| Figures | ||
| 2.1 | Two blends of semi-transcendent reconciliation | 22 |
| 2.2 | Thesaurus of reconciliation as keyterm within RELIGION (left) and POLITICS (right) | 28 |
| 2.3 | Conceptual blending in the context of RE | 30 |
| 2.4 | Conceptual blending in the context of RG | 32 |
| 2.5 | Conceptual blending in the context of PG | 35 |
| 5.1 | The conflict of face investigated in this study | 101 |
| 5.2 | Average indirectness score by German EFL learners vs. English native speakers | 109 |
| 5.3 | Use of MSMs by German EFL learners vs. English native speakers | 111 |
| 5.4 | Use of lexical downgraders by German EFL learners vs. English native speakers | 112 |
| 6.1 | DRV signals “two” towards the backseat | 129 |
| 6.2 | The first half of the medevac form | 130 |
| 6.3 | BSR produces a cyclical gesture to depict continuing | 131 |
| 6.4 | BSR leans toward BSM and points at the medevac form | 134 |
| 6.5 | BSR gestures BSM to slow down | 135 |
| 7.1 | Summary of the activities in the didactic proposal organized by phases | 158 |
| 7.2 | Summary outline of the didactic sequence | 159 |
| 7.3 | Example of a logo for a potential mediation community | 160 |
| 7.4 | Example of a template for planning the mediation process | 161 |
| 7.5 | Visual example of the arrangement of roles in activity 12 | 164 |
| Tables | ||
| 2.1 | Semantic dimensions of reconciliation | 20 |
| 2.2 | Tokens of the subcorpora | 24 |
| 2.3 | (Non-)Transcendent uses of reconciliation | 26 |
| 2.4 | Most frequent nouns (n = 30) | 27 |
| 5.1 | Comparative studies on British English native speakers’ and German EFL learners’ English requests | 96 |
| 5.2 | Felicity conditions for requests based on Searle (1969) | 98 |
| 5.3 | Request strategy scheme (based on Blum-Kulka et al., 1989) | 103 |
| 5.4 | Overview of speaker variables | 105 |
| Coding example | 107 | |
| 5.6 | Strategy selection by German EFL learners vs. English native speakers | 109 |
| 5.7 | Use of Preparatory strategies by German EFL learners vs. English native speakers | 110 |
| 5.8 | Distribution of lexical downgraders | 113 |
| 5.9 | Use of Alerters by German EFL learners vs. English native speakers | 113 |
| 5.10 | Conflict resolution formula by German EFL learners vs. English native speakers | 114 |
| 7.1 | Identified articles based on interventions focused on conflict resolution | 153 |
| 7.2 | Identified articles based on interventions focused on language conflict resolution | 154 |
| 7.3 | Thematic blocks addressed in the interviews | 156 |
| 8.1 | Summary of the linguistic devices employed | 184 |
| Text Extracts | ||
| 5.1 | Role enactment task | 106 |
| 5.2 | Example request sequence | 107 |
| 6.1 | Coordinating activity | 127 |
| 6.2 | Managing overlapping courses of action | 129 |
| 6.3 | Locating information together | 133 |
| 6.4 | Solving trouble collaboratively | 137 |
In: Conflict Resolution
Editors:
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Pascal Hohaus
Pascal Hohaus
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Violeta Stojičić
Violeta Stojičić
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