The Cambridge Handbook of Intercultural Pragmatics 1st edition by Istvan Kecskes ISBN 1108839533 978-1108839532

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ISBN 10: 1108839533
ISBN 13: 978-1108839532
Author: Istvan Kecskes

Intercultural pragmatics addresses one of the major issues of human communication in the globalized world: how do people interact with each other in a language other than their native tongue, and with native speakers of the language of interaction? Bringing together a globally-representative team of scholars, this Handbook provides an authoritative overview to this fascinating field of study, as well as a theoretical framework. Chapters are grouped into 5 thematic areas: theoretical foundation, key issues in Intercultural Pragmatics research, the interface between Intercultural Pragmatics and related disciplines, Intercultural Pragmatics in different types of communication, and language learning. It addresses key concepts and research issues in Intercultural Pragmatics, and will trigger fresh lines of enquiry and generate new research questions. Comprehensive in its scope, it is essential reading not only for scholars of pragmatics, but also of discourse analysis, cognitive linguistics, communication, sociolinguistics, linguistic anthropology, and second language teaching and learning.

The Cambridge Handbook of Intercultural Pragmatics 1st Table of contents:

Part I Theoretical Foundation

1 Post-Gricean Pragmatics for Intercultural Communication

1.1 Philosophical Pragmatics at the Service of Intercultural Communication

1.2 Pragmatic Universals: Universal Expressibility and Universal Principles of Communicative Interaction

1.3 Post-Gricean Developments

1.3.1 Maxims, Principles, and Heuristics

1.3.2 Semantic vs. Pragmatic, Said vs. Implicit, and the Controversy over Truth Conditions

1.4 Post-Gricean “Contextualisms”

1.5 Conclusions: The Role of Post-Gricean Theories in the Pragmatics of Intercultural Communication

References

2 Relevance Theory and Intercultural Communication

2.1 Introduction

2.2 From Gricean to Post-Gricean Pragmatics

2.3 Relevance Theory as a Pragmatic Theory

2.4 Relevance Theory and Successful Communication

2.5 Relevance Theory and Intercultural Pragmatics

2.6 Conclusion

References

3 Cognitive Psychology in Pragmatics

Foreword

3.1 Introduction

3.2 On the Superiority of Defaultness

3.2.1 On the Speed Superiority of Default Sarcastic Interpretations over Their Nondefault Literal Counterparts

1a. Negative Sarcasm

1b. Negative Literalness

1c. Affirmative sarcasm

1d. Affirmative Literalness

3.2.2 On the Speed Superiority of Default Metaphorical Interpretations over Their Nondefault Literal Counterparts

3.2.3 “About as X as Y” Constructions Attenuating Highly Positive Concepts of Novel Similes

