| 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
Herausgeber:innen:
und
Pascal Hohaus
Pascal Hohaus
Search for other papers by Pascal Hohaus in
Current site
Google Scholar
PubMed
Search for other papers by Pascal Hohaus in
Current site
Google Scholar
PubMed
Violeta Stojičić
Violeta Stojičić
Search for other papers by Violeta Stojičić in
Current site
Google Scholar
PubMed
Search for other papers by Violeta Stojičić in
Current site
Google Scholar
PubMed