LINGUIST List 33.2437

Sat Aug 06 2022

FYI: Call for Papers: Panel at the 18th IPrA, Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective

Editor for this issue: Everett Green <>

Date: 05-Aug-2022
From: Puyu Ning <>
Subject: Call for Papers: Panel at the 18th IPrA, Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective
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Colleagues are warmly welcome to submit abstracts for the panel described below, to be held at the next IPrA conferences in Brussels, Belgium, 9-14 July 2023 (

Authors with interest should send their abstracts, formatted according to IPrA guidelines, to both Fengguang Liu and Daniel Kadar either by email at and The deadline for abstract submission 1 October 2022.

Panel: Learning and Teaching Chinese as a Foreign Language: A Cross-Cultural Pragmatic Perspective

Organised by Fengguang Liu, Dániel Z. Kádár, and Juliane House

Discussant: Wei Ren

The aim of this panel is to explore the area of learning and teaching Chinese as a foreign language (CFL) through the perspectives of cross-cultural pragmatics. Over recent years, Chinese has gained prominence in foreign language learning and teaching, and both pragmatics and applied linguistics has witnessed a surge of research focusing on CFL. Yet, we believe that more research needs to be dedicated to the cross-cultural pragmatics of CFL. Cross-cultural pragmatics can help researchers to investigate language learning and teaching from new angles due to its bottom-up and strictly language-anchored nature, which allow the analyst to observe CFL without relying on sweeping overgeneralisations and cultural stereotypes that have unfortunately gained momentum in this area (e.g. “Chinese students struggle to realise a certain pragmatic phenomenon due to their face-sensitivity”).

Here we distance ourselves from the strong contrastive hypothesis that linguacultural differences automatically trigger L2 learning difficulties. Still, we believe that contrastive pragmatic differences between Chinese as an L2 and the learners’ L1 should not be neglected if one wishes to examine the understudied issue why and how Chinese pragmatic phenomena may puzzle speakers of other languages who learn Chinese as a foreign language. For instance, as House et al. (2022) argued in a recent study dedicated to the learning how to realise the speech act Greet in a foreign language, if one expects the other to utter a greeting and the greeting fails to come, or one is greeted when no such greeting is expected, gut feelings of irritation may emerge. A contrastive pragmatic analysis of Chinese and learners’ L1 may help us understand cross-cultural differences of pragmatic conventions which may trigger such instances of foreign speaker puzzlement in CFL.

In the proposed panel we aim to dedicate special attention to the learning (and teaching) of the realisation of speech acts. We will use the speech act typology proposed in Edmondson and House (1981) and Edmondson et al. (2022) as a methodological anchor in the panel.

Edmondson, Willis, and Juliane House. 1981. Let’s Talk and Talk About It: An Interactional Pedagogic Grammar of English. Munchen: Urban & Schwarzenberg.
Edmondson, Willis, Juliane House, and Dániel Z Kádár. 2022. Expressions, Speech Acts and Discourse: An Interactional Pedagogic Grammar of English. Cambridge: Cambridge University Press.
House, Juliane, Dániel Z. Kádár, Fengguang Liu, and Shiyu Liu. (2022). Greeting in English as a Foreign Language: A Problem for Speakers of Chinese. Applied Linguistics.

Linguistic Field(s): Pragmatics

Page Updated: 06-Aug-2022