Metapragmatic comments in web-based intercultural peer evaluation
Bibliographic Data
| ID | 12859870 |
|---|---|
| Authors | Ping Liu (0000-0002-8713-1999, Guangdong University of Foreign Studies), Xiaoye You (0009-0007-0905-7723, Pennsylvania State University, corresponding author) |
| Year | 2019 |
| Volume | 16 |
| Issue | 1 |
| Pages | 57-83 |
| Publication date | 2019-03-05 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Intercultural Pragmatics (JOURNAL) |
| Journal identifiers | ISSN: 1612-295X • E-ISSN: 1613-365X |
| Publisher | De Gruyter (PUBLISHER • DE) |
| DOI | 10.1515/ip-2019-0003 |
| OpenAlex | W2956105444 |
| Language | EN |
| Citations received | 8 |
| References cited | 32 |
Peer evaluation (PE) of student writings is increasingly conducted online these days, creating unique opportunities for intercultural communication. Adopting a socio-cognitive approach and drawing on data from an online exchange program between Chinese and American university students, the study examines how revision-oriented metapragmatic comments (MPCs) are used to adjust the salience of specific contextual factors in three dimensions: information (including socio-cultural, language, and writing knowledge), situational context, and interpersonal relations. The MPCs are found to have substantiated a host of pragmatic strategies, such as patterned moves, foregrounding or backgrounding information, evidentiality markers, dispreferred second turns, and highlighting group identity. Enhancing or degrading the salience of contextual factors, the MPCs facilitate the construction of a common ground between the Chinese and American students in terms of knowledge and personal affiliation. The use of revision-oriented MPCs in PE manifests the collaborative, mutually supportive nature of web-based intercultural communication
Cognitive psychology · Common ground · Context (archaeology · Evidentiality · Foregrounding · Intercultural communication · Interpersonal communication · Linguistics · Pedagogy · Salience (neuroscience · Situational ethics · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Student Assessment and Feedback
The interplay of prior experience and actual situational context in intercultural first encounters
A cross-linguistic study of metacommunication in online hotel reviews
Processing implicatures in English as a Lingua Franca communication
No Gain? No Pain!”
Barriers and Strategies of Intercultural Manadonese and Japanese Communication in Japan
First order and second order indirectness in Korean and Chinese
The pragmatics of metapragmatics in death trials
Did you hear the crunch sound
Metapragmatics
Notes on the role of metapragmatic awareness in language use
Activating, seeking, and creating common ground
Intergroup rudeness and the metapragmatics of its negotiation in online discussion fora
Criticizing in an L2
Relative second language proficiency and the giving and receiving of written peer feedback
Peer feedback in second language writing
Peer Response Groups
Funniness and “the preferred reaction” to jocularity in Australian and British English
Conceptualising ‘the relational’ in pragmatics
Potential Cultural Resistance to Pedagogical Imports
Situation-bound utterances as pragmatic acts
Dueling contexts
Direct off-record requests? - 'Hinting' in family interactions
| Citations per year | 1.14 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |