Intercultural Pragmatics

This contribution is part of a wider research concerning Automatic Pain Assessment (APA), whose goal is to collect and analyse multimodal (audio and visual) data and to pave the way for more effective and personalized pain management strategies through innovative and

This study investigates impoliteness strategies in cyber
blackmail messages sent by offenders within Iraqi digital
contexts. Based on Culpeper’s (1996) model of
impoliteness, the analysis focuses on real-life cases
involving male and female perpetrators. The data reveal
recurring patterns of threats, verbal aggression, and facethreatening acts (FTAs), particularly in financial
blackmail. This study hypothesizes that bald on record is
the most frequently used strategy of impoliteness by
blackmailers, while the sarcasm strategy is the least
utilized. The forensic linguistic approach adopted here
aims to uncover how impoliteness is linguistically
constructed to manipulate, intimidate, or control victims.
Finally, the study finds that negative impoliteness is the
most frequently utilized strategy by both males and
females in financial blackmail, whereas sarcasm has been
the least used.

هدفت هذه الدراسة إلى الكشف عن آليات التوظيف التداوليِّ لمفاهيم الثقافة العربية الإسلامية في نصوص القراءة بكتب تعليم اللغة العربية للناطقين بغيرها؛ لذلك اتبَعَت منهجية متكاملة ومتسلسلة عبر خمسة فصول: تدرَّجَت من التأطير النظريِّ للمفاهيم في، وبيان تميّزها عن الدراسات السابقة في الفصل الأول، حتى انتقلَت إلى بناء إطارها المنهجيِّ والإجرائيِّ في الفصل الثاني الذي فصَّل الكلام حول طريقة معالجة المدوَّنة اللغوية باستخدام أداة تقنية متخصِّصة (برنامج غواص)، وطريقةِ التحليل التكوينيِّ للمفاهيم، ومن ثم دخلت الدراسة إلى جوهر التحليل التداوليِّ بتحليل السلوك التركيبيِّ لمفاهيم المدوَّنة في الفصل الثالث (التركيب الإسنادي، وتركيب الإضافة، والتركيب الوصفي)، وتحليل السلوك البلاغيِّ في الفصل الرابع (الخبر والإنشاء، التشبيه، الاستعارة)، مع التطرُّق إلى استراتيجيات الخطاب التي وظَّفها منتج النصِّ للتأثير في المتعلِّم وزيادة معدَّل تقبُّله للمفاهيم (التضامنية، التوجيهية، التلميحية، الحجاجية)، ومن هنا كانت خلاصة هذا الفصل هو تحديد المعاني المباشرة والضمنية للمفاهيم الثقافية بعد هذا التحليل التداوليِّ، وذلك تمهيدًا لعرض نموذج تطبيقيٍّ مقترَح لوَحدة تعليمية قائمة على مفاهيم الثقافة لتنمية مستويات (عمق المعرفة) لدى المتعلِّمين في المستوى المتوسط، وتلك كانت مهمة الفصل الخامس من الدراسة، وقد توصَّلَت الدراسة إلى نتائج جوهرية، أبرَزُها: إثبات أنَّ التحليل التكوينيَّ يُمثِّل رِكازًا منهجيًّا أساسيًّا يربط بين المفاهيم بأبعادها الدلالية وسلوكها اللغويِّ بأبعاده التداولية، وبناءُ نموذج تطبيقيٍّ متكامل يجمع بين التأطير النظريِّ والخُطَّة التنفيذية، والمرجعية المعيارية، والأهداف التعليمية، وقد أوصَت الدراسة في الختام بالعديد من التوصيات لمصمِّمي الكتب والمقرَّرات، والمعلِّمين، وغيرهم.
This study aimed to reveal the mechanisms of the Pragmatic Employment of Arab-Islamic cultural concepts in reading texts in the books of Arabic language teaching for non-native speakers. The study followed an integrated and sequential methodology across six chapters: The study progressed from providing a theoretical framework for the concepts and highlighting its distinction from previous studies in Chapter (1), before moving on to establish its methodological and procedural framework in Chapter )2(, which detailed the method for processing the linguistic corpus using a specialized technical tool (Ghawwas), as well as the method for the (Componential Analysis) of the concepts. The study then delved into the core of (Pragmatic Analysis) by analyzing the (Syntactic Behavior) of the corpus concepts in Chapter (3) (Predicative, Genitive, and Adjectival Structures), and the (Rhetorical Behavior) in Chapter (4) (Declarative vs. Imperative Style, Simile, and Metaphor). This section also addressed the (Discourse Strategies) employed by the text producer to influence the learner and increase their acceptance of the concepts (Solidarity, Directive, Allusive, and Argumentative Strategies). The conclusion of these chapters was to identify the direct and implied meanings of the cultural concepts following this Pragmatic Analysis, as a prelude to presenting a proposed applied model for a (Teaching Unit) based on cultural concepts to develop learners' Depth of Knowledge (DOK) at the (Intermediate Levels), which was the task of Chapter (5). The study reached several key findings, most notably: establishing that componential analysis represents a fundamental methodological anchor linking concepts to their linguistic behavior and building an integrated applied model that combines a theoretical framework, an implementation plan, a normative reference, and educational objectives. In conclusion, the study provided several recommendations for curriculum designers, teachers, and others.

