The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German: The Case of Address Forms
Abstract
This study examines the microgenetic development of second‐person pronoun use in a German‐American telecollaborative partnership. We discuss the sociopragmatic ambiguity of informal (T) and formal (V) pronouns of address (realised as du and Sie in German), and the precise issues that these pronouns present for American classroom learners of European languages. Tracing the history of particular learners’ pronoun use over time, the study demonstrates that (a) electronically enabled interaction with expert‐speaking German peers is a context in which learners experience both explicit assistance and opportunities to observe appropriate pronoun use, and (b) pragmatic awareness in this domain is reflected in learner performance that develops toward approximation of the expert norm for interaction among peers.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Learning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872
Artifacts and cultures-of-use in intercultural communication
Thorne, S. L. (2003) · Language Learning & Technology · doi:10.64152/10125/25200 · Cited by 573 · cited 2×
“She reasons that both of these computer-mediated affordances, that is, ‘‘that which is offered by the linguistic environment and perceived by the learner’’ (van Lier, 1996, p. 12), may contribute to the development of awareness and appropriate use of L2 address forms (see also Belz & Kinginger, 2002; Thorne, 2003, pp.…”
BackgroundMethodBELZ, J. A. (2001) · ReCALL · doi:10.1017/s0958344001000726a · Cited by 97
Self-citation
Cited by
Language Learning in Study Abroad: Case Studies of Americans in France
KINGINGER, C. (2008) · The Modern Language Journal · doi:10.1111/j.1540-4781.2008.00821.x · Cited by 579
Self-citationArtifacts and cultures-of-use in intercultural communication
Thorne, S. L. (2003) · Language Learning & Technology · doi:10.64152/10125/25200 · Cited by 573
"Missed" communication in online communication: Tensions in a german-american telecollaboration
Ware, P. (2005) · Language Learning & Technology · doi:10.64152/10125/44020 · Cited by 234
Ebadi, S., & Asakereh, A. (2017) · Cogent Education · doi:10.1080/2331186x.2017.1419796 · Cited by 29
Metadata
- Authors
- Belz, J. A., & Kinginger, C.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2003-11-14
- Volume
- 53
- Issue
- 4
- Pages
- 591-647
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2151890913
- Cited by
- 226
- References
- 4
- FWCI
- 64.99
- Type
- journal article
- Language
- en
- Open access
- closed
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- Belz, J. A., & Kinginger, C. (2003). Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German: The Case of Address Forms. Language Learning. https://doi.org/10.1046/j.1467-9922.2003.00238.x
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