheprincipleofcooperation,sosociopragmaticfailureswilloccur.SociopragmaticfailurecanbestudiedwithreferencetoGrice’scooperativeprinciple.2TypesofPragmaticFailureAnExampleItiscustomarytosaytoanewborninUkraine“Howugly”or“Howbad”.Howdoyouinterpretit?ItdoesnotmeanthatUkrainiansintendtocommunicatethatababylooksugly.Theyactuallysayitinordernottojinxababyandtoprotectitfromevil.Thus,ifinanyothersituationonehears“howugly”or“howbad”,thatwillbeoffensive.However,inthisparticularcontextwithanewborn,thisutterancehasagoodintention.IfoneforeignercomestoUkraineandhearsthisphrase,he/sheislikelytobesurprised(orangryifitreferstohis/herbaby)andtomisinterpretit.Thatwillbeapragmaticfailure.Pragmaticfailureis“theinabilitytounderstand‘whatismeantbywhatissaid’”.Itcanoccur“onanyoccasioninwhichthehearerperceivestheforceofthespeaker’sutteranceasotherthanthespeakerintendedhe/sheshouldperceiveit”.Itmayhappenduetodifferentculturalknowledgethatwehaveabouttheworldorduetothewayweutteritlinguistically.PragmalinguisticFailureIthappenswhenthespeakermapsthepragmaticforcedifferentlyfromanativespeakerofthetargetlanguageorwhenthespeakerinappropriatelytransfersspeechactstrategiesfromL1toL2.Twotypesofpragmaticfailure:Theteacher(askedlearnersduringanESLreadingactivities):“John,wouldyouliketoreadthetext?”Thestudent:“No,Iwouldn’t.”Thestudent(John)failedtorecognizethattheteacherwasmakingarequest.Thus,hedidnotmeantoberude;hethought,instead,thathispreferenceswerebeingconsulted.AnExample:What’syourcomment?SociopragmaticFailureIthappenswhenthespeakerusesinadequatestrategiesrelatedtothesocialconditionsoflanguageinuse.AnExample(GreekspeakersofEnglishwritinge-mailstothefacultyinaUniversitycontext):What’syourcomment?Mr.Lee,DidyoutalktoDr.Smithyesterday?Whatdidshetellyou?Willsheallowmetotakesociolinguistics?Thankyou.GeorgeTherequestforinformationdidnottaketheasymmetricalpowerrelationintoaccountandwasperformedwithaninappropriatelyhighdegreeofdirectness.Itwas,therefore,perceivedasimpoliteanddiscourteousbythereceiver.Pragmalinguisticfailureisalinguisticproblem,whereassociopragmaticfailureencodesdifferentperceptionsofsociallyacceptedlinguisticbehavior.Incasesofinterculturalcommunicationinwhichthereisamismatchofspeakers’sociolinguistic,pragmatic,structural,anddiscourseknowledge,sociopragmaticfailurecanoccur.3TypesofSociopragmaticFailuresSociopragmaticFailures

ThesizeofimpositionMakingreferencestowhatisconsideredtabootopicsindifferentculturePowerandsocialdistanceCross-culturallydifferentpragmaticgroundrulesItreferstothenotionaboutfreeandnon-freegoods.Freegoodsarethosethatanyonecouldaskwithoutanyelaboratepolitenessstrategies.IntheSovietUnion,wherecigaretteswerealmostfreeandanyonecouldaskforthemwithoutbeingextremelypolite.ThisexamplecanapplytoUkraineasapost-sovietcountry,too.Achildandmenwouldcometohisowngrandfatherforsomecigarettesbecausetheyknewhewasabigsmoker.However,inWesternEuropewherethecigaretteswerequiteexpensive.IfoneRussianorUkrainianasksarandomEuropeanpersononthestreetforonecigarette,itwillbeasociopragmaticfailureasitisnotappropriatethere.ThesizeofimpositionItreferstodifferentstylesofcommunicationbetweenpeopleofdifferentpowerandsocialstatus:forexample,employersandemployees,seniorandyoungpeople,teachersandstudents,etc.PowerandsocialdistanceTabootopicsareallowedtotalkfreelyinoneculturebutcannotbefreelydiscussedinanotherculture.Taboosaretopicsthatareinappropriatefordiscussionsandtheycanvaryfromonecountrytoanother.Themostcommononesaresexual,racial,religious,etc.issues.MakingreferencestowhatisconsideredtabootopicsindifferentcultureCross-culturallydifferentpragmaticgroundrulesPragmatic

rules

do

not

operateinthesamewayindifferentlanguagesandthesameutterancecanbe

interpreted

differently

in

different

cultures.