Chapter 1: Introduction: The Sociopragmatics of Emotion in Discourse and Social Interaction
(Laura Alba-Juez and Michael Haugh)

In this chapter, after briefly reviewing language-based research on emotion, we outline what a sociopragmatic perspective brings to the study and theorization of emotion (Alba-Juez 2021; Langlotz and Locher 2017; cf. Caffi and Janney 1994), building on an understanding of sociopragmatics as the systematic study of social, interactional, and normative dimensions of language use (Haugh, Kadar and Terkourafi 2021). We suggest that a sociopragmatics approach to emotions draws greater attention to the role that different discourse systems and different linguistic and cultural systems play in how emotions are expressed and interpreted. We argue this means we need to broaden the scope of research towards a sociopragmatic, multidisciplinary and multidimensional analysis of emotion in discourse and interaction. This leads into the introduction of the theoretical framework that underpins and motivates the studies included in this volume. We propose that a sociopragmatic theory of emotions needs to attend to three foundational phenomena, evaluation, relationships and morality, and argue that emotion is not simply expressed, but is immanent to all three of these phenomena (and vice-versa). We conclude the chapter by briefly overviewing the structure of the volume and introducing its constituent parts.

This study also highlights the importance of ongoing professional development for preservice teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.

This study explores how Nigerian pastors strategically use language in sermons to construct ideological meanings and address socio-political issues such as corruption, inequality, and insecurity. Using Lesley Jeffries‘ (2010) Critical Stylistics framework, specifically the tool of Naming and Describing, the study analyses ten purposively selected sermons delivered between 2020 and 2023, during periods marked by national crises and elections. Through naming strategies like metaphorical labelling and ideological contrasts like ―no more rigging,‖ ―died like a fowl‖,
pastors challenge political realities and encourage civic engagement. The findings support recent research showing the pulpit as a platform for political critique and moral guidance. In view of this, the study reveals how religious rhetoric reframes political discourse and positions the Church as
an agent of social transformation. It recommends broader comparative studies across African nations to better understand the role of sermons in shaping civic consciousness and advocating for reform across the continent.
Keywords: socio-political, ideology, civic engagement, language and power, sermon

This research is motivated by the importance of understanding children's language development as an indicator of their cognitive and social abilities. The study aims to analyze language acquisition in a 6-year-1month-old child through Mean Length of Utterance (MLU) measurement, focusing on phonological, morphological, and syntactic aspects. The method used is descriptive qualitative with data collection techniques including observation, recording, and conversation transcripts. The results show that the research subject has MLU values appropriate to their age development stage. They have good phonological ability in pronouncing almost all Indonesian phonemes, morphological mastery including basic affixes usage, and syntactic ability in forming compound sentences. This study concludes that MLU is an effective measurement tool for children's language acquisition and recommends using this method for monitoring language development in preschool-aged children.

