Gila A Schauer | Universität Erfurt (original) (raw)
Books by Gila A Schauer
Email Pragmatics and Second Language Learners, 2021
This semi-longitudinal investigation examines greetings and closings in emails written by German ... more This semi-longitudinal investigation examines greetings and closings in emails written by German university students in their native and foreign language. The results reveal students' preference for formal greetings in both English and German. However, the data also suggest that not all students were aware of appropriate address term combinations in formal English emails. Regarding closings, the students used a limited set of standard formal closings in English but employed a greater variety of closing strategies in German. The results further revealed the importance of micro-analysing individual students' contributions in a corpus, as this provides insights into an individual's language use over time and also shows the impact individual students' routine preferences can have on group scores.
Intercultural competence and pragmatics, 2023
This Open Access book examines the link between intercultural competence (IC) and pragmatics by a... more This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics.
While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills.
Springer, 2019
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary... more This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context.
Handbook of Second Language Assessment, 2016
Current Issues in Intercultural Pragmatics, 2017
This study investigates the (in)appropriateness and (im)politeness perceptions of young British a... more This study investigates the (in)appropriateness and (im)politeness perceptions of young British and German adults. Data were collected with a questionnaire and individual post-hoc interviews. The questionnaire consisted of 20 authentic events that had been reported by informants of the cross-cultural impoliteness project (herewith CCIP) by Culpeper et al. (2010, 2014) and 2 authentic events that had been witnessed by the researcher and included as neutral distractor items. The findings revealed differences and similarities in the perceptions and evaluations of the English and German native speakers: while their evaluation of whether an utterance was appropriate and/or polite or not tended to be rather similar, differences were found with regard to the severity ratings for inappropriateness scores and reasons given for the scoring.
Papers by Gila A Schauer
The Language Learning Journal, 2022
To date very little research is available that focuses on L2 pragmatics and young learners [cf. S... more To date very little research is available that focuses on L2 pragmatics and
young learners [cf. Schauer, G.A. 2022a. Teaching pragmatics to young
learners: a review study. Applied Pragmatics. DOI:10.1075/ap.00006.sch].
Recent studies have shown that textbooks for young learners of English
as a foreign language (EFL) vary considerably regarding their pragmatic
content and frequently do not provide varied and consistent input of
key speech acts and formulaic expressions. Graphic novels could be a
rich source of pragmatic input for L2 learners as they tend to contain a
considerable amount of direct speech that could be used in a variety of
different ways in the L2 classroom. In this paper, I will examine four
graphic novels (2 suitable for beginner level and 2 suitable for
intermediate level EFL learners) concerning their potential to provide
young L2 learners with pragmatic input of their respective level. The
study provides an overview of the number of speech act occurrences of
eight speech acts (greetings, leave-takings, requests, responses to
requests, expressions of gratitude, responses to expressions of
gratitude, apologies, responses to apologies), as well as a more detailed
analysis of individual speech act expressions and formulaic routines of
six of the eight speech acts.
Teaching and Learning Second Language Pragmatics for Intercultural Understanding, 2021
Applied Pragmatics, 2022
This paper reviews research on teaching pragmatics – and more specifically speech acts – to young... more This paper reviews research on teaching pragmatics – and more specifically speech acts – to young L2 learners from two perspectives: (1) studies investigating young L2 learners’ pragmatic competence and (2) studies examining the potential of different materials with regard to pragmatics instruction. The review of L2 learners’ speech act competence addresses cross-sectional and longitudinal developmental studies, as well as studies that examined the effects of specific instructional approaches, learning contexts or materials on young L2 learners’ pragmatic competence. The review of studies examining materials addresses both studies focusing on designated L2 teaching materials produced for the explicit purpose of foreign language instruction of young learners, as well as studies examining speech acts included in children’s books. The paper concludes with a discussion of issues relevant to young learners and the teaching and researching of L2 pragmatics.