A

case

of

Polish

and

American

EnglishIt

is

common

for

Americans

to

say

Let’s

do

lunchasapolitefarewellformula.However,Polishinterlocutorsperceiveitasan

invitationandareoffendedwhenAmericansdonotreallycomeforalunch.SimilarsituationshappeninMexicoaswell.MexicanssayWeneedtohavealunch/partyonedayorwemustgettogether.ThePolishwilltakeit

seriouslyandunderstanditasaninvitation.However,itneverhappens.4CommunicationinChinafortheNon-Chinese

TipsFindcommonareastotalkabout,donottrytocriticizethingsinChina.Avoidpoliticalarguments.“Thankyou”issaidalotlessthanintheWest,donotopenthegiftfromothersifyoujustreceiveit.“Excuseme”isnotusedasofteninChina.InChina,theywouldaskaboutyourmaritalandchildbearingstatus,oryourfamilymembers,donottakeoffenseatthesurpriseifyoudonotfitintothecategory.Andtheyarenotsoopen.TheChineseliketoaddresspeopleandrefertopeoplelikemembersoftheirfamilyeveniftheyarenot.Becarefulwhencomplimentingsomeone’spossessionsortheymayfeelthatyouwantit.GroupWorkCase1AnAmericannamedTomGreenisinvitedtohisChinesecolleagueLiBin'shome.Afterhavingdinnertogether,theyarechattinginthelivingroom.Theconversationgoesasfollows:

TomGreen:Thankyouverymuchforinvitingmetothedinner.Thefoodisdelicious.Yourwifeisawonderfulcook.

LiBin:Oh,Imustapologizeforthosehumbledishes.Ihaven'tpreparedenoughforthedinner.Mywife'scookingisjustOK.Mymother'scookingisbetter.Nexttime,Iwillinviteyoutohaveatry.

TomGreen:Thanksalot.Youarebeingtoomodest.IamstuffedandIreallyenjoyedthedinner.Bytheway,thepaintingonthewallismarvelous.

LiBin:ItispaintedbyafamouspainterinChina.Ispendalotofmoneyonbuyingit.Doyoulikeit?

TomGreen:Ilikethatstyleofpaintingalot.LiBin:Sinceyouareoneofmybestfriends,pleaseacceptitasagift,asatokenofourfriendship.

TomGreen:Oh,no.Thankyouforyourkindness,butyoudon'tneedtogiveittome.It'stooprecious.Onhearingtheirtalk,thewifecalledthehusbandawayandasked,“Thatpaintingisexpensive.Doyoureallymeantogiveitaway?”“Tomlikesitalot.Itwouldbeembarrassingformenottogiveitasagift.Iwouldlosefaceinfrontofafriendfornotbeinggenerous.”Whilethehusbandandwifewereaway,Tomwasthinking,“Oh,myGod!Ilikethatpainting,butIdonotwanttoownit.WhereamIgoingtoputitinmyhotelroom?”Questionsfordiscussion:1.DoyouthinkLiBin'sbehaviorsareproperornot?Pleasegiveyourreasons.2.IfyouwereTomGreen,howwouldyoufeeltowardLiBin'sbehaviorsafterthedinner?Case2AChinesestudentiscalledtotheofficeofanAmericanteacher,ProfessorJohnSmith,whoisseventyyearsold.Theirconversationgoeslikethefollowing:Chinesestudent:Goodmorning,TeacherSmith.Americanteacher:Goodmorning.Chinesestudent:Teacher,pleasesitdown.Youareold.Don'tgettired.Americanteacher:Pleasedonotcallmeold.Thankyou,anyway.Chinesestudent:Nothanks.Americanteacher:YouhavemadegreatprogressinyourEnglishlearning.Chinesestudent:No,no,no.Istillhavealongwaytogo.MyEnglishispoor.Questionsfordiscussion:Accordingtothedialogue,inwhichwaysarethestudent'sbehaviorsimproper?2.Whathascausedtheseimproperbehaviorsofthestudent?Pleaseanalyzeitfromtheperspectiveofculturaldifferences.Howtocommunicatewellwithpeoplefromothercultures1.Adoptingaflexibleattitude(1)Beupfrontaboutdifficultiesincommunication;(2)Berespectfulandtolerant;(3)Bepatient.2.CommunicatingVerbally(1)Speakclearlyandslowly,ifnecessary;(2)Brushuponyourforeignlanguageskills;(3)Avoidslangandprofanity.3.UsingNon-VerbalCommunication(1)Use“open-handed”gestures;(2)Assumeaformalpostureatfirst;(3)Understandrulesregardingtouching;(4)Knowhowtomakeoravoideyecontact;(5)Exceptdifferentfacialexpressions;(6)Respecttheamountofpersonalspacethesituationrequires.Tips:Itisimportantthatteachersandlearnersbeawareofsociopragmaticdifferencessoastobeableto‘accommodate’sociopragmaticallytotheirconversationpartners.THANKYOU

