33.2437, FYI: Call for Papers: Panel at the 18th IPrA, Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective

[The LINGUIST List]

LINGUIST List: Vol-33-2437. Sat Aug 06 2022. ISSN: 1069 - 4875.

Subject: 33.2437, FYI: Call for Papers: Panel at the 18th IPrA, Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective

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Date: Sat, 06 Aug 2022 09:15:47
From: Puyu Ning [ning.puyu at nytud.hu]
Subject: Call for Papers: Panel at the 18th IPrA, Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective

 
Colleagues are warmly welcome to submit abstracts for the panel described
below, to be held at the next IPrA conferences in Brussels, Belgium, 9-14 July
2023 (https://pragmatics.international/page/Brussels2023). 

Authors with interest should send their abstracts, formatted according to IPrA
guidelines, to both Fengguang Liu and Daniel Kadar either by email at
liufengguang at dlufl.edu.cn and dannier at dlufl.edu.cn. The deadline for abstract
submission 1 October 2022. 

Panel: Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural
Pragmatic Perspective

Organised by Fengguang Liu, Dániel Z. Kádár, and Juliane House 

Discussant: Wei Ren

The aim of this panel is to explore the area of learning and teaching Chinese
as a foreign language (CFL) through the perspectives of cross-cultural
pragmatics. Over recent years, Chinese has gained prominence in foreign
language learning and teaching, and both pragmatics and applied linguistics
has witnessed a surge of research focusing on CFL. Yet, we believe that more
research needs to be dedicated to the cross-cultural pragmatics of CFL.
Cross-cultural pragmatics can help researchers to investigate language
learning and teaching from new angles due to its bottom-up and strictly
language-anchored nature, which allow the analyst to observe CFL without
relying on sweeping overgeneralisations and cultural stereotypes that have
unfortunately gained momentum in this area (e.g. “Chinese students struggle to
realise a certain pragmatic phenomenon due to their face-sensitivity”). 

Here we distance ourselves from the strong contrastive hypothesis that
linguacultural differences automatically trigger L2 learning difficulties.
Still, we believe that contrastive pragmatic differences between Chinese as an
L2 and the learners’ L1 should not be neglected if one wishes to examine the
understudied issue why and how Chinese pragmatic phenomena may puzzle speakers
of other languages who learn Chinese as a foreign language. For instance, as
House et al. (2022) argued in a recent study dedicated to the learning how to
realise the speech act Greet in a foreign language, if one expects the other
to utter a greeting and the greeting fails to come, or one is greeted when no
such greeting is expected, gut feelings of irritation may emerge. A
contrastive pragmatic analysis of Chinese and learners’ L1 may help us
understand cross-cultural differences of pragmatic conventions which may
trigger such instances of foreign speaker puzzlement in CFL.

In the proposed panel we aim to dedicate special attention to the learning
(and teaching) of the realisation of speech acts. We will use the speech act
typology proposed in Edmondson and House (1981) and Edmondson et al. (2022) as
a methodological anchor in the panel. 

References
Edmondson, Willis, and Juliane House. 1981. Let’s Talk and Talk About It: An
Interactional Pedagogic Grammar of English. Munchen: Urban & Schwarzenberg.
Edmondson, Willis, Juliane House, and Dániel Z Kádár. 2022. Expressions,
Speech Acts and Discourse: An Interactional Pedagogic Grammar of English.
Cambridge: Cambridge University Press. 
House, Juliane, Dániel Z. Kádár, Fengguang Liu, and Shiyu Liu. (2022).
Greeting in English as a Foreign Language: A Problem for Speakers of Chinese.
Applied Linguistics.

 



Linguistic Field(s): Pragmatics





 



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