Despite growing recognition of pragmatic dimensions in education, there remains a significant gap in understanding teachers' lived experiences in multilingual African educational contexts. This phenomenological study investigates how public school mainstream teachers develop and apply pragmatic awareness in intercultural classrooms across Sub-Saharan Africa, where diverse cultural norms, linguistic practices, and communicative expectations intersect. Semi-structured interviews were conducted with twelve teachers from six countries (Cameroon, Tanzania, Ghana, Equatorial Guinea, Senegal, and South Africa), representing diverse linguistic backgrounds and educational contexts. The findings reveal how teachers navigate complex pragmatic landscapes, make sense of intercultural communication challenges, and develop contextually appropriate strategies. These strategies encompass instructional approaches that address pragmatic differences, relational practices that build rapport across linguistic boundaries, and reflective techniques that transform challenges into learning opportunities. The results show how critical incidents serve as catalysts for developing deeper pragmatic understanding, while professional identity shapes and is shaped by pragmatic choices in multilingual environments. The study suggests implications for teacher education programs, language policies, and curriculum development in multilingual educational contexts, contributing to the understanding of pragmatic awareness in educational settings where colonial languages intersect with indigenous languages.

The choice of jobs portraits the community’s mindset. However, the consistency of Balinese mindset to gender-stereotyped careers and the distribution of the students' genders in each department in Bali Hospitality and Tourism Institutes or higher educations have not been reported. The present study aimed at examining the proportions of the students' genders in each department in Bali Hospitality and Tourism Institutes or higher educations and the community mindset regarding the choice of jobs based on gender. 1,656 students of the three Tourism and hospitality institutes in Bali took part. Data were based on the entrance test and questionnaire (Google Form) analyzed with iterative analysis (Yin, 2010). Hospitality Management, Food and Beverage Service Management, Hospitality, Food Service Management, and Tourism Management and Hospitality Administration are the favorite departments. Two of the six departments, Hospitality Management and Food and Beverage Service Management a...

The International Journal of Multilingualism and Languages for Specific Purposes IJMLSP Journal is a double-blind peer-reviewed, biannual, free-of-charge, and open-access journal edited by the University of Oran 2 Mohamed Ben Ahmed. The journal publishes original articles, reports, case studies, and book reviews, its main objective is to provide an intellectual platform for international scholarly communication among researchers, academics, and practitioners. IJMLSP Journal is distinguished by its interdisciplinary approach to approach the different issues relevant to multilingualism, language policy, languages, and teaching cultures. In addition, the journal aims to foster the dialectics between multilingualism and languages for specific purposes (Arabic for specific purposes, English for Specific Purposes, Chinese for Specific Purposes, etc.). The journal was published in the print version; the online version is free access and downloadable. The journal welcomes original papers, reports, and reviews in English in all areas of multilingualism and LSP, as specified in the focus and scope.  Linguistic Diversity and Linguistic Insecurity.  Language Planning and Language Management.  Critical discourse-ethnographic approaches to language policy.

This study investigates the capacity and challenges faced by economics teachers in Algerian higher education institutions in designing authentic English for Specific Purposes (ESP) materials. As the demand for discipline-specific language skills in economics increases globally, Algerian teachers are expected to create materials that not only align with linguistic objectives but also reflect real-world and contextual relevance for students. However, the process of designing effective ESP materials is often hindered by a range of factors, including institutional limitations, insufficient training, and a lack of access to updated resources. The study employed a structured questionnaire as the primary research instrument, incorporating both closed-ended and open-ended questions. This approach enabled the collection of quantitative data on teachers' experience, confidence, and professional background, alongside qualitative insights into their challenges and suggestions. The results reveal considerable variation in teachers' confidence and readiness to design ESP materials. While some reported a reasonable level of competence, many highlighted significant obstacles, such as limited resources, time constraints, and a lack of ongoing professional development. A recurring theme was the need for more structured institutional support, including access to authentic resources, targeted workshops, collaboration with subject matter experts, and protected time for material development. Teachers also emphasized the importance of integrating real-world case studies and feedback mechanisms to ensure that materials remain practical, engaging, and effective. The study concludes that improving ESP material design in Algeria requires 31 Britel, A.N: Economics Teachers and the Design of Authentic ESP Materials: Exploring Competencies and Challenges This work is licensed under Creative Commons Attribution-NonCommercial 4.0 International License Available online at https://revue.univ-oran2.dz/Revue/IJMLSP/index.php/IJMLSP a multifaceted approach involving teacher training, resource accessibility, institutional collaboration, and research-driven innovation. These findings align with established literature in ESP pedagogy, reinforcing the idea that well-supported and professionally developed teachers are central to delivering high-quality ESP instruction.

Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners’ appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3×2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design.

It is widely accepted that literature is not only a subject to study to obtain grades but also a skill and a competence to acquire. In an EFL context, literature can be a rich language input resource if the skill of reading literature is mastered and the EFL learners possess a degree in literary competence. The term literary competence finds its origins in the field of literary criticism but has made its way to TEFL due to its relevance to it. However, unlike linguistic competence, the literature is scarce of any valid and reliable tool for measuring LC. Infact, there is not common agreement about LC components. The present study is an attempt to shed some light on the literary knowledge or the literary competence that Algerian freshman undergraduate students possess at the end of their secondary studies and the beginning of their EFL tertiary studies. To do so the article will start by elucidating the key construct, i.e., Literary Competence which has gained a lot of importance in the field of education in general and in ELT, in particular. In the light of the presented definition, a literary competence questionnaire made up of 21 questions in addition to the personal information part was administered to the sample group of 60 Algerian students starting their threeyear B.A. course in EFL at the University of Mohamed Ben Ahmed, Oran 2, west Algeria. The results indicate that the students possess a mixed-level of Literary Competence and though overall a limited LC, students show an awareness of the merits and benefits of literature and hold a positive attitude

This study investigates the effectiveness of scaffolding techniques in developing English for Specific Purposes (ESP) speaking skills among third-year marketing students at Khemis Miliana University. Using a case study approach with mixed methods, the research implemented and evaluated four scaffolding techniques from mid-October to mid-December 2019: speaking frames, Challenge-Action-Result technique, peer scaffolding, and teacher-mediated scaffolding. Pre-and post-intervention speaking assessments revealed significant improvements across all dimensions of speaking performance, with particularly large effects on marketing-specific communication skills and lexical resources. Qualitative data from observations and interviews provided insights into the implementation process and students' experiences with each scaffolding technique. The findings suggest that a combination of scaffolding approaches, sequenced from more structured support to more autonomous learning, effectively addresses both linguistic and professional communication needs in ESP contexts. The study contributes to theoretical understandings of scaffolding by demonstrating its application to specialized discourse development and offers practical guidance for ESP instructors seeking to enhance students' speaking skills in professional domains. Implications for ESP pedagogy in higher education and directions for future research are discussed.

This article provides a renewed perspective on learner motivation within the domain of English for Specific Purposes (ESP), with a particular emphasis on Business English, by examining the pedagogical value of Scenario-Based Instruction (SBI). Rooted in key theories from educational psychology and applied linguistics, the study presents SBI as a theoretically and practically grounded solution to the ongoing challenge of low motivation frequently encountered in ESP classrooms. By embedding language learning within authentic, context-rich professional scenarios that require decision-making and problem-solving, SBI enhances learner engagement, supports greater autonomy, and aligns instructional objectives with learners' career-oriented goals. The discussion draws upon well-established motivational frameworks such as expectancy-value theory, self-determination theory, and the L2 Motivational Self System to build a strong theoretical foundation for understanding how scenario-based tasks can positively influence learner motivation. These theoretical insights are enriched by empirical data collected over a twelve-month implementation of SBI in an English for Business course at an Algerian university. The results demonstrate that SBI not only strengthens instrumental motivation but also promotes reflective thinking, collaborative skills, and the development of a professional identity relevant to business contexts. Based on these findings, the article proposes a structured model for integrating SBI into ESP curricula in a way that is both pedagogically sound and adaptable to varying educational 35 Benhamlaoui, L: Reframing learner motivation in ESP contexts: Theoretical insights from scenario-based instruction

