Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German: The Case of Address Forms  

Oleh:

Belz, Julie A. ; Kinginger, Celeste

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 53 no. 4 (Dec. 2003), page 591-647.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/53 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study examines the micro genetic 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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