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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 40 1 Exploring Framing Categories in Language Learners' Intercultural Positioning: 'Asia' and 'the West' Pizziconi, Barbara. - : Routledge, 2021 BASE Show details 2 Social deixis: honorifics and polite speech Pizziconi, Barbara. - : De Gruyter Mouton, 2020 BASE Show details 3 The particle ne in the development of interactional positioning in L2 Japanese Kizu, Mika; Pizziconi, Barbara; Gyogi, Eiko. - : Equinox, 2019 BASE Show details 4 The Palgrave handbook of linguistic (im)politeness Locher, Miriam A.; Chalupnik, Malgorzata; Bousfield, Derek. - London, United Kingdom : Palgrave Macmillan, 2017 BLLDB UB Frankfurt Linguistik Show details 5 Indexicality and (im)politeness Pizziconi, Barbara; Chris, Christie. - : Palgrave Macmillan, 2017 BASE Show details 6 Teaching and Learning (Im)Politeness Pizziconi, Barbara Herausgeber]. - Berlin/Boston : De Gruyter, 2015 DNB Subject Category Language Show details 7 Teaching and Learning (Im)Politeness Pizziconi, Barbara [Herausgeber]; Locher, Miriam A. [Herausgeber]. - Berlin/Boston : De Gruyter, 2015 DNB Subject Category Language Show details 8 Teaching and Learning (Im)Politeness Pizziconi, Barbara [Herausgeber]; Locher, Miriam A. [Herausgeber]. - Berlin : de Gruyter Mouton, 2015 DNB Subject Category Language Show details 9 Teaching and learning (im)politeness Pizziconi, Barbara (Hrsg.); Locher, Miriam A. (Hrsg.). - Berlin : de Gruyter, 2015 IDS Bibliografie zur Gesprächsforschung 10 Teaching and learning (im)politeness Pizziconi, Barbara (Hrsg.). - Berlin [u.a.] : De Gruyter Mouton, 2015 DNB Subject Category Language IDS Mannheim Show details 11 Introducing the ‘teaching’ and ‘learning’ of (im)politeness Pizziconi, Barbara; Locher, Miriam A.. - : de Gruyter, 2015 BASE Show details 12 “After all, the last thing I wanted to be was rude”: Raising of pragmatic awareness through reflective writing Locher, Miriam A.. - : de Gruyter, 2015 Abstract: This study reports on findings from a corpus of reflective writing texts written by medical students at a British university (N=178). During their training, the BA students take a compulsory course on communication skills where they learn the importance of noting medical histories, listening to patients, using open and closed questions, keeping eye contact, showing adequate empathy and creating rapport and trust among other skills. A requirement of this course is to submit a written text of two to three pages in which the students are asked to first recall a memorable encounter with a patient, then to reflect on their communication skills during that episode and finally to conclude by formulating aims for future conduct (cf. Branch and Paranjape 2002, Hampton 2012 on reflective writing). While the teaching of the communication skills does not explicitly include raising awareness of rapport and politeness issues on a theoretical level as discussed in linguistics, the texts raise concerns about relational and interpersonal issues (cf. Spencer-Oatey 2007; Locher and Watts 2005). The questions pursued are ‘which communication skills are taught?’; ‘what communication skills surface in the students’ texts?’; and ‘what is the link to interpersonal pragmatics’? The methodology employed consists of critical close readings of the texts with an interpersonal pragmatics lens (cf. The Handbook of Interpersonal Pragmatics, Locher and Graham 2010) within the framework of relational work (cf. Locher and Watts 2005; Locher 2012). The paper reveals that the students choose to write about interpersonal (e.g., empathy, rapport) rather than interactional (e.g. ask questions) communication skills to a large degree and they identify relational issues that overlap to a striking degree with issues that are currently debated in linguistics: The importance/value of rapport and empathy; interpersonal consequences of communication on relationships; the challenge of finding the right level; and the role of emotions. The paper ends with a discussion of the potential of the reflective writing task for awareness raising of pragmatic rules in teaching. URL: https://edoc.unibas.ch/38820/1/20170519142517_591ee42dace0b.pdf https://edoc.unibas.ch/38820/ https://doi.org/10.1515/9781501501654-008 http://edoc.unibas.ch/dok/A6381803 BASE Hide details 13 Paths to politeness: Exploring how professional interpreters develop an understanding of politeness norms in British Sign Language and English Mapson, Rachel. - : De Gruyter Mouton, 2015 BASE Show details 14 'Teaching' and 'Learning' (Im)politeness Pizziconi, Barbara; Locher, Miriam. - : Mouton de Gruyter, 2015 BASE Show details 15 Politeness in East Asia Kádár, Dániel Z. (Hrsg.); Stadler, Stefanie Alexa; Haugh, Michael. - Cambridge [u.a.] : Cambridge Univ. Press, 2011 BLLDB UB Frankfurt Linguistik Show details 16 Japanese language studies and language pedagogy in the UK’s Higher Education (and the School of Oriental and African Studies) Pizziconi, Barbara. - 2010 BASE Show details 17 Stereotyping Communicative Styles In and Out of the Language and Culture classroom: Japanese Indirectness, Ambiguity and Vagueness Pizziconi, Barbara. - : Cambridge Scholars Publishing, 2009 BASE Show details 18 Stereotyping Communicative Styles In and Out of the Language and Culture classroom: Japanese Indirectness, Ambiguity and Vagueness Pizziconi, Barbara. - : Cambridge Scholars Publishing, 2009 BASE Show details 19 Japanese Modality: Exploring its Scope and Interpretation Pizziconi, Barbara; Kizu, Mika. - : Palgrave Macmillan, 2009 BASE Show details 20 The acquisition of Japanese modality during the study abroad Watanabe, Suwako; Iwasaki, Noriko. - : Palgrave Macmillan, 2009 BASE Show details Page: 1 2

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