Concept-Based Instruction for Teaching and Learning L2 (Im)politeness

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Concept-Based Instruction for Teaching and Learning L2 (Im)politeness. / Morollon Marti, Natalia.

Teaching and Learning Second Language Pragmatics for Intercultural Understanding. ed. / Troy McConachy; Anthony J. Liddicoat. New York : Routledge, 2021.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Morollon Marti, N 2021, Concept-Based Instruction for Teaching and Learning L2 (Im)politeness. in T McConachy & AJ Liddicoat (eds), Teaching and Learning Second Language Pragmatics for Intercultural Understanding. Routledge, New York.

APA

Morollon Marti, N. (2021). Concept-Based Instruction for Teaching and Learning L2 (Im)politeness. In T. McConachy, & A. J. Liddicoat (Eds.), Teaching and Learning Second Language Pragmatics for Intercultural Understanding Routledge.

Vancouver

Morollon Marti N. Concept-Based Instruction for Teaching and Learning L2 (Im)politeness. In McConachy T, Liddicoat AJ, editors, Teaching and Learning Second Language Pragmatics for Intercultural Understanding. New York: Routledge. 2021

Author

Morollon Marti, Natalia. / Concept-Based Instruction for Teaching and Learning L2 (Im)politeness. Teaching and Learning Second Language Pragmatics for Intercultural Understanding. editor / Troy McConachy ; Anthony J. Liddicoat. New York : Routledge, 2021.

Bibtex

@inbook{79a0b914cf654413b7b93516602ccbe6,
title = "Concept-Based Instruction for Teaching and Learning L2 (Im)politeness",
abstract = "This chapter reports on the design and implementation of a concept-based instruction (CBI) intervention for teaching the concept of (im)politeness to Danish university students learning Spanish as L2. Situated within the Vygotskian framework of sociocultural theory (SCT), this chapter analyzes one student{\textquoteright}s emergent understandings of the concept of (im)politeness as a situated phenomenon and provides insights into how this concept mediates the student{\textquoteright}s thinking in the process of understanding the social and cultural norms that underlie verbal interaction. The student{\textquoteright}s reflections show how the concept of (im)politeness is used to shape her understanding of communicative interaction related to the content of face in Spanish social relations and to her own social identity as an L2 speaker.",
author = "{Morollon Marti}, Natalia",
year = "2021",
language = "English",
isbn = "9781003094128",
editor = "McConachy, {Troy } and Liddicoat, {Anthony J. }",
booktitle = "Teaching and Learning Second Language Pragmatics for Intercultural Understanding",
publisher = "Routledge",
address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Concept-Based Instruction for Teaching and Learning L2 (Im)politeness

AU - Morollon Marti, Natalia

PY - 2021

Y1 - 2021

N2 - This chapter reports on the design and implementation of a concept-based instruction (CBI) intervention for teaching the concept of (im)politeness to Danish university students learning Spanish as L2. Situated within the Vygotskian framework of sociocultural theory (SCT), this chapter analyzes one student’s emergent understandings of the concept of (im)politeness as a situated phenomenon and provides insights into how this concept mediates the student’s thinking in the process of understanding the social and cultural norms that underlie verbal interaction. The student’s reflections show how the concept of (im)politeness is used to shape her understanding of communicative interaction related to the content of face in Spanish social relations and to her own social identity as an L2 speaker.

AB - This chapter reports on the design and implementation of a concept-based instruction (CBI) intervention for teaching the concept of (im)politeness to Danish university students learning Spanish as L2. Situated within the Vygotskian framework of sociocultural theory (SCT), this chapter analyzes one student’s emergent understandings of the concept of (im)politeness as a situated phenomenon and provides insights into how this concept mediates the student’s thinking in the process of understanding the social and cultural norms that underlie verbal interaction. The student’s reflections show how the concept of (im)politeness is used to shape her understanding of communicative interaction related to the content of face in Spanish social relations and to her own social identity as an L2 speaker.

M3 - Book chapter

SN - 9781003094128

BT - Teaching and Learning Second Language Pragmatics for Intercultural Understanding

A2 - McConachy, Troy

A2 - Liddicoat, Anthony J.

PB - Routledge

CY - New York

ER -

ID: 284489992