PragmaticPrinciples

inInterculturalCommunication

UnitFiveContents:01 PragmaticPrinciples02TheCommunicativePrinciple03TheCooperativePrinciple04ThePolitenessPrinciple01PragmaticPrinciples

Pragmaticsisthestudyoflanguagefromthepointofviewofusers,especiallyofthechoicestheymake,theconstraintstheyencounterinusinglanguageinsocialinteractionandtheeffectstheiruseoflanguagehasonotherparticipantsintheactofcommunication.WhatisPragmatics?Thatistosay,pragmaticsisthestudyofhowcontextinfluenceshowweinterpretandmakemeaningofcommunication.Itisoftendescribedasthestudyof“languageinuse”.Example1:Georgeandhiswifeplannedtogoouttodinner,butitwasrainingheavilyjustbeforetheywereleaving.Georgesaidtohiswife,“Greatweather,isn’tit?”WhatdidGeorgemean?Hedidn’tactuallymeantheweatherwaspleasant.Rather,hewasimplyingthattheweatherwasterrible.Thelistenerunderstandsthisinversionnotfromthewordsthemselvesbutfromthecontext(thefactit’sraining),aswellasthespeaker’stoneofvoiceandpossiblytheirfacialexpressionsorbodylanguage.Here,pragmaticsenablesustointerpretsarcasmcorrectly.Considerahabitualprocrastinatorwhoannounces,“I’llstartmyprojectrightaway.”Ifweknowthisperson’shistoryofputtingthingsoff,wemightinterprettheirstatementasironic.Theysaythey’llstartimmediately,butweunderstand,basedonourknowledgeoftheirusualbehavior,thattheyprobablywon’t.Pragmaticsallowsustomakethesekindsofinterpretationsbasedonoursharedbackgroundknowledgeaboutthespeaker(Kecskes,2020;Sperber&Wilson,1995).Example2:Ifsomeoneinaroomsays,“It’scoldinhere.”Whatdoesthespeakermean?Thespeakercouldbeimplyingthathe/shewantsthewindowclosedortheheatingturnedup.Thespeakerhasn’texplicitlystatedthisrequest,butthecontextandourunderstandingofsocialnorms(e.g.,thatpeopletypicallywanttobewarm)leadustothisinterpretation(Kecskes,2020).Example3:Rulesarefrequentlyencounteredinmoderngrammaticalwriting.Grammarsarethoughtofassimplyconsistingofrules.Therulesofthegrammarcontainalltheinformationtoestablishcorrectsentencesofalanguage.Asfarassyntaxisconcernedlanguageisrule-governed.Insemantics,theconceptofwell-formednessiscontroversial.Semantic‘rules’onlymakesenseoutsideofactuallanguageuse(suchasinadictionaryorinconstructedexamples)forwhatapersonissaying,andwhatthispersonmeansbywhatheorshesays,areclearlyanexclusiveconcernofthatperson.Whenitcomestopragmatics,thepointofviewoftheuserisparamount.02TheCommunicativePrincipleWhatisthecommunicativeprincipleofpragmatics?Peopletalkwiththeintentiontocommunicatesomethingtosomebody,andthisisthefoundationofalllinguisticbehavior.JacobL.MeycallthistheCommunicativePrinciple.02TheCommunicativePrinciple02TheCommunicativePrincipleQ:WhoisJacobL.Mey

andwhatarehiswritings?JacobL.Mey,alinguisticsprofessorattheUniversityofCopenhagen,madesignificantcontributionstopragmatics,focusingonlanguageuseinsocialcontextsandthedynamicnatureoflanguageadaptation.HiskeyworksarePragmatics:AnIntroduction.Thisisanintroductorytextbooktopragmatics.02TheCommunicativePrinciple

“Nomatterhowonemaytry,onecannotnotcommunicate(PaulWatzlawick).”Itisnottosaythatusersactuallyalwayscommunicatewhattheysetouttodo,orwhattheythinktheydo.Itistosay,asLeech[1]

putsit,speakersoften“meanmorethantheysay”.