The Routledge Handbook of Second Language Acquisition and Language Testing , 2020
In recent years, globalization as well as political and environmental developments have led to an... more In recent years, globalization as well as political and environmental developments have led to an increased interest in intercultural competence. This can be seen in documents on intercultural competence published by organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Council of Europe (CoE), and the American Council on the Teaching of Foreign Languages (ACTFL). All three recommended that specific steps be taken to promote intercultural competence. With regard to education, UNESCO (2013) recommended that “intercultural competences [be incorporated] in all levels of formal, informal and non-formal education systems to facilitate learning of intercultural competences and [to] gain flexibility in interactions with cultural others” (p. 27). Focusing on the European Union, Huber and Reynolds (2014, p. 7), argued that: [t]he ability to understand one another across and beyond all types of cultural barriers is a fundamental prerequisite for making our diverse democratic societies work. As current events continue to show, there is an urgent need for a concerted effort to develop the necessaryattitudes, skills and knowledge that contribute to intercultural competence in theeveryday practice of teaching and learning, so that future generations may be equipped to participate in an increasingly global and complex environment. Thus, there seems to be a general consensus that intercultural competence (IC) is important and should be taught at various levels, even though it is not always quite clear what intercultural competence is. Before addressing different conceptualizations of intercultural competence in more detail, I first discuss concepts and models regarding culture and communicative competence that provide the foundations of IC from a language teaching, learning, and assessment point of view.
Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht , 2020
The present study (written in German) examines two sets of English as a foreign language (EFL) te... more The present study (written in German) examines two sets of English as a foreign language (EFL) teaching materials for learners with special educational needs (SEN) in the first year of secondary school. Focusing on six core speech acts, the analysis shows that learners using these materials rarely encounter complete conversations, as some speech acts (e.g. gree-tings, leave-takings) are only presented infrequently.
Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a c... more Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a cross-cultural perspective. In A. Langlotz and A. Soltysik Monnet (Eds.), SPELL: Swiss Papers in English Language and Literature, 30, (pp. 67-88). Tübingen: Narr Verlag.
This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as " face " and " sociality rights " seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
This article proposes a two-step analysis of group-based cyberbullying that combines a) features ... more This article proposes a two-step analysis of group-based cyberbullying that combines a) features of verbal aggression (incl. impoliteness components and speech acts) and manipulation analysis, and b) an analysis of the targeted group's perception and evaluation of the investigated texts. The group focused on in this cases study are transgender people. In comparison to other LGBTIQA (lesbian, gay, bisexual, transgender, intersex, questioning, asexual) groups, transgender issues and the portrayal of transgender people have been rarely focused on in linguistic studies. The analysis of seven articles published in British mainstream media between 2001 and 2015 by two authors, shows that they employed a wide variety of pragmatic and manipulation strategies to influence the opinion of the public on trans people and to cause offence to transgender individuals. The analysis of reactions to one of these articles by members of a transgender charity will show the impact these verbal aggression and manipulation strategies had on targeted individuals.
Intercultural Pragmatics 7-4: 597–624, 2010
This paper investigates cross-cultural variation in the perception of impoliteness. It is based o... more This paper investigates cross-cultural variation in the perception of impoliteness. It is based on 500 impoliteness events reported by students in England, China, Finland, Germany and Turkey. The main analytical framework adopted is Spencer-Oatey's (e.g. 2000) "rapport management", covering various types of face as well as sociality rights. We offer some clarifications of this framework, and explain and demonstrate how it can be operationalised for quantitative analysis. In general, it offers a good account of our data, though accommodating ambiguous cases proved to be a major challenge. Our quantitative analysis suggests that three of the five categories of Spencer-Oatey's framework are key ones, namely, quality face, equity rights and association rights. Furthermore, differences between our geographically separated datasets emerge. For example, the England-based data has a preponderance of impoliteness events in which quality face is violated, whereas the China- based data has a preponderance where equity rights are violated. We offer some explanations for these differences, relating them where possible to broader cultural issues.