This study investigates the role and effectiveness of machine translation (MT) tools in translating English medical texts into French within the Algerian professional and academic context. It compares the outputs of three widely used MT systems with human translations, focusing on lexical accuracy, grammatical correctness, pragmatic meaning, and contextual coherence. The methodology involves a qualitative comparative analysis of selected medical texts translated by both human experts and MT software, followed by expert evaluation using an analytical framework that considers multiple levels of linguistic equivalence. Results demonstrate that while MT provides rapid and accessible translation solutions, it frequently fails to capture the complex terminology, syntactic nuances, and contextual subtleties essential in medical discourse. Common issues include literal word substitutions, grammatical errors, loss of professional tone, and inadequate handling of cultural and situational context. Human translators (HT), by contrast, consistently deliver more precise and contextually appropriate translations, leveraging their linguistic competence, domain 54 Benhamlaoui, M., & Benhamlaoui, M: Beyond the algorithm: investigating cognitive and pedagogical implications of machine translation in Algerian medical contexts This work is licensed under Creative Commons Attribution-NonCommercial 4.0 International License. Available online at https://revue.univ-oran2.dz/Revue/IJMLSP/index.php/IJMLSP knowledge, and experiential understanding. The study highlights the cognitive and pedagogical implications of these results, emphasizing the need to integrate MT literacy into translation and medical training programs. It advocates for viewing MT as a complementary tool that supports rather than replaces HT, encouraging critical post-editing and context-aware use. Furthermore, the research underscores the importance of developing localized terminological resources and fostering human-machine collaboration to enhance translation quality. In the broader Algerian multilingual landscape, where Arabic, French, and English intersect within education and professional domains, the study reveals that MT's limitations reflect not only technological constraints but also sociolinguistic and ideological tensions. Overall, this research contributes to understanding how MT tools function as cognitive and linguistic mediators, informing best practices for their application in specialized translation contexts and supporting informed language policy and pedagogy in multilingual societies.

This study explores the potential influence of reading and interpreting literary texts on EFL (English as a Foreign Language) students' perceptions of the Self and the Other. Literary texts are often proclaimed to conceal underlying structures and deeper meanings, with one of their significant effects being the alteration of the reader's sense of worth. Focusing on Algerian University students majoring in English, this research investigates the different ways these learners approach literary texts and the extent to which such engagement contributes to their perception of identity and otherness. A total of 100 third-year students participated in the study, which employed both a questionnaire and interviews. The questionnaire encompassed an array of question types, including multiple-choice and five-point Likert scale items. Additionally, a short-term experimental intervention was conducted to examine how literary reading may enhance students' self-image and their sense of viewing cultural otherness. The findings provide strong evidence of the positive role that literary texts' content can play in advancing EFL students' self-growth and self-worth. Both the qualitative and quantitative results suggest that focusing on the psychological and reflective dimensions of literary content nurtures more tolerant and empathetic attitudes toward the Self and the Other within the Algerian context. The treatment results through an independent samples t-test revealed considerable improvements in the experimental group's post-test scores, reinforcing the positive impact of literary engagement. Furthermore, the study found that Algerian EFL students 31

Questo contributo intende mettere l’accento sul ruolo dell’osservazione come strumento chiave per la formazione dell’educatore linguistico inclusivo inteso come professionista riflessivo. Dopo una breve disamina dell’importanza dell’osservazione nella formazione docente e della sua percezione da parte degli insegnanti, viene introdotto il termine “osservazione”, messo in relazione con il contesto scolastico italiano e agganciato alla dimensione della riflessione, attraverso una rassegna della letteratura in materia. Si passa quindi ad approfondire la dimensione osservativa, intesa come competenza dell’insegnante che si esplica non solo verso l’esterno ma anche (e forse soprattutto) in una pratica di auto-osservazione che diventa spinta circostanziata verso un’azione didattica efficace. Il contributo si conclude con una proposta di percorso (auto)formativo incentrato sulla riflessione e la decostruzione.