Booklet A

Booklet B

Booklet A

Booklet B

3.2.4 Rhetorical Questions Constructions +/– Intensifiers, Strongly Attenuating Highly Positive Concepts

3.2.5 Dialogic Resonance with Default Interpretations

3.2.5.1 Dialogic Resonance with Default Sarcastic Interpretations

3.2.5.2 Resonating with Default Sarcastic Interpretations: A Corpus-based Study of Rhetorical Questions

3.2.5.3 Dialogic Resonance with Default Metaphorical Interpretations

3.3 Conclusions

References

4 The Theoretical Framework of Intercultural Pragmatics

4.1 Introduction

4.2 The Idealized Approach to Communication

4.3 The Egocentrism View

4.4 The Socio-Cognitive Approach

4.5 Intention and Salience

4.5.1 Types of Intention

4.5.2 Salience Effect: Inter-label Hierarchy and Intra-label Hierarchy

4.6 Two Sides of Context

4.7 Common Ground

4.7.1 Common Ground in SCA

4.7.2 Nature and Dynamism of Common Ground

4.8 Conclusions, Ongoing and Future Research

References

Part II Key Issues in Intercultural Pragmatics Research

5 The Cultural, Contextual, and Computational Dimensions of Common Ground

5.1 Introduction

5.2 Common Ground as the Interface between Context and Language in Interaction

5.3 What Is Context?

5.3.1 The Characteristics of Context

5.3.2 What Exactly Are Models of Context and Situation?

5.4 Relating the Notions of Situation, Context, and Common Ground

5.4.1 The Formalization of Situation, Context, and Common Ground

5.4.2 Context of Situation: Malinowski, Firth, and Wegener

5.5 The Shared Knowledge in Common Ground

5.5.1 Common Ground Knowledge Is Context-Dependent

5.5.2 What Is Knowledge?

5.6 The Challenges of Context and Common Ground for Linguistic Analysis

5.7 Conclusions

References

6 Role of Context

6.1 Introduction

6.2 Contexts and Context

6.2.1 Interlocutor’s Context

6.2.1.1 Contextualization

6.2.1.2 Recontextualization and Decontextualization

6.2.1.3 Entextualization

6.2.1.4 Individual Contexts and Subjective Context

6.2.2 Analyst’s Context

6.2.2.1 Linguistic Context

6.2.2.2 Cognitive Context

6.2.2.3 Social Context and Sociocultural Context

6.2.2.4 Context as Token and Context as Type

6.3 Conclusions: Discourse as Context, and Context as Discourse

References

7 (Mis/Non)Understanding in Intercultural Interactions

7.1 Introduction

7.2 Defining Understanding, Misunderstanding, and Non-understanding

7.3 (Mis/Non)Understanding in English as a Lingua Franca (ELF) Interactions

7.4 Significance of ELF Research Findings

7.5 Conclusion and Future Directions in Research

Appendix

Appendix

References

8 Creativity and Idiomaticity in Intercultural Interactions

8.1 Introduction

8.2 Theoretical Perspectives on Idiomaticity and Creativity

8.2.1 Idioms and Idiomaticity: Gradeability and Continua

8.2.2 Metaphoricity, Creativity, and Co-text

8.2.3 Evaluating Creativity: The Importance of Context

8.3 Idiomatic and Metaphorical Creativity in Intercultural ELF Interactions: Formal Characteristics

8.3.1 Idiom Variation: Lexical Substitution, Syntactic and Morphosyntactic Variation

8.3.2 Ambiguous Cases

8.3.3 Multilingual Repertoires, Overt and Covert Multilingual Resources

8.3.4 More than Approximation

8.3.5 Multiple Origins: A Multilingual View on Metaphorical Creativity

8.4 Functions of Idiomatic and Metaphorical Creativity in Intercultural ELF Encounters

8.4.1 Interpersonal and Social Functions

8.4.2 Ideational and Transactional Functions

8.5 Emergent Idiomaticity: Toward a Transcultural, Multilingual, and Micro-diachronic View

8.5.1 Creativity, Idiomaticity, and Change: The Importance of Chronology and Diachrony

8.5.2 Idiomatizing and Transient International Groups

8.5.3 Emergent Multilingual Idiomaticity and Idiomatic Multilingualism

8.6 Conclusions

References

9 Metaphors in Intercultural Communication

9.1 Introduction

9.2 Metaphor Comprehension: Processing by Comparison and by Categorization

9.3 Variability in Metaphor Processing

9.4 Metaphoric Competence and the Nonnative Speaker

9.5 Conventionality, Aptness, and Deliberateness in Metaphor Processing

9.6 Conventionality, Aptness, and Deliberateness in Intercultural Pragmatics

9.7 Conclusions and Outlook

References

10 Common Ground in Linguistic Theory and Internet Pragmatics: Forms of Dynamic Multicultural Interaction

10.1 Introduction

10.2 Common Ground

10.2.1 Common Ground and Linguistic Choices

10.2.2 Common Ground vs. Egocentrism

10.3 The Socio-cognitive Approach: Core and Emergent Common Ground

10.3.1 Core Common Ground

10.3.2 Emergent Common Ground

10.4 Internet Memes

10.4.1 Use of Core and Emergent Common Ground in Memes

10.4.2 Analysis: Portions of Core and Emergent Common Ground in the Communication with Memes

10.4.2.1 Awkward Look Monkey Puppet: Description, Examples, and Analysis

10.4.2.2 Leonardo DiCaprio Laughing: Description, Examples, and Analysis

10.5 Discussion and Conclusions

References

Websites

11 Vague Language from a Pragmatic Perspective

11.1 Introduction

11.2 The Theoretical Foundations of Vague Language

11.2.1 Gricean Conversational Maxims

11.2.2 Relevance Theory

11.2.3 Elasticity Theory

11.3 Linguistic Categories and Pragmatic Functions of Vague Language