Speakersunconsciouslyorsubconsciouslyexpressthoughtsorfeelingsthattheyconsciouslywouldliketosuppress.02TheCommunicativePrinciple[1]Leech:

In1983,Leech,afamousBritishscholar,elaboratedontheimportantroleofpolitenessinlinguisticcommunicationinhisbookPrinciplesofPragmatics.Communicationisnotamatteroflogicortruth,butofcooperation.IfIwanttocommunicateconsideringmycircumstances,whatIdocommunicatedependsonwhatIcancommunicate;consideringmypartner’sexpectation,whatldocommunicatedependonwhatImustcommunicate.02TheCommunicativePrincipleForexample,imaginethatIamapartywhipandresponsibleforgettingmyparty’svoterstovoteagainstamotion.SupposefurtherthatI’mlesssuccessfulinkeepingmyvotersinline;thenlmightwanttode-emphasizethisfactbystating,inmyreporttoheadquartersthat:whenthequestionwasasked,manyofourpeoplevotedagainst.02TheCommunicativePrinciple1)TheCooperativePrinciple2)Threeareaswhereproblemsmayarise3)Flouting4)Hedges03TheCooperativePrincipleTheCooperativePrinciple(CP)wasproposedbyGricein1975.CPconsistsoffoursub-principles:themaximofquality,quantity,relevanceandmanner.ThereisasuperordinateCooperativePrinciple:Makeyourcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeofthetalkexchangeinwhichyouareengaged.03TheCooperativePrinciple[1]HerbertPaulGrice(March13,1913–August28,1988):HewasafamousBritishphilosopherwhobelongedtotheschoolofanalyticphilosophyandwrotemainlyonthephilosophyoflanguage.HerbertPaulGrice[1](1913-1988)03TheCooperativePrincipleWhatarethefourareasoftheprincipleofcooperation?①Maximofquality⁕Donotsaywhatyoubelievetobefalse;⁕Donotsaythatforwhichyoulackadequateevidence.

②Maximofquantity⁕Makeyourcontributionsasinformativeasisrequired(forthecurrentpurposesoftheexchange);⁕Donotmakeyourcontributionsmoreinformativethanisrequired.03TheCooperativePrinciple③Maximofrelevance⁕Makeyourcontributionsrelevant.④Maximofmanner⁕Avoidobscurity;⁕Avoidambiguity;⁕Bebrief;⁕Beorderly.03TheCooperativePrinciple1.Thereiscooperationitself,takenasageneral,inviolableandindisputableruleofbehavior.Thisassumptionissimplytoobroadandsweeping.2.Therearesignificantinterculturaldifferencesincooperativebehavior.3.Ifexpectedcooperativebehaviorisnotforthcoming,wedonotnecessarilyassumethatsomekindofgeneral‘exception’totheruleofconversationalcooperationisineffect;rather,weinfer,byconversationalimplicature,thatsomethingelseisgoingon.03TheCooperative

PrincipleThreeareaswhereproblemsmayarise:Whenpeople“blatantlyfailtoobserveoneorseveralmaxims”(Thomas1996),wespeakof“flouting”amaxim,eithersemanticallyorpragmatically.ThefirsthappenswhenIuseawordinasensethatiscontrarytowhatiscommonlyaccepted,andIknowthatmyinterlocutorisnotawareofthis.Forexample,“Therearetwobadmenintheworld.TheRussianwhitemanandtheAmericanwhiteman.Theyarethetwoworstmenintheworld.”(MuhammadAli)03TheCooperativePrincipleFloutingAstopragmatickindoffloutingamaxim,wemustconsidertheeffectpeoplewanttoobtainbytheirlinguisticbehavior.

Forexample:

A:Whatareyoudoing?

