Katharina Bremer, Celia Roberts, Marie-Therese Vasseur
Achieving Understanding
Discourse in Intercultural Encounters
Schade – dieser Artikel ist leider ausverkauft. Sobald wir wissen, ob und wann der Artikel wieder verfügbar ist, informieren wir Sie an dieser Stelle.
Katharina Bremer, Celia Roberts, Marie-Therese Vasseur
Achieving Understanding
Discourse in Intercultural Encounters
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 288
- Erscheinungstermin: 1. Dezember 2014
- Englisch
- Abmessung: 216mm x 140mm x 18mm
- Gewicht: 481g
- ISBN-13: 9781138836044
- ISBN-10: 1138836044
- Artikelnr.: 41238018
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 288
- Erscheinungstermin: 1. Dezember 2014
- Englisch
- Abmessung: 216mm x 140mm x 18mm
- Gewicht: 481g
- ISBN-13: 9781138836044
- ISBN-10: 1138836044
- Artikelnr.: 41238018
Katharina Bremer, Celia Roberts, Marie-Therese Vasseur, Margaret Simnot, Peter Broder
1. Background to the understanding project
2. A social perspective on understanding: some issues of theory and method
2.0 Introduction
2.1 Identifying understanding and problems of understanding
2.2 Understanding and interaction
2.3 Understanding and context
2.4 Data analysis
2.5 Issues of variability
3. Causes of understanding problems
3.0 Introduction
3.1 Understanding problems triggered by a single, identifiable element
3.2 Understanding problems caused by relative degree of difficulty
3.3 Understanding problems caused by indirectness and implicit discourse
norms
4. Managing understanding from a minority perspective
4.0 Introduction
4.1 The types of problems with understanding
4.2 Options the minority interactant can take: avoiding or indicating the
problem with understanding
4.3 Managing procedures for indicating non-understanding
4.4 Face and the management of understanding
4.5 Potential for learning
4.6 Conclusion
5. Case studies
5.0 Introduction
5.1 Berta (Spanish-French)
5.2 Tino (Italian-German)
5.3 Ergun (Turkish-Dutch)
5.4 Santo (Italian-English)
6. Preventing problems of understanding
6.0 Introduction
6.1 Some options to prevent non-understanding
6.2 Resolving of ignoring problems of understanding: the interviewer's
point of view
7. Joint negotiation of understanding: procedures for managing problems of
understanding
7.0 Introduction
7.1 Classification following unspecific indication or 'symptoms' of
non-understanding
7.2 Classification following specific indication: explication of lexical
meaning
7.3 Maximal use of procedures-an example
8. Taking stock: contexts and reflections
8.0 Introduction
8.1 Facing upto our methods
8.2 Social and discoursal perspective on second language development
8.3 A critical perspective
8.4 Context and contextualisation
8.5 Institutional discourse
8.6 Some practical implications
Appendices, References, Index
2. A social perspective on understanding: some issues of theory and method
2.0 Introduction
2.1 Identifying understanding and problems of understanding
2.2 Understanding and interaction
2.3 Understanding and context
2.4 Data analysis
2.5 Issues of variability
3. Causes of understanding problems
3.0 Introduction
3.1 Understanding problems triggered by a single, identifiable element
3.2 Understanding problems caused by relative degree of difficulty
3.3 Understanding problems caused by indirectness and implicit discourse
norms
4. Managing understanding from a minority perspective
4.0 Introduction
4.1 The types of problems with understanding
4.2 Options the minority interactant can take: avoiding or indicating the
problem with understanding
4.3 Managing procedures for indicating non-understanding
4.4 Face and the management of understanding
4.5 Potential for learning
4.6 Conclusion
5. Case studies
5.0 Introduction
5.1 Berta (Spanish-French)
5.2 Tino (Italian-German)
5.3 Ergun (Turkish-Dutch)
5.4 Santo (Italian-English)
6. Preventing problems of understanding
6.0 Introduction
6.1 Some options to prevent non-understanding
6.2 Resolving of ignoring problems of understanding: the interviewer's
point of view
7. Joint negotiation of understanding: procedures for managing problems of
understanding
7.0 Introduction
7.1 Classification following unspecific indication or 'symptoms' of
non-understanding
7.2 Classification following specific indication: explication of lexical
meaning
7.3 Maximal use of procedures-an example
8. Taking stock: contexts and reflections
8.0 Introduction
8.1 Facing upto our methods
8.2 Social and discoursal perspective on second language development
8.3 A critical perspective
8.4 Context and contextualisation
8.5 Institutional discourse
8.6 Some practical implications
Appendices, References, Index
1. Background to the understanding project
2. A social perspective on understanding: some issues of theory and method
2.0 Introduction
2.1 Identifying understanding and problems of understanding
2.2 Understanding and interaction
2.3 Understanding and context
2.4 Data analysis
2.5 Issues of variability
3. Causes of understanding problems
3.0 Introduction
3.1 Understanding problems triggered by a single, identifiable element
3.2 Understanding problems caused by relative degree of difficulty
3.3 Understanding problems caused by indirectness and implicit discourse
norms
4. Managing understanding from a minority perspective
4.0 Introduction
4.1 The types of problems with understanding
4.2 Options the minority interactant can take: avoiding or indicating the
problem with understanding
4.3 Managing procedures for indicating non-understanding
4.4 Face and the management of understanding
4.5 Potential for learning
4.6 Conclusion
5. Case studies
5.0 Introduction
5.1 Berta (Spanish-French)
5.2 Tino (Italian-German)
5.3 Ergun (Turkish-Dutch)
5.4 Santo (Italian-English)
6. Preventing problems of understanding
6.0 Introduction
6.1 Some options to prevent non-understanding
6.2 Resolving of ignoring problems of understanding: the interviewer's
point of view
7. Joint negotiation of understanding: procedures for managing problems of
understanding
7.0 Introduction
7.1 Classification following unspecific indication or 'symptoms' of
non-understanding
7.2 Classification following specific indication: explication of lexical
meaning
7.3 Maximal use of procedures-an example
8. Taking stock: contexts and reflections
8.0 Introduction
8.1 Facing upto our methods
8.2 Social and discoursal perspective on second language development
8.3 A critical perspective
8.4 Context and contextualisation
8.5 Institutional discourse
8.6 Some practical implications
Appendices, References, Index
2. A social perspective on understanding: some issues of theory and method
2.0 Introduction
2.1 Identifying understanding and problems of understanding
2.2 Understanding and interaction
2.3 Understanding and context
2.4 Data analysis
2.5 Issues of variability
3. Causes of understanding problems
3.0 Introduction
3.1 Understanding problems triggered by a single, identifiable element
3.2 Understanding problems caused by relative degree of difficulty
3.3 Understanding problems caused by indirectness and implicit discourse
norms
4. Managing understanding from a minority perspective
4.0 Introduction
4.1 The types of problems with understanding
4.2 Options the minority interactant can take: avoiding or indicating the
problem with understanding
4.3 Managing procedures for indicating non-understanding
4.4 Face and the management of understanding
4.5 Potential for learning
4.6 Conclusion
5. Case studies
5.0 Introduction
5.1 Berta (Spanish-French)
5.2 Tino (Italian-German)
5.3 Ergun (Turkish-Dutch)
5.4 Santo (Italian-English)
6. Preventing problems of understanding
6.0 Introduction
6.1 Some options to prevent non-understanding
6.2 Resolving of ignoring problems of understanding: the interviewer's
point of view
7. Joint negotiation of understanding: procedures for managing problems of
understanding
7.0 Introduction
7.1 Classification following unspecific indication or 'symptoms' of
non-understanding
7.2 Classification following specific indication: explication of lexical
meaning
7.3 Maximal use of procedures-an example
8. Taking stock: contexts and reflections
8.0 Introduction
8.1 Facing upto our methods
8.2 Social and discoursal perspective on second language development
8.3 A critical perspective
8.4 Context and contextualisation
8.5 Institutional discourse
8.6 Some practical implications
Appendices, References, Index