11.3.1 Linguistic Categories

11.3.2 Pragmatic Functions

1. Conveying the right amount of information.

2. Mitigation.

3. Solidarity.

4. Strengthening.

5. Self-protection.

6. Withholding information.

11.4 Vague Language in Intercultural Interactions

11.4.1 Work on VL in L1 and L2 Intercultural Communication

11.4.2 Work on VL across Spoken Genres in an Intercultural Hong Kong Corpus

11.4.3 Terraschke and Holmes’ (2007) Work on VL in Intercultural Communication

11.5 Possible Directions for Future Research

References

Additional Resources

12 Humor in Intercultural Interactions

12.1 Introduction

12.2 The Cross-Cultural Approach

12.2.1 The Linguistic Description of Discourse in Interaction

12.2.2 The Identification of Preferential Choices and Conversational Style of Each Language-Culture

12.2.3 An Explanation of Interactional Behavior through the Notion of “Communicative Ethos”

12.2.4 A Wider Frame of Cultural Values

12.2.5 Possible Sources of the Ethos and Cultural Values under Scrutiny

12.3 Conversational Humor within the Cross-Cultural Approach

12.3.1 Definition of Conversational Humor

12.3.2 A Four-Dimensional Model for a Cross-Cultural Analysis of Conversational Humor

Dimension 1: The Speaker/Target/Recipient Interplay

Dimension 2: The Language Dimension

Dimension 3: The Different Pragmatic Functions

Dimension 4: The Interactional Dimension

12.4 The Intercultural Approach

12.4.1 Inadequate Language Skills

12.4.2 Pragmalinguistic Transfer

12.4.3 Underdeveloped Sociopragmatic Competence

12.4.4 Prejudices and Stereotypes

12.5 Conversational Humor in Intercultural Situations

12.6 Conclusion

Appendix

Appendix

References

13 Emotion in Intercultural Interactions

13.1 Introduction

13.2 Some Theoretical Considerations

13.2.1 Emotion in Intercultural Discourse

13.2.2 What Do We Mean by “Culture” and “Intercultural Communication”?

13.2.3 Emotion Approaches and Studies as Seen from the Prism of Intercultural Pragmatics

13.3 Sample Analysis: Emotion in Intercultural Discourse

(2) Scene 1

Scene 2 (www.youtube.com/watch?v=R9S0EKX3tQQ) (Min. 0:00 – 0:53)

Scene 3 (www.youtube.com/watch?v=R9S0EKX3tQQ) (Min 1:55 – 3:26)

13.4 Conclusions and Further Research

Appendix

Appendix

References

14 Research Methods in Intercultural Pragmatics

14.1 Introduction

14.2 A Literature Review on Research Methods in (Intercultural) Pragmatics

14.3 Specifics on Notional Choices in this Chapter

14.3.1 On Research Methods

14.3.2 Preliminary Remarks on Desirable Data and Efficiency-of-Obtainment Issues

14.4 Introspective and Observational Research Designs

14.4.1 Intuitive and Introspective Approaches

14.4.2 Field Methods: Observation and Extraction of Data

14.5 Task-Elicited Data Types

14.5.1 Framing Remarks on Surveys, Questionnaires, and CASTs

14.5.2 Intuitive, Self-Observational, and Retrospective Production Tasks

14.5.3 Production Tasks in More Controlled Settings

14.5.3.1 Low-Interaction Tasks: Written and Oral DCTs

14.5.3.2 Medium-Level Interaction Tasks: Elicited Dyadic Conversations

14.5.3.3 High-Interaction and Collaboration Tasks

14.5.4 Data Elicited under Experimental Conditions

14.6 Intercultural Pragmatics and Its Focus on Interactional Analysis

14.7 Conclusions

References

Part III Interface of Intercultural Pragmatics and Related Disciplines

15 Semiotics and Intercultural Pragmatics

15.1 Introduction

15.2 The Semiotic Perspective

15.3 Codes, Coding, Codability

15.4 Nonverbal Coding

15.5 Intertextuality

15.6 Concluding Remarks

References

16 Sociopragmatics and Intercultural Interaction

16.1 Introduction: Sociopragmatics and Intercultural Pragmatics

16.2 Disciplinary Roots of Sociopragmatics

16.3 Theoretical Foundations of Sociopragmatics

16.3.1 Theorizing Context

16.3.2 Theorizing Norms

16.3.3 Theorizing Interpersonal Relations

16.4 Case Study: Openings of Intercultural First Conversations

16.5 Conclusions and Future Directions for Research

References

17 Intercultural Pragmatics from the Perspective of English as a Lingua Franca

17.1 Introduction

17.2 The Concept of Competence

17.3 The Communicative Capability of ELF Users

17.3.1 Schematic Convergence and Cooperation

17.3.2 The Idiom Principle and ELF Idiomaticity

17.4 ELF and “Multilingual” and “Intercultural” Communication

17.5 Conclusions

References

18 Intercultural Rhetoric

18.1 Introduction

18.2 From Contrastive to Intercultural Rhetoric

18.3 Interculture Rhetoric’s Influence on EAP, ESP, and Second Language Teaching

18.4 Sociolinguistics, Pragmatics, and ELF: Parallels between Current IP and IR

18.5 Intercultural Rhetoric, ELF, and Translingualism

18.6 Conclusions and Future Directions in IR Research and Applications

References

19 Politeness and Rapport Management

19.1 Introduction

19.2 Conceptual and Methodological Challenges

19.2.1 Conceptualizing Culture

19.2.2 Integrating Micro and Macro Perspectives

19.2.3 First-Order and Second-Order Perspectives on Politeness and Culture

19.3 Performing Intercultural Politeness

19.3.1 Communication Practices

Data sample 1: Indicative Korean–Korean service encounter, according to /)

