Lodz Papers in Pragmatics最新文献_第7页

Media framing of the Macedonia name change issue: The use of fear-inducing language strategies 马其顿更名问题的媒体框架：引发恐惧的语言策略的使用

Lodz Papers in Pragmatics Pub Date : 2020-12-01 DOI: 10.1515/lpp-2020-0012

Zorica Trajkova

{"title":"Media framing of the Macedonia name change issue: The use of fear-inducing language strategies","authors":"Zorica Trajkova","doi":"10.1515/lpp-2020-0012","DOIUrl":"https://doi.org/10.1515/lpp-2020-0012","url":null,"abstract":"Abstract It is considered a huge socio-political step for a country to change its name, especially under pressure imposed by another country. In January 2019, Macedonia officially became the Republic of North Macedonia after a three-decade long dispute with its neighbouring country Greece. Macedonian citizens have long suffered the consequences of this dispute and have often expressed their dissatisfaction on the social media. However, the media played a crucial role in shaping their opinions regarding this situation. This paper attempts to present how pro- and anti-government oriented media sources framed the issue and influenced the citizens’ perceptions of it. More precisely, it conducts a critical discourse analysis of 30 online newspaper articles, written during three specific periods on a timeline from January 2018 to February 2019, before, during and after the name change. The analysis sets out to identify lexical, pragmatic and discursive devices acting as potential fear triggers through which threat frames are being constructed. The results showed that both pro- and anti- government media sources appeal mostly to people’s emotions by generating fear related to a hypothetical future – in the case of the former it instigated fear of what might happen with the future of the country provided the name was not changed, while in the case of the latter, if the name was changed.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"265 - 284"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Deconstructing impoliteness in professional discourse: The social psychology of workplace mobbing. A cross-disciplinary contribution with conclusions for the intercultural workplace 解构职场话语中的不礼貌：职场暴民的社会心理。跨学科贡献和跨文化工作场所的结论

Lodz Papers in Pragmatics Pub Date : 2020-12-01 DOI: 10.1515/lpp-2020-0011

Sylke Meyerhuber

{"title":"Deconstructing impoliteness in professional discourse: The social psychology of workplace mobbing. A cross-disciplinary contribution with conclusions for the intercultural workplace","authors":"Sylke Meyerhuber","doi":"10.1515/lpp-2020-0011","DOIUrl":"https://doi.org/10.1515/lpp-2020-0011","url":null,"abstract":"Abstract Workplace politeness concerns the structural, interactional and individual level. Using the example of mobbing, it is illustrated how small acts of impoliteness can lead to the destruction a person psychologically and physically. Particularly, so-called downward mobbing is an increasing problem worldwide; most of the cases are orchestrated by superiors, the people subordinates depend on the most. Data clearly illustrate the social toxin created by up to 45 seemingly small actions in five areas of work life. These actions result in health hazards and ultimately loss of jobs. By example of workplace harassment, it is illustrated how systematic acts of impoliteness are used to manipulate a person's emotion and identity, to ensure anxiety-born solidarity in others while abusing power, with high costs for the target, the organisation, and society. The discussion gives way to considerations about intercultural cooperation at the workplace, showing similarities between subtle devaluations in intercultural communication called microaggression and what has been discussed as mobbing. Overall, impoliteness is deconstructed as a sign of degrading social bonds, security and health, thereby raising awareness of the importance of intercultural interaction without microaggression. The practical value of linguistic impoliteness research and its connection to work psychology becomes apparent.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"235 - 264"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Frontmatter Frontmatter

Lodz Papers in Pragmatics Pub Date : 2020-12-01 DOI: 10.1515/lpp-2020-frontmatter2

引用次数: 0

Frontmatter Frontmatter

Lodz Papers in Pragmatics Pub Date : 2020-07-28 DOI: 10.1515/lpp-2020-frontmatter1

引用次数: 0

Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough? 评估非母语英语教师候选人的第二语言语用意识:发现问题就足够了吗?

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0003

Karen Glaser

{"title":"Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?","authors":"Karen Glaser","doi":"10.1515/lpp-2020-0003","DOIUrl":"https://doi.org/10.1515/lpp-2020-0003","url":null,"abstract":"Abstract The assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"33 - 65"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Assessing pragmatic aspects of L2 communication: Why, how and what for 评估二语交际的语用方面：原因、方式和目的

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0001

S. Gesuato, Erik Castello

{"title":"Assessing pragmatic aspects of L2 communication: Why, how and what for","authors":"S. Gesuato, Erik Castello","doi":"10.1515/lpp-2020-0001","DOIUrl":"https://doi.org/10.1515/lpp-2020-0001","url":null,"abstract":"Assessment can be defined as expressing a value judgement on something/someone, that is, as explicitly indicating where a given person/thing stands in terms of their intrinsic and/or perceived qualities. It is a multi-faceted phenomenon not only because it may focus on the emotional reaction that the object of assessment may determine, the properties it displays as a member of a given category, and/or its social-normative adequacy and appropriacy in a given context,2 but also because it is an act of reflection and communication, combining a careful consideration of the object of assessment and the expression of the opinion formed and attitude developed as a result of that careful examination (Hunston 1994: 191). Assessment is also a practice that affects interpersonal relationships. Since it consists in taking a favourable or unfavourable stand on what is being assessed, and thus conveying a positive or negative description of it, it may, respectively, enhance or threaten the positive face of the person whose behaviour or work is being assessed. Finally, assessment may impact the scope of action of the recipient of assessment. That is, positive assessment may entitle them to a given right and/or encourage them to take a future course of action, while negative assessment may involve depriving them of that right or discourage them from embarking on a given plan. Therefore the outcome of assessment has implications for their negative face too.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43247110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment 语用评价中的等级差异:语言背景对同伴评价和自我评价的影响

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0004

Sunni L. Sonnenburg-Winkler, Zohreh R. Eslami, Ali Derakhshan

引用次数: 5

Issues in the assessment of L2 pragmatics 二语用学评估中的问题

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0002

A. Cohen

引用次数: 2

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors 用新的CEFR描述词评估C1级口语水平面试中的语用能力

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0005

Bárbara Eizaga-Rebollar, Cristina Heras-Ramírez

{"title":"Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors","authors":"Bárbara Eizaga-Rebollar, Cristina Heras-Ramírez","doi":"10.1515/lpp-2020-0005","DOIUrl":"https://doi.org/10.1515/lpp-2020-0005","url":null,"abstract":"Abstract The study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"87 - 121"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43146326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation 英语学术讨论中语用能力的培养:一项EAP课堂调查

Lodz Papers in Pragmatics Pub Date : 2020-07-01 DOI: 10.1515/lpp-2020-0006

Marcella Caprario

{"title":"Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation","authors":"Marcella Caprario","doi":"10.1515/lpp-2020-0006","DOIUrl":"https://doi.org/10.1515/lpp-2020-0006","url":null,"abstract":"Abstract This qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.","PeriodicalId":39423,"journal":{"name":"Lodz Papers in Pragmatics","volume":"16 1","pages":"123 - 152"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/lpp-2020-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47430239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1