B:Nothing03TheCooperativePrincipleFloutingLeechandThomas(1988)observesthat“wecanmakeablatantshowofbreakingoneofthemaximsinordertoleadtheaddresseetolookforacover,impliedmeaning.”Goodjoke-tellersandauthorsalwaysfloutthemaximstomaketheirjokesfunnyandtheirstoriesintriguing.Theymayallowthemselvesdeliberateomissions,misleadingstatements,uninformativeordis-informativeremarksandallsortsofnarrativetricksinordertobetterdeveloptheplot.03TheCooperativePrincipleFloutingTherearecertainkindsofexpressionsspeakersusetomarkthattheymaybeindangerofnotfullyadheringtotheprinciples.Thesekindsofexpressionsarecalledhedges.Examples:1.I’mnotsureifthisisright,butIhearditwasasecretceremonyinHawaii.2.Hecouldn’tlivewithouther,Iguess.3.So,tocutalongstoryshort,wegrabbedourstuffandran.4.Iwon’tboreyouwithallthedetails,butitwasanexcitingtrip.03TheCooperativePrincipleHedges5.Idon’tknowifthisisimportant,butsomeofthefilesaremissing.6.Bytheway,areyoucomingtomorrow?7.Thismaybeabitconfused,butIrememberbeinginacar.8.Idon’tknowifthisisclearatall,butIthinktheotherwasreversing.Hedgesaregoodindicationsthatthespeakersarenotonlyawareofthemaxims,butthattheywanttoshowthattheyaretryingtoobservethem.03TheCooperativePrincipleHedges04ThePolitenessPrinciple

1)Faceandpoliteness2)Languageandpoliteness3)ThePolitenessPrinciple4)Strategies5)Pre-sequencesDefinition:Politeness,inaninteraction,canbedefinedasthemeansemployedtoshowawarenessofanotherperson’sface.Face

meansthepublicself-imageofaperson.Itreferstothatemotionalandsocialsenseofselfthateveryonehasandexpectseveryoneelsetorecognize.04ThePolitenessPrinciple1)FaceandpolitenessAboutface:Withintheireverydaysocialinteractions,peoplegenerallybehaveasiftheirexpectationsconcerningtheirpublicselfimage,orfacewants,willberespected.Ifaspeakersayssomethingthatrepresentsathreattoanotherindividual’sexpectationsregardingself-image,itisdescribedasafacethreateningact.Alternatively,giventhepossibilitythatsomeactionmightbeinterpretedasathreattoanother’sface,thespeakercansaysomethingtolessenthepossiblethreat.Thisiscalledfacesavingact.04ThePolitenessPrinciple1)FaceandpolitenessNegative:Negativeface:aperson’sneedtobeindependent,tohavefreedomofaction,andnottobeimposedonbyothers.Negativepoliteness:Afacesavingactwhichisorientedtotheperson’snegativeface,andtendstoshowdeference,emphasizestheimportanceoftheother'stimeorconcerns,andevenincludesanapologyfortheimpositionorinterruption.04ThePolitenessPrinciple1)FaceandpolitenessPositive:Positiveface:aperson’sneedtobeaccepted,evenliked,byothers,tobetreatedasamemberofthesamegroup,andtoknowthathisorherwantsaresharedbyothers.Positivepoliteness:Afacesavingactwhichisorientedtotheperson’spositiveface,andtendstoshowsolidarity,emphasizesthatbothspeakerswantthesamething,andtheyhaveacommongoal.04ThePolitenessPrinciple1)Faceandpoliteness04ThePolitenessPrinciple2)Languageandpolitenesssaynothing(butsearchinone’sbag)saysomethingHowtogetapenfromsomeoneelse?onrecordoffrecord‘Iforgotmypen’facesavingactbaldonrecord‘Givemeapen’positivepoliteness(‘Howaboutlettingmeuseyourpen?’)negativepoliteness(‘Couldyoulendmeapen?’)statementsdirectelyaddressedtotheotherasameaningtoexpressyourneedsstatementsnotdirectlyaddressedtotheother.themostdirectstatement,usingimperativeformsBoldonrecordformsmaybefollowedbyexpressionslike‘please’and‘wouldyou?’whichservetosoftenthedemandandarecalled

mitigatingdevices.

Definition:ThePolitenessPrincipleisaseriesofmaxims,whichGeoffLeech(1983)hasproposedasawayofexplaininghowpolitenessoperatesinconversationalexchanges.Leechdefinespolitenessasformsofbehaviourthatestablishandmaintaincomity.04ThePolitenessPrinciple3)ThePolitenessPrinciple1.Tactmaxim:

minimisecosttoother;[maximisebenefittoother]2.Generositymaxim:

minimisebenefittoself.[maximisecosttoself]3.Approbationmaxim:

minimisedispraiseofother;[maximisepraiseofother]04ThePolitenessPrinciple3)ThePolitenessPrinciple04ThePolitenessPrinciple3)ThePolitenessPrinciple4.Modestymaxim:minimisepraiseofself;[maximisedispraiseofself]5.Agreementmaxim:minimisedisagreementbetweenselfandother;[maximiseagreementbetweenselfandother]6.Sympathymaxim:minimiseantipathybetweenselfandother;[maximisesympathybetweenselfandother]Solidaritystrategy:Thetendencytousepositivepoliteforms,emphasizingclosenessbetweenspeakerandhearer.Linguistically,suchastrategywillincludepersonalinformation,useofnicknames,sometimesevenabusiveterms(particularlyamongmales),andshareddialectorslangexpressions.Deferencestrategy:Thetendencytousenegativepolitenessforms,emphasizingthehearer’srighttofreedom.Thelanguageassociatedwithadeferencestrategyemphasizesthespeaker’sandhearer’sindependence.markedviaanabsenceofpersonalclaims.04ThePolitenessPrinciple4)StrategiesThebasicassumption,fromtheperspectiveofpoliteness,isthatfaceistypicallyatriskwhentheselfneedstoaccomplishsomethinginvolvingother.Thegreatestriskappearstobewhentheotherisputinadifficultposition.Onewayofavoidingriskistoprovideanopportunityfortheothertohaltthepotentiallyriskyact.Pre-sequencesaresuchdevicestoavoidrisks.①pre-request②pre-invitation③pre-announcement04ThePolitenessPrinciple5)Pre-announcementgo-aheadresponseA:Areyoubusy? (=pre-request)B:Notreally. (=goahead)A:Checkoverthismemo. (=request)B:Okay. (=accept)stopresponseA:Areyoubusy? (=pre-request)B:Oh,sorry. (=stop)short-cutpatternA:Doyouhaveasparepen? (=request/pre-request)B:Here. (handsoverapen)04ThePolitenessPrinciple5)Pre-announcement

①pre-requestgo-aheadresponseA:WhatareyoudoingthisFriday? (=pre-invitation)B:Hmm,nothingsofar. (=goahead)A:Comeoverfordinner. (=invitation)B:Oh,I’dlikethat.

(=accept)stopresponseA:Areyoudoinganythinglater?

(=pre-invitation)B:Oh,yeah.Busy,busy,busy. (=stop)A:Oh,okay.

(=stop)04ThePolitenessPrinciple5)Pre-announcement

②pre-invitationChildrenoftenusepre-announcementtocheckiftheirparentsarewillingtopayattention.Forexample:04ThePolitenessPrinciple5)Pre-announcement(4/5)

③Pre-announcementChild:Mom,guesswhathappened? (=pre-announcement)Mother:(Silence)Child:Mom,youknowwhat? (=pre-announcement)Mother:Notrightnow,Jacy,I’mbusy.(=stop)04ThePolitenessPrinciple5)Pre-announcement

③Pre-announcementTherearetwopre-announcements,neitherofwhichreceivesa“go-ahead”.Theinitialpre-announcementismetwithsilencewhichisgenerallyinterpretedasa“stop”.Thechild’ssecondattemptmustbebasedonaninterpretationthattheparentdidnothearthefirstattempt.Thefinalresponsehastobeinterpretedasa‘stop’,butitisexpressed,inface-savingterms,asapostponement.Thankyou!

FiveUnit

6

CulturalBarriersinInterculturalCommunicationSixSixOurNaturalCulturalContext

Wearelikeafishinwater.SixOurNaturalCulturalContext

Webecome“afishoutofwater”.Six“Water”ismyculture.Otherwaterorairis“otherculturalcontexts”.Ineedmyculture

tofeelcomfortable!“outofwater”=outofcontextSixCase1:OneChinesestudentLiYingwasstudyinginAmericaandwasonceinvitedtoattendafriend’sparty.Hearrivedthereontimebuthefoundmanyarrivedlateincasualclothes.Thefoodwassimpleandtherewerefewacquaintances.Hejusthadashortconversationwiththehost.Twohourslaterheleftindisappointment,determinednevertoattendthesekindofpartiesagain.SixCase2:ComingfromManchester,SaraworksasateacherinXi’an.Whenshewasgivingalecture,shefoundthestudentskepttakingnoteswithoutaskinganyquestions.Sheencouragedthemtoposequestionsinclassbutitdidn’twork.Thestudentsusuallyaskedquestionsafterclassanddidn’treadmuchthereferencebooksshehadrecommended.Howdoyouinterpretthetwoca