Data sample 2: Indicative Korean–African American service encounter, according to /)

Data sample 3: Korean–African American shopkeeper–customer interaction in a beauty supply shop

19.3.2 Interpretations of Context

Data sample 4: Simultaneous talk in workplace meetings

19.3.3 Cultural Values

Data sample 5: The impact of value-based beliefs

19.4 Evaluating Intercultural Relations

Data sample 6: Who was responsible?

19.5 Conclusions and Directions for Future Research

Appendix

Appendix

Transcription Conventions

References

20 Corpus Pragmatics: Corpus-Based Intercultural Pragmatic Research

20.1 Introduction

20.2 Corpus and Intercultural Pragmatics in a Globalized World

20.3 Intercultural Pragmatics in Academic Language and Translation

20.4 Cross-Cultural Studies in Intercultural Pragmatics

20.5 Prosody, Multimodality, and Computer-Mediated Communication in Intercultural Pragmatics

20.6 Intercultural Pragmatics and Learners’ Corpora

20.7 Conclusions

References

Part IV Intercultural Pragmatics in Different Types of Communication

21 Visual and Multimodal Communication across Cultures

21.1 Introduction: Preliminary Assumptions

21.2 Explicit, Implicit, and Symptomatic Meaning

21.3 Case Studies

21.3.1 Pictograms and Pictorial Runes

21.3.2 (Non)recognition of a Person or an Object

21.3.3 Situations and Scenarios

21.3.4 Differences in Interpreting Sequences of Images Cross-Culturally

21.3.5 Radically Different Visual “Languages”

21.4 Concluding Remarks, Further Research, and Implications for Education

References

22 Intercultural Teamwork via Videoconferencing Technology: A Multimodal (Inter)action Analysis

22.1 Introduction

22.2 Background

22.3 Methodology

22.4 Transcription

22.5 Examples of Misunderstandings: A Multimodal Analysis

22.5.1 Excerpt 1: What do you like eating?

Audio Transcript 1: What do you like eating?

Audio Transcript 2: I must have a dessert

Production of Different Higher-Level Actions

A Misunderstanding

22.5.2 Excerpt 2: Should we search up some kind of review?

Audio Transcript 3: Should we search up some kind of review?

Production of different higher-level actions

A Misunderstanding

22.5.3 Excerpt 3: I don’t have a map

Producing different higher-level actions

A Misunderstanding

22.6 Conclusions

References

23 Intercultural Communication in Computer-Mediated Discourse

23.1 Introduction

23.2 Online Exchanges between Native and Nonnative Speakers

23.3 Online Exchanges in English as a Lingua Franca (ELF)

23.4 Multilingual Communication Online

23.5 Conclusions

References

24 Intercultural Aspects of Business Communication

24.1 Introduction

24.2 Business Communication and Culture

24.2.1 Business Communication

24.2.2 From Cross-cultural to Intercultural Business Communication

24.2.3 Intercultural Pragmatics

24.3 Business Communication Genres

24.3.1 Business Meetings

24.3.2 Call Center Exchanges

24.3.3 Emails

24.3.4 Social Media Platforms

24.4 Main Research Areas and Topics

24.4.1 Language Choice, Strategy, and Communication Style

24.4.2 Interpersonal Issues: (Im)politeness, Face, and Emotions

24.4.3 From ELF to BELF

24.4.4 Business Communication Training and Teaching

24.5 Conclusions

References

25 Intercultural Pragmatics in Healthcare Communication

25.1 Introduction

25.2 Intercultural and Inter-group Communication

25.3 An Intercultural Pragmatic Approach to Healthcare Communication

25.3.1 Intercultural Communication in a Pragmatic Perspective

25.3.2 Interpreting Misunderstandings

25.4 Misunderstanding and Cultural Dissimilarities

25.4.1 Interpreting Lack of Uptake

25.4.2 Interpreting Irrelevances

25.4.3 Lack of Understanding

25.5 The Recipient Design: Effective Communication in Medical Settings

25.6 Conclusions

References

26 Academic and Professional Discourse in Intercultural Pragmatics

26.1 Introduction

26.2 English as a Lingua Franca, Academic, and Professional Discourse, and Intercultural Pragmatics

26.3 Hedges and Boosters in Academic English

26.4 Corpus

26.5 Method

26.6 Results and Discussion

26.7 Conclusions

References

27 The Dynamic Model of Meaning Approach: Analyzing the Interculturality of Conspiracy Theory in Far-Right Populist Discourses

