This socio-pragmatic study investigates organisational conflict talk between superiors and subordinates in three medical dramas from China, Germany and the United States. It explores what types of sociolinguistic realities the medical dramas construct by ascribing linguistic behaviour to different status groups. The study adopts an enhanced analytical framework based on John Gumperz’ discourse strategies and Spencer-Oatey’s rapport management theory. This framework detaches directness from politeness, defines directness based on preference and polarity and explains the use of direct and indirect opposition strategies in context.
The findings reveal that the three hospital series draw on 21 opposition strategies which can be categorised into mitigating, intermediate and intensifying strategies. While the status identity of superiors is commonly characterised by a higher frequency of direct strategies than that of subordinates, both status groups manage conflict in a primarily direct manner across all three hospital shows. The high percentage of direct conflict management is related to the medical context, which is characterised by a focus on transactional goals, complex role obligations and potentially severe consequences of medical mistakes and delays. While the results reveal unexpected similarities between the three series with regard to the linguistic directness level, cross-cultural differences between the Chinese and the two Western series are obvious from particular sociopragmatic conventions. These conventions particularly include the use of humour, imperatives, vulgar language and incorporated verbal and para-verbal/multimodal opposition. Noteworthy differences also appear in the underlying patterns of strategy use. They show that the Chinese series promotes a greater tolerance of hierarchical structures and a partially closer social distance in asymmetrical professional relationships. These disparities are related to different perceptions of power distance, role relationships, face and harmony.
The findings challenge existing stereotypes of Chinese, US American and German conflict management styles and emphasise the context-specific nature of verbal conflict management in every culture. Although cinematic aspects affect the conflict management in the fictional data, the results largely comply with recent research on conflict talk in real-life workplaces. As such, the study contributes to intercultural trainings in medical contexts and provides an enhanced analytical framework for further cross-cultural studies on linguistic strategies.
The Second Language Acquisition of English Non-Finite Complement Clauses – A Usage-Based Perspective
(2022)
One of the most essential hypotheses of usage-based theories and many constructionist approaches to language is that language entails the piecemeal learning of constructions on the basis of general cognitive mechanisms and exposure to the target language in use (Ellis 2002; Tomasello 2003). However, there is still a considerable lack of empirical research on the emergence and mental representation of constructions in second language (L2) acquisition. One crucial question that arises, for instance, is whether L2 learners’ knowledge of a construction corresponds to a native-like mapping of form and meaning and, if so, to what extent this representation is shaped by usage. For instance, it is unclear how learners ‘build’ constructional knowledge, i.e. which pieces of frequency-, form- and meaning-related information become relevant for the entrenchment and schematisation of a L2 construction.
To address these issues, the English catenative verb construction was used as a testbed phenomenon. This idiosyncratic complex construction is comprised of a catenative verb and a non-finite complement clause (see Huddleston & Pullum 2002), which is prototypically a gerund-participial (henceforth referred to as ‘target-ing’ construction) or a to-infinitival complement (‘target-to’ construction):
(1) She refused to do her homework.
(2) Laura kept reading love stories.
(3) *He avoids to listen to loud music.
This construction is particularly interesting because learners often show choices of a complement type different from those of native speakers (e.g. Gries & Wulff 2009; Martinez‐Garcia & Wulff 2012) as illustrated in (3) and is commonly claimed to be difficult to be taught by explicit rules (see e.g. Petrovitz 2001).
By triangulating different types of usage data (corpus and elicited production data) and analysing these by multivariate statistical tests, the effects of different usage-related factors (e.g. frequency, proficiency level of the learner, semantic class of verb, etc.) on the representation and development of the catenative verb construction and its subschemas (i.e. target-to and target-ing construction) were examined. In particular, it was assessed whether they can predict a native-like form-meaning pairing of a catenative verb and non-finite complement.
First, all studies were able to show a robust effect of frequency on the complement choice. Frequency does not only lead to the entrenchment of high-frequency exemplars of the construction but is also found to motivate a taxonomic generalisation across related exemplars and the representation of a more abstract schema. Second, the results indicate that the target-to construction, due to its higher type and token frequency, has a high degree of schematicity and productivity than the target-ing construction for the learners, which allows for analogical comparisons and pattern extension with less entrenched exemplars. This schema is likely to be overgeneralised to (less frequent) target-ing verbs because the learners perceive formal and semantic compatibility between the unknown/infrequent verb and this pattern.
Furthermore, the findings present evidence that less advanced learners (A2-B2) make more coarse-grained generalisations, which are centred around high-frequency and prototypical exemplars/low-scope patterns. In the case of high-proficiency learners (C1-C2), not only does the number of native-like complement choices increase but relational information, such as the semantic subclasses of the verb, form-function contingency and other factors, becomes also relevant for a target-like choice. Thus, the results suggests that with increasing usage experience learners gradually develop a more fine-grained, interconnected representation of the catenative verb construction, which gains more resemblance to the form-meaning mappings of native speakers.
Taken together, these insights highlight the importance for language learning and teaching environments to acknowledge that L2 knowledge is represented in the form of highly interconnected form-meaning pairings, i.e. constructions, that can be found on different levels of abstraction and complexity.