Caroline L Rieger
Biographic Data
| ID | 1185865 |
|---|---|
| NAME | Caroline L Rieger |
| GIVEN NAMES | Caroline L |
| FAMILY NAME | Rieger |
| SIGNATURE | RIEGER C L |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Introduction
Are universities, and their language departments, now promoting new forms of linguistic indifference
As previous sections of this forum illustrate, ostensibly multilingual practices and discourses are not immune to linguistic indifference. Nor does—in any domain whatsoever—a mere affirmative pivot to multiplicity solve the problem of indifference. The very ecologies of our university departments and programs, and the affordances and constraints that shape our work within them, have been contoured by pressures that often encourage linguistic indi…
I want a real apology”
Research on the apology spans over half a century and has been quite prolific. Yet, a major issue with numerous studies on apologies is a lack of findings from naturally occurring interaction. Instead many studies examine written elicitations. As a result they research how respondents think they apologize, not how they do apologize. This project, in contrast, stresses the importance of studying the apology as a dynamically constructed politeness …
How (not) to be rude
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiot…
Analyzing online postings as social behavior for L2 instruction of (im)politeness
This study takes a discursive approach (cf. Watts 1989, 2008; Locher 2004, 2006, 2011, 2012; Locher and Watts 2005, 2008; Mills 2011; van der Bom and Mills 2015), to analyze online postings as social behavior for use in other/second language (im)politeness instruction. The criteria for inclusion are authenticity, complexity, diversity and feasibility. This means the postings need to (1) be created for a social purpose, not an instructional one; (…
Repetitions as self-repair strategies in English and German conversations
Repetitions as self-repair strategies in English and German conversations
How (not) to be rude
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiot…
Repetitions as self-repair strategies in English and German conversations
Analyzing online postings as social behavior for L2 instruction of (im)politeness
This study takes a discursive approach (cf. Watts 1989, 2008; Locher 2004, 2006, 2011, 2012; Locher and Watts 2005, 2008; Mills 2011; van der Bom and Mills 2015), to analyze online postings as social behavior for use in other/second language (im)politeness instruction. The criteria for inclusion are authenticity, complexity, diversity and feasibility. This means the postings need to (1) be created for a social purpose, not an instructional one; (…
How (not) to be rude
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiot…
I want a real apology”
Research on the apology spans over half a century and has been quite prolific. Yet, a major issue with numerous studies on apologies is a lack of findings from naturally occurring interaction. Instead many studies examine written elicitations. As a result they research how respondents think they apologize, not how they do apologize. This project, in contrast, stresses the importance of studying the apology as a dynamically constructed politeness …
Introduction
Are universities, and their language departments, now promoting new forms of linguistic indifference
As previous sections of this forum illustrate, ostensibly multilingual practices and discourses are not immune to linguistic indifference. Nor does—in any domain whatsoever—a mere affirmative pivot to multiplicity solve the problem of indifference. The very ecologies of our university departments and programs, and the affordances and constraints that shape our work within them, have been contoured by pressures that often encourage linguistic indi…
Linguistics (5 works) · Discourse Analysis in Language Studies (4 works) · German (4 works) · Language, Discourse, Communication Strategies (4 works) · Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Politeness (3 works) · Social Psychology (3 works)