UID:
almahu_9949179448402882
Format:
1 online resource (256 p.)
Edition:
1st ed.
ISBN:
1-282-15243-2
,
9786612152436
,
90-272-9177-2
Series Statement:
Pragmatics & beyond new series, v. 166
Content:
How and why is silence used interculturally? Approaching the phenomenon of silence from multiple perspectives, this book shows how silence is used, perceived and at times misinterpreted in intercultural communication. Using a model of key aspects of silence in communication - linguistic, cognitive and sociopsychological - and fundamental levels of social organization - individual, situational and sociocultural - the book explores the intricate relationship between perceptions and performance of silence in interaction involving Japanese and Australian participants. Through a combination of macro- and micro- ethnographic analyses of university seminar interactions, the stereotypes of the 'silent East' is reconsidered, and the tension between local and sociocultural perspectives of intercultural communication is addressed. The book has relevance to researchers and students in intercultural pragmatics, discourse analysis and applied linguistics.
Note:
Bibliographic Level Mode of Issuance: Monograph
,
Silence in Intercultural Communication -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Transcription conventions -- 1. Introduction -- 2. A review of silence in intercultural communication -- 2.1 Overview -- 2.2 Preliminaries: Silence in communication -- 2.2.1 Forms of silence -- 2.2.2 Functions of silence -- 2.3 Silence in intercultural communication -- 2.4 Silence in multicultural classroom contexts -- 2.5 Silence of overseas students from Asia in the Anglo-mainstream classroom -- 2.6 Silence in Japanese communication -- 2.6.1 The 'silent Japanese' -- 2.6.2 Length of silent pauses in Japanese -- 2.6.3 Silences as speech acts -- 2.6.4 Distribution of talk and silence -- 2.6.5 Underelaboration -- 2.7. Summary: An overview of silence in intercultural communication -- 2.8 Interpreting silence -- 2.8.1 A multi-layered model for interpreting silence -- 2.8.2 Inter-relationship between the two dimensions of the model -- 2.8.3 The relationships and weight of factors -- 3. The sociocultural context -- 3.1 Japanese high school classroom study -- 3.2 Linguistic domain -- 3.2.1 Modes of communication -- 3.2.2 Participant structures in Japanese classrooms -- 3.2.3 Turn-taking in the classroom: Interactional roles -- 3.2.4 Turn-taking in the classroom: Timing management -- 3.3 Socio-psychological domain -- 3.3.1 The teacher-student relationship and politeness orientation -- 3.3.2 Politeness and face-work in the classroom -- 3.4 Cognitive domain -- 3.4.1 Norms of speed of interaction -- 3.4.2 Approach to knowledge -- 3.4.3 Norms of relevance -- 3.5 Summary: Japanese classroom practice and silence -- 4. Perceptions of silence -- 4.1 Introduction -- 4.1.1 Speaking about silence: Ethnographic interviews -- 4.1.2 Perceiving others' silence: Lecturer questionnaire -- 4.2 Linguistic factors contributing to silence.
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4.2.1 Language proficiency -- 4.2.2 Norms of turn-taking -- 4.2.3 Participant structures -- 4.3 Socio-psychological factors contributing to silence: Politeness orientations -- 4.3.1 Maintaining positive face of the self -- 4.3.2 Silence to save the other's face: 'Don't do the FTA' strategy -- 4.4 Cognitive factors contributing to silence -- 4.4.1 Speed of reaction -- 4.4.2 Norms of relevance -- 4.5 Intentional and unintentional silence -- 4.6 Summary: Perceptions of silence in intercultural communication -- 5. Performance and perceptions of silence -- 5.1 Introduction -- 5.2 Methodology of the case studies -- 5.2.1 Japanese participants -- 5.2.2 Classroom observation -- 5.2.3 Video and audio recording from classroom observation -- 5.2.4 Follow-up/stimulated recall interview -- 5.3 Talk and silence in the case studies: Comparison of performance and perceptions -- 5.3.1 Case Study 1: Tadashi -- 5.3.2 Case Study 2: Miki -- 5.3.3 Case Study 3: Aya -- 5.3.4 Summary -- 5.4 Linguistic factors contributing to silence -- 5.4.1 Language proficiency -- 5.4.2 Norms of turn-taking -- 5.4.3 Participant structures -- 5.4.4 Preferred mode of communication -- 5.4.5 Summary -- 5.5 Socio-psychological factors contributing to silence -- 5.5.1 Silence as a strategy to maintain positive face of the self -- 5.5.2 Silence to save the other's face: "Don't do the FTA" strategy -- 5.5.3 Silence as an "off-record" strategy -- 5.5.4 Assessment of politeness and negotiated silence -- 5.5.5 Context and politeness orientation -- 5.5.6 Summary -- 5.6 Cognitive factors contributing to silence -- 5.6.1 Speed of reaction -- 5.6.2 Knowledge schema, topic and shared knowledge -- 5.6.3 Norms of relevance -- 5.6.4 Summary -- 5.7 Summary of the chapter -- 6. Re-interpreting silence in intercultural communication -- 6.1 Introduction -- 6.2 What is 'silence'?.
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6.3 The roles of factors affecting silence at different levels of social organisation -- 6.3.1 Individual level -- 6.3.2 Situational level -- 6.3.3 Sociocultural level -- 6.4 Rethinking 'the silent East': Perceptions and performance -- 6.4.1 Perceptions, performance and the role of context -- 6.4.2 Implications for improved intercultural communication -- 6.4.3 Implications for research into silence in intercultural communication -- References -- Electronic references -- appendix 1 -- appendix 2 -- appendix 3 -- appendix 4 -- appendix 5 -- appendix 6 -- Author index -- Subject index -- The Pragmatics & -- Beyond New Series.
,
English
Additional Edition:
ISBN 90-272-5410-9
Language:
English
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