Trends, Directions and Implications
Edited By Arne Peters and Neele Mundt
This book offers a range of empirically-based case studies in the field of cultural linguistics and neighbouring disciplines such as intercultural pragmatics and language pedagogy. The first section explores intercultural communication and cross-linguistic/cross-cultural investigations in settings such as Brazil, Nigeria, Cameroon, Tanzania, Morocco, France and Canada. The second section focuses on applications of cultural linguistics in the field of foreign language teaching. By drawing on English as a Foreign Language and English as a Second Language contexts, the case studies presented further examine the ramification of cultural linguistics in the language classroom, enabling a better understanding of culture-specific conceptual differences between learners’ first and target language(s).
Towards a richer description of advising in English and in French: Associations and individual differences (Stephanie Lerat)
Towards a richer description of advising in English and in French: Associations and individual differences
advising1 has generally been categorised as a directive speech act (Searle 1969), which means that the objective of the speaker is to get the addressee to do something, thus trying to change the outside world with words (cf. Searle 1969). The acts in this category differ with respect to the extent to which the addressee is required to react (given that various social roles are respected, etc.). The act of advising is understood in line with Bach and Harnish (1979) as a subcategory of directive speech acts, meaning that even though the speaker is trying to influence the addressee’s behaviour, unlike in the cases of ordering or forbidding, the advisee can choose whether or not to take the speaker’s proposition into account (Bach and Harnish 1979; Belyaeva 1996). The French counterpart, conseiller, has been analysed as an attempt to get someone to do something that is good for them (Vanderveken 1988). The proposition is generally considered to be in the best interest of the advisee (Jiang 2006), and the advisor is at least perceived to have experience or knowledge about the topic at hand (DeCapula and Dunham 1993). In order for the advisor to make a proposition, a situation has to be identified in which the advisee requires guidance, either through the solicitation of propositions by the advisee or by spontaneous identification by the advisor.
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