Encyclopedia of Applied Linguistics (pp. 4564-4571). Malden: Wiley-Blackwell, 2012
In his seminal publication on pragmatics, Leech argued that "grammar (the abstract formal system ... more In his seminal publication on pragmatics, Leech argued that "grammar (the abstract formal system of language) and pragmatics (the principles of language use) are complementary domains within linguistics" (1983, p. 4). Native speakers and language learners need a certain level of both, grammatical and pragmatic competence, to communicate effectively in their everyday life. If a person's grammatical competence in a language is low, they may find it difficult to produce and comprehend speech, as to do this they need to have a certain level of competence in the morphology, phonology, syntax, semantics and lexicon of that language. If a person's pragmatic competence is low, they may be able to produce an utterance that is formally correct, but may not realize that in a specific context and with a specific interlocutor their utterance is inappropriate and/or impolite and may be misunderstood. Two sentences, both directed at a stranger in the street, illustrate the difference between grammatical errors and pragmatic infelicities: a) "Hello, can you me please tell where the station is?" b) "Hello, tell me where the station is."
SPELL: Swiss Papers in English Language and Literature, 30, 67-88, 2014
This study investigatest the emotions one experiences when one participates in impolite discourse... more This study investigatest the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite.
Intercultural …, Jan 1, 2010
This paper investigates cross-cultural variation in the perception of impoliteness. It is based o... more This paper investigates cross-cultural variation in the perception of impoliteness. It is based on 500 impoliteness events reported by students in England, China, Finland, Germany and Turkey. The main analytical framework adopted is Spencer-Oatey's (e.g. 2000) "rapport management", covering various types of face as well as sociality rights. We offer some clarifications of this framework, and explain and demonstrate how it can be operationalised for quantitative analysis. In general, it offers a good account of our data, though accommodating ambiguous cases proved to be a major challenge. Our quantitative analysis suggests that three of the five categories of Spencer-Oatey's framework are key ones, namely, quality face, equity rights and association rights. Furthermore, differences between our geographically separated datasets emerge. For example, the England-based data has a preponderance of impoliteness events in which quality face is violated, whereas the Chinabased data has a preponderance where equity rights are violated. We offer some explanations for these differences, relating them where possible to broader cultural issues.
Martínez-Flor, Alicia; Usó-Juan, Esther (Hg.): …, Jan 1, 2010
Developing contrastive pragmatics: Interlanguage …, Jan 1, 2008
... Requests were selected as the focus of the investigation, since being able to appropriately a... more ... Requests were selected as the focus of the investigation, since being able to appropriately ask for their interlocutor's help or coopera-Page 426. 404 Gila Schauer tion is an essential skill for language learners who have to negotiate their everyday lives in their L2. ...
Pragmatics and language learning, Jan 1, 2006
Email Pragmatics and Second Language Learners, 2021
This semi-longitudinal investigation examines greetings and closings in emails written by German ... more This semi-longitudinal investigation examines greetings and closings in emails written by German university students in their native and foreign language. The results reveal students' preference for formal greetings in both English and German. However, the data also suggest that not all students were aware of appropriate address term combinations in formal English emails. Regarding closings, the students used a limited set of standard formal closings in English but employed a greater variety of closing strategies in German. The results further revealed the importance of micro-analysing individual students' contributions in a corpus, as this provides insights into an individual's language use over time and also shows the impact individual students' routine preferences can have on group scores.
Intercultural competence and pragmatics, 2023
This Open Access book examines the link between intercultural competence (IC) and pragmatics by a... more This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics.
While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills.
Springer, 2019
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary... more This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context.
Handbook of Second Language Assessment, 2016
Current Issues in Intercultural Pragmatics, 2017
This study investigates the (in)appropriateness and (im)politeness perceptions of young British a... more This study investigates the (in)appropriateness and (im)politeness perceptions of young British and German adults. Data were collected with a questionnaire and individual post-hoc interviews. The questionnaire consisted of 20 authentic events that had been reported by informants of the cross-cultural impoliteness project (herewith CCIP) by Culpeper et al. (2010, 2014) and 2 authentic events that had been witnessed by the researcher and included as neutral distractor items. The findings revealed differences and similarities in the perceptions and evaluations of the English and German native speakers: while their evaluation of whether an utterance was appropriate and/or polite or not tended to be rather similar, differences were found with regard to the severity ratings for inappropriateness scores and reasons given for the scoring.