The professional development of the inclusive language educator through observation and self-observation: a tool within sight

This contribution aims to emphasize the role of observation as a key tool for the training of the inclusive language educator seen as a reflective professional. After a brief examination of the importance of observation in teacher training and its perception by teachers, the term “observation” is introduced, related to the Italian school context and linked to the dimension of reflection, through a review of the literature on the subject. We then move on to deepen the observational dimension, seen as the competence of the teacher expressed not only towards the outside but also (and perhaps above all) in a practice of self-observation that becomes a detailed push towards an effective didactic action. The contribution concludes with a proposal for a (self-)training path focused on reflection and deconstruction.

Although on opposing political spectrums, Barisan Nasional (BN) and Pakatan Harapan (PH) legitimised their presence through several vocational roles. These roles were not overtly mentioned, but their use can be unveiled by a conceptual metaphor analysis. This chapter analyses eleven supply bills or better known to Malaysians as budget speeches presented by two Ministers of Finance, Najib Razak (2010-2018) from BN and Lim Guan Eng (2019-2020) from PH. The analysis was informed by conceptual metaphor theory (Lakoff and Johnson, 1980) and membership categorisation analysis (Sacks, 1995). Whilst BN constructed 39 vocational roles for itself, PH had 16 roles. The two coalitions share a preference for certain roles, such as GOVERNMENT IS GENERAL/SOLDIER and GOVERNMENT IS DOCTOR, but BN also favours GOVERNMENT IS CAPTAIN. Both BN and PH legitimise their governance by representing themselves as hero-like-authoritative figures who can handle multiple vocational roles. These roles are played out in narratives highlighting the government's authority, value systems and ideologies.

The religious translation is one of the most difficult translations for the translator and interpreter as it relates to the biggest and most sensitive issue in the human life, the issue of religion and belief. Man naturally loves his religion and clings to his faith more than anything else. From this perspective comes the importance of religious translation, which is needed by more than a billion Muslims around the world, who do not speak Arabic, in order to transfer the Sharia sciences to them in different languages they speak. The study follows descriptive, comparative and analytical methods. The hypotheses correspond with the results that the translator faces a problem when translating the religious texts. There are several problems when translating religious texts, such as the problems related to word and semantics. The results showed that the translator and interpreter face some problems at the semantic and word levels; also, the study made some recommendations to find the suitable equivalents in the other languages.

This paper examines Chinua Achebe's Anthills of the Savannah through the lens of political discourse and the ambiguities of power and leadership responsibilities. It interrogates how language, both as a medium of control and a site of resistance, shapes the exercise and perception of power in the fictional state of Kangan. Drawing from critical works and contextual insights, the study reveals how Achebe constructs a narrative in which leadership collapses under the weight of moral ambiguity, rhetorical performance, and institutional decay. Using discourse analysis, the paper explores how Achebe's characters engage with and distort language to assert or undermine authority. While existing scholarship addresses dictatorship and post colonialism, few interrogate the linguistic and ethical complexities of leadership responsibility in the novel. This reevaluation foregrounds Achebe's warning against the theatricality of power and the failure of leaders to speak or act with moral clarity.

The pragmatic functions of questions in second and/or foreign language (SL/FL) instruction are often overlooked even though they are an integral part of classroom discourse. Aside eliciting information, questions serve important interactional and relational roles. This paper explores the socio-pragmatic dimensions of question types, drawing on insights from second language acquisition, intercultural pragmatics, and classroom discourse studies. It critiques existing FL/SL textbooks and syllabuses for their limited focus on pragmatic competence and advocates pedagogical strategies that combine explicit instruction, awareness-raising tasks, and CEFR-aligned (Common European Framework of Reference for Languages) descriptors. Taking samples from 30 naturally collected classroom questions, the article proposes pragmaticsinformed evaluation practices that emphasise communicative appropriateness over structural accuracy in language teaching.

Este trabajo tiene como objetivo presentar un estudio sobre el uso de la partícula 了 le en chino moderno. Debido a las características morfológicas del chino, los verbos carecen de morfemas que expresen tiempo, persona, número, aspecto, modo. Por esta razón, para varios estudiosos de la gramática del chino, la partícula 了 le funciona en chino moderno como sufijo aspectual que expresa perfectividad. Sin embargo, la función de 了 le no se limita a expresar el aspecto perfectivo del verbo sino también es un elemento que afecta a toda la oración en su conjunto. Así pues, en este trabajo propongo que no sólo hay que tomar en cuenta los rasgos sintácticos de esta partícula, sino que también hay que considerar su función en el plano comunicativo y semántico. Para realizar esta prueba, se obtuvieron muestras en chino moderno que forman parte de un discurso y no son oraciones aisladas ni descontextualizadas. Estas muestras provienen de dos textos. El primer texto es el cuento 梁 山伯与祝英台 Liáng Shānbó yǔ Zhù Yīngtái 'Liang Shanbo y Zhu Yingtai'. El segundo texto consiste en el discurso del gobierno de la República Popular de China titulado 改革开 放 30 年与中国发展 gǎigé kāifàng 30 nián yǔ Zhōngguó fāzhǎn 'Los 30 años de la política de Reforma y Apertura y el desarrollo de China'. Los casos que encontramos donde se usa la partícula 了 le demuestran que el significado del verbo, los complementos y el punto de vista del emisor son factores que determinan la presencia o ausencia de 了 le. Asimismo, debido a que utilizamos dos textos de diferente género, el uso de 了 le también es distinto en cada género.

This paper is a part of a larger scale interlanguage pragmatic study exploring politeness involved in refusals conducted by the English teachers in East Java, Indonesia. The data were elicited by discourse completion tasks (DCT), from 38 English teachers, (n=14 males and n=24 females). The empirical data of politeness strategies were analyzed by theory. The findings showed that the EFL teachers applied two semantic formulae indirect and direct strategies in conjunction to adjuncts across three initiating acts of refusals (invitations, offers and suggestions). When declining invitations and suggestions, they mostly applied positive politeness, but when refusing offers they predominantly used bald on record.

The study investigated politeness strategy in refusal conducted by the English teachers in Madiun regency relating to different social status levels and gender. The data were elicited, using discourse completion tasks (DCT), from 38 English teachers, 14 male and 24 female who teach in Junior high schools in Madiun regency. The collected data are analyzed by using Brown and Levinson's theory of politeness strategy. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990). The findings of the research are described in line with the problem statements as follows: first, The English teachers of junior high school in Madiun regency applied two semantic formulae indirect and direct strategies in conjunction to adjunct identified by Beebe et al. (1990) across three refusals acts (invitations, offers and suggestions). The indirect strategy was the prominent refusal strategy especially in declining offers and suggestions where as the direct strategy was the highest strategy used in declining invitations. The second, the English teachers used all four politeness strategies (BOR, positive politeness (PP), NP, and OR) of across three refusals acts in more or less the same frequency, except in declining offers they did not use OR strategy. In declining invitations and suggestions, most of the English teachers applied PP strategy and the dominant type was PP 13 Give reasons. The dominant strategy in declining offers was BOR which most of them expressed gratitude. The third, the influence of social distance on politeness strategy used by the English teachers in declining invitations, offers, and suggestions was not significant. The most prevalent strategy in declining three acts of refusals across status levels was PP strategy. PP strategy mostly dominated the refusals to collocutors of equal and lower status but in refusals to collocutors of higher status, most of English teachers used NP strategy. The last, gender differences virtually has no influence on the choices of politeness strategy in three refusals acts across status levels. Both male and female English teachers conducted the same politeness strategies of in declining invitations, offers, and suggestions in more or less the same frequency. They used PP significantly the highest and OR was the least dominant strategy. Females used PP and NP little bit more often than males but males used BOR and OR little bit more often than females.

This paper is a part of a larger scale interlanguage pragmatic study exploring politeness involved in refusals conducted by the English teachers in East Java, Indonesia. The data were elicited by discourse completion tasks (DCT), from 38 English teachers, (n=14 males and n=24 females). The empirical data of politeness strategies were analyzed by Brown and Levinson's (1987) theory. The findings showed that the EFL teachers applied two semantic formulae indirect and direct strategies in conjunction to adjuncts across three initiating acts of refusals (invitations, offers and suggestions). When declining invitations and suggestions, they mostly applied positive politeness, but when refusing offers they predominantly used bald on record.     Keywords: Politeness, interlanguage pragmatics