27.1 Introduction

27.2 Far-right Populism in the European Context

27.2.1 Political Discourse and Right-wing Populism

27.2.2 The Dynamic Model of Meaning and the Construction of Political Meaning

27.2.3 The Far-right Common Ground and the Great Replacement Conspiracy

27.3 DMM, Far-right Discourse and Emergent Common Ground

27.3.1 Migration as Common Ground in Far-right Discourse

27.3.2 The Great Replacement as a (Covert/Overt) Populist Interpretive Map

27.3.3 Marine Le Pen, Viktor Orbán, and Matteo Salvini: Political Profiles

27.4 The Great Replacement, a Far-right (Covert or Overt) Lingua Franca

27.4.1 Matteo Salvini: Nativism to the Extreme

27.4.2 Viktor Orbán: Protector against Soros and his Friends

27.4.3 Protecting France: Marine Le Pen, the Savior of the Nation

27.5 Discussion

27.5.1 The Great Replacement, a Convenient Metaphor

27.5.2 From Far-right Conspiracy to Covert Hate Speech?

27.6 Conclusions: Conspiracies – a “Normal” Political Modus Operandi?

References

Part V Language Learning

28 Pragmatic Competence

28.1 Introduction

28.1.1 Aspects of Pragmatic Competence

28.1.2 Inference, Social Language, and Emotions

28.2 The Scope of Intercultural Pragmatic Competence

28.3 Socialization and Conceptual Change

28.4 Emotional Experience: The Case of Metaphor in Second Language Pragmatics

28.5 Conclusions and Implications

References

29 Pragmatic Awareness in Intercultural Language Learning

29.1 Introduction

29.2 Theoretical Foundations

29.2.1 Pragmatic Awareness within Interlanguage Pragmatics and Sociocultural Theory

29.2.2 Pragmatic Awareness through an Intercultural Lens

29.3 Empirical Studies

29.4 Current Issues

29.5 Conclusions and Future Directions for Research

References

30 Interculturality and the Study Abroad Experience: Pragmatic and Sociolinguistic Development

30.1 Introduction

30.2 Theoretical Concepts

30.3 Approaches

30.4 Key Findings and Contributions

30.4.1 L2 Pragmatic Development in Study Abroad

30.4.1.1 Receptive Pragmatic Skills

30.4.1.2 Productive Pragmatic Skills

30.4.1.3 Variation in Pragmatics Learning Outcomes

30.4.2 L2 Sociolinguistic Development in Study Abroad

30.5 Conclusions, Remaining Questions, and Directions for Future Research

References

31 Intercultural Mediation in Language Learning

31.1 Introduction

31.1.1 Theoretical Foundations

31.1.2 Mediation and Intercultural Pragmatics

31.2 Empirical Studies

31.2.1 Metapragmatic Awareness in Intercultural Mediation

31.2.2 Mediation for Others and Mediation for Self

31.2.3 Mediating Intercultural Pragmatics in Language Education

31.3 Current Issues

31.4 Conclusions on the Future Directions for Research

References

32 Interaction in the Multilingual Classroom

32.1 Introduction

32.2 Intercultural Pragmatics Studies of Multilingual Classroom Interaction

32.3 Ethnography and Translanguaging

32.3.1 Studies of Multilingual Classroom Interaction and Agency

32.3.2 Findings Pertaining to Agency and Language Use in Multilingual Classrooms

32.3.3 Ethnographic Studies of LFs in Multilingual Classrooms

32.4 CA Studies of Multilingual Classroom Interaction

32.4.1 Code-switching/Language Alternation in Bi/Multilingual Classrooms

32.4.2 Participation, Roles, Policy, and Identities in Multilingual Classrooms

32.4.3 Studies of Particular Language Practices for Teaching and Learning in Multilingual Classrooms

32.5 Interaction in the Multilingual Classroom: An Illustration

32.5.1 The MultiLingual Spaces Project

32.5.2 Vocabulary Trouble Sources and Peer Negotiation and Learning

32.6 Conclusions and Future Directions

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