The Language Learning Journal, 2022
To date very little research is available that focuses on L2 pragmatics and young learners [cf. S... more To date very little research is available that focuses on L2 pragmatics and
young learners [cf. Schauer, G.A. 2022a. Teaching pragmatics to young
learners: a review study. Applied Pragmatics. DOI:10.1075/ap.00006.sch].
Recent studies have shown that textbooks for young learners of English
as a foreign language (EFL) vary considerably regarding their pragmatic
content and frequently do not provide varied and consistent input of
key speech acts and formulaic expressions. Graphic novels could be a
rich source of pragmatic input for L2 learners as they tend to contain a
considerable amount of direct speech that could be used in a variety of
different ways in the L2 classroom. In this paper, I will examine four
graphic novels (2 suitable for beginner level and 2 suitable for
intermediate level EFL learners) concerning their potential to provide
young L2 learners with pragmatic input of their respective level. The
study provides an overview of the number of speech act occurrences of
eight speech acts (greetings, leave-takings, requests, responses to
requests, expressions of gratitude, responses to expressions of
gratitude, apologies, responses to apologies), as well as a more detailed
analysis of individual speech act expressions and formulaic routines of
six of the eight speech acts.
Teaching and Learning Second Language Pragmatics for Intercultural Understanding, 2021
Applied Pragmatics, 2022
This paper reviews research on teaching pragmatics – and more specifically speech acts – to young... more This paper reviews research on teaching pragmatics – and more specifically speech acts – to young L2 learners from two perspectives: (1) studies investigating young L2 learners’ pragmatic competence and (2) studies examining the potential of different materials with regard to pragmatics instruction. The review of L2 learners’ speech act competence addresses cross-sectional and longitudinal developmental studies, as well as studies that examined the effects of specific instructional approaches, learning contexts or materials on young L2 learners’ pragmatic competence. The review of studies examining materials addresses both studies focusing on designated L2 teaching materials produced for the explicit purpose of foreign language instruction of young learners, as well as studies examining speech acts included in children’s books. The paper concludes with a discussion of issues relevant to young learners and the teaching and researching of L2 pragmatics.
The Routledge Handbook of Second Language Acquisition and Language Testing , 2020
In recent years, globalization as well as political and environmental developments have led to an... more In recent years, globalization as well as political and environmental developments have led to an increased interest in intercultural competence. This can be seen in documents on intercultural competence published by organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Council of Europe (CoE), and the American Council on the Teaching of Foreign Languages (ACTFL). All three recommended that specific steps be taken to promote intercultural competence. With regard to education, UNESCO (2013) recommended that “intercultural competences [be incorporated] in all levels of formal, informal and non-formal education systems to facilitate learning of intercultural competences and [to] gain flexibility in interactions with cultural others” (p. 27). Focusing on the European Union, Huber and Reynolds (2014, p. 7), argued that: [t]he ability to understand one another across and beyond all types of cultural barriers is a fundamental prerequisite for making our diverse democratic societies work. As current events continue to show, there is an urgent need for a concerted effort to develop the necessaryattitudes, skills and knowledge that contribute to intercultural competence in theeveryday practice of teaching and learning, so that future generations may be equipped to participate in an increasingly global and complex environment. Thus, there seems to be a general consensus that intercultural competence (IC) is important and should be taught at various levels, even though it is not always quite clear what intercultural competence is. Before addressing different conceptualizations of intercultural competence in more detail, I first discuss concepts and models regarding culture and communicative competence that provide the foundations of IC from a language teaching, learning, and assessment point of view.
Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht , 2020
The present study (written in German) examines two sets of English as a foreign language (EFL) te... more The present study (written in German) examines two sets of English as a foreign language (EFL) teaching materials for learners with special educational needs (SEN) in the first year of secondary school. Focusing on six core speech acts, the analysis shows that learners using these materials rarely encounter complete conversations, as some speech acts (e.g. gree-tings, leave-takings) are only presented infrequently.
Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a c... more Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a cross-cultural perspective. In A. Langlotz and A. Soltysik Monnet (Eds.), SPELL: Swiss Papers in English Language and Literature, 30, (pp. 67-88). Tübingen: Narr Verlag.
This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as " face " and " sociality rights " seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
This article proposes a two-step analysis of group-based cyberbullying that combines a) features ... more This article proposes a two-step analysis of group-based cyberbullying that combines a) features of verbal aggression (incl. impoliteness components and speech acts) and manipulation analysis, and b) an analysis of the targeted group's perception and evaluation of the investigated texts. The group focused on in this cases study are transgender people. In comparison to other LGBTIQA (lesbian, gay, bisexual, transgender, intersex, questioning, asexual) groups, transgender issues and the portrayal of transgender people have been rarely focused on in linguistic studies. The analysis of seven articles published in British mainstream media between 2001 and 2015 by two authors, shows that they employed a wide variety of pragmatic and manipulation strategies to influence the opinion of the public on trans people and to cause offence to transgender individuals. The analysis of reactions to one of these articles by members of a transgender charity will show the impact these verbal aggression and manipulation strategies had on targeted individuals.
Intercultural Pragmatics 7-4: 597–624, 2010
This paper investigates cross-cultural variation in the perception of impoliteness. It is based o... more This paper investigates cross-cultural variation in the perception of impoliteness. It is based on 500 impoliteness events reported by students in England, China, Finland, Germany and Turkey. The main analytical framework adopted is Spencer-Oatey's (e.g. 2000) "rapport management", covering various types of face as well as sociality rights. We offer some clarifications of this framework, and explain and demonstrate how it can be operationalised for quantitative analysis. In general, it offers a good account of our data, though accommodating ambiguous cases proved to be a major challenge. Our quantitative analysis suggests that three of the five categories of Spencer-Oatey's framework are key ones, namely, quality face, equity rights and association rights. Furthermore, differences between our geographically separated datasets emerge. For example, the England-based data has a preponderance of impoliteness events in which quality face is violated, whereas the China- based data has a preponderance where equity rights are violated. We offer some explanations for these differences, relating them where possible to broader cultural issues.
Encyclopedia of Applied Linguistics (pp. 4564-4571). Malden: Wiley-Blackwell, 2012
In his seminal publication on pragmatics, Leech argued that "grammar (the abstract formal system ... more In his seminal publication on pragmatics, Leech argued that "grammar (the abstract formal system of language) and pragmatics (the principles of language use) are complementary domains within linguistics" (1983, p. 4). Native speakers and language learners need a certain level of both, grammatical and pragmatic competence, to communicate effectively in their everyday life. If a person's grammatical competence in a language is low, they may find it difficult to produce and comprehend speech, as to do this they need to have a certain level of competence in the morphology, phonology, syntax, semantics and lexicon of that language. If a person's pragmatic competence is low, they may be able to produce an utterance that is formally correct, but may not realize that in a specific context and with a specific interlocutor their utterance is inappropriate and/or impolite and may be misunderstood. Two sentences, both directed at a stranger in the street, illustrate the difference between grammatical errors and pragmatic infelicities: a) "Hello, can you me please tell where the station is?" b) "Hello, tell me where the station is."
SPELL: Swiss Papers in English Language and Literature, 30, 67-88, 2014
This study investigatest the emotions one experiences when one participates in impolite discourse... more This study investigatest the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite.
Intercultural …, Jan 1, 2010
This paper investigates cross-cultural variation in the perception of impoliteness. It is based o... more This paper investigates cross-cultural variation in the perception of impoliteness. It is based on 500 impoliteness events reported by students in England, China, Finland, Germany and Turkey. The main analytical framework adopted is Spencer-Oatey's (e.g. 2000) "rapport management", covering various types of face as well as sociality rights. We offer some clarifications of this framework, and explain and demonstrate how it can be operationalised for quantitative analysis. In general, it offers a good account of our data, though accommodating ambiguous cases proved to be a major challenge. Our quantitative analysis suggests that three of the five categories of Spencer-Oatey's framework are key ones, namely, quality face, equity rights and association rights. Furthermore, differences between our geographically separated datasets emerge. For example, the England-based data has a preponderance of impoliteness events in which quality face is violated, whereas the Chinabased data has a preponderance where equity rights are violated. We offer some explanations for these differences, relating them where possible to broader cultural issues.
