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OverviewHow and why is silence used interculturally? Approaching the phenomenon of silence from multiple perspectives, this book shows how silence is used, perceived and at times misinterpreted in intercultural communication. Using a model of key aspects of silence in communication – linguistic, cognitive and sociopsychological – and fundamental levels of social organization – individual, situational and sociocultural - the book explores the intricate relationship between perceptions and performance of silence in interaction involving Japanese and Australian participants. Through a combination of macro- and micro- ethnographic analyses of university seminar interactions, the stereotypes of the ‘silent East’ is reconsidered, and the tension between local and sociocultural perspectives of intercultural communication is addressed. The book has relevance to researchers and students in intercultural pragmatics, discourse analysis and applied linguistics. Full Product DetailsAuthor: Ikuko Nakane (University of Melbourne)Publisher: John Benjamins Publishing Co Imprint: John Benjamins Publishing Co Volume: 166 Weight: 0.605kg ISBN: 9789027254108ISBN 10: 9027254109 Pages: 240 Publication Date: 14 November 2007 Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Awaiting stock  The supplier is currently out of stock of this item. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out for you. Table of Contents1. Acknowledgements; 2. Transcription conventions; 3. Chapter 1. Introduction; 4. Chapter 2. A review of silence in intercultural communication; 5. 2.1 Overview; 6. 2.2 Preliminaries: Silence in communication; 7. 2.3 Silence in intercultural communication; 8. 2.4 Silence in multicultural classroom contexts; 9. 2.5 Silence of overseas students from Asia in the Anglo-mainstream classroom; 10. 2.6 Silence in Japanese communication; 11. 2.7 Summary: An overview of silence in intercultural communication; 12. 2.8 Interpreting silence; 13. Chapter 3. The sociocultural context: Silence and talk in Japanese classrooms; 14. 3.1 Japanese high school classroom study; 15. 3.2 Linguistic domain; 16. 3.3. Socio-psychological domain; 17. 3.4 Cognitive domain; 18. 3.5 Summary: Japanese classroom practice and silence; 19. Chapter 4. Perceptions of silence: From a macro-perspective; 20. 4.1 Introduction; 21. 4.2 Linguistic factors contributing to silence; 22. 4.3 Socio-psychological factors contributing to silence: Politeness orientations; 23. 4.4 Cognitive factors contributing to silence; 24. 4.5 Intentional and unintentional silence; 25. 4.6 Summary: Perceptions of silence in intercultural communication; 26. Chapter 5. Performance and perceptions of silence: An empirical view; 27. 5.1 Introduction; 28. 5.2. Methodology of the case studies; 29. 5.3 Talk and silence in the case studies: Comparison of performance and perceptions; 30. 5.4 Linguistic factors contributing to silence; 31. 5.5 Socio-psychological factors contributing to silence; 32. 5.6 Cognitive factors contributing to silence; 33. 5.7. Summary of the chapter; 34. Chapter 6. Re-interpreting silence in intercultural communication; 35. 6.1 Introduction; 36. 6.2 What is 'silence'?; 37. 6.3 The roles of factors affecting silence at different levels of social organisation; 38. 6.4 Rethinking 'the silent East': Perceptions and performance; 39. References; 40. Appendix 1; 41. Appendix 2; 42. Appendix 3; 43. Appendix 4; 44. Appendix 5; 45. Appendix 6; 46. Author index; 47. Subject indexReviews[...] Nakane's work fills an important gap in the field by providing an in-depth understanding of silence in the multicultural classroom context. The book is particularly relevant for graduate students interested in carrying out research in the area of silence, intercultural communication and classroom discourse. Because the book explicates the intricate nature of silence, it would also be of interest to lecturers teaching students coming from a variety of countries, cultures and educational backgrounds and to native-English-speaking students studying in multicultural classrooms. -- Sibil Tatar, Bogazici University, Istanbul, Turkey, in Discourse & Communication, Vol. 3(1), 2009 Author InformationTab Content 6Author Website:Countries AvailableAll regions |
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