Martínez-Flor, Alicia; Usó-Juan, Esther (Hg.): …, Jan 1, 2010
Developing contrastive pragmatics: Interlanguage …, Jan 1, 2008
... Requests were selected as the focus of the investigation, since being able to appropriately a... more ... Requests were selected as the focus of the investigation, since being able to appropriately ask for their interlocutor's help or coopera-Page 426. 404 Gila Schauer tion is an essential skill for language learners who have to negotiate their everyday lives in their L2. ...
Pragmatics and language learning, Jan 1, 2006
System, Jan 1, 2006
Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy G... more Expressions of gratitude in corpus and DCT data:
Vocabulary, formulaic sequences, and pedagogy
Gila A. Schauer a,*, Svenja Adolphs b,1
a Department of Linguistics and English Language, Lancaster University, Lancaster LA1 4YT, United Kingdom
b School of English Studies, University Park, Nottingham NG7 2RD, United Kingdom
Abstract
Our study explores the similarities and differences between a discourse completion task (DCT)
and corpus data and discusses potential implications for using the two in a pedagogic context.
The DCT has traditionally been used an instrument for the study of interlanguage pragmatics while
both spoken and written corpora have mainly been used to facilitate language description. Corpora
also have a place in the language-teaching context as they can provide the learner with patterns of
language use in social interactions some of which are not open to intuition. By contrasting native
speakers’ expressions of gratitude elicited by a DCT with those found in a five million word corpus
of spoken English, we examine the advantages and disadvantages of both data sets with regard to the
language-teaching context. The results suggest that a combined use of both instruments might aid
the teaching of formulaic sequences in the classroom.
Keywords: Language patterns; Corpus linguistics; Data collection; Second language instruction; Language teaching
methods; Lexicon
Eurosla Yearbook, Jan 1, 2004
Page 1. May you speak louder maybe? Interlanguage pragmatic development in requests Gila A. Schau... more Page 1. May you speak louder maybe? Interlanguage pragmatic development in requests Gila A. Schauer The University of Nottingham This paper presents the results of a longitudinal study into the pragmatic development of German learners of English. ...
Language Learning, Jan 1, 2006
Pragmatic Awareness in ESL and EFL Contexts: Contrast and Development Gila A. Schauer Lancaster U... more Pragmatic Awareness in ESL and EFL
Contexts: Contrast and Development
Gila A. Schauer
Lancaster University
The study reported on in this article set out to replicate
and extend Bardovi-Harlig and Do¨rnyei’s (1998)
investigation of pragmatic awareness by addressing two
research questions: (a) Do learners in English as a foreign
language (EFL) and English as a second language
(ESL) contexts display differences in their recognition
and rating of pragmatic and grammatical errors? (b) Do
ESL learners increase their pragmatic awareness during
an extended stay in the target environment? The data
were elicited using Bardovi-Harlig and Do¨rnyei’s videoand-
questionnaire instrument accompanied by post hoc
interviews. The 53 participants in the study included 16
German students studying at a British university, 17
German students enrolled in a higher education institution
in Germany, and 20 British English native-speaking
controls. The data show that the German EFL participants
were less aware of pragmatic infelicities than the
ESL group and that the ESL learners increased their pragmatic awareness significantly during their stay in
Great Britain.
This tribute to Alan Waters, who passed away in the summer of 2016, was written for the ELT Sympo... more This tribute to Alan Waters, who passed away in the summer of 2016, was written for the ELT Symposium in his honour that took place at Lancaster University on 24th February 2017. It focuses on characteristics that made him special: being a good team leader, being a good mentor and colleague, being a good teacher and being a good scholar.
Handbook of Second Language Assessment, 2016
This is a pre-print draft version of the chapter that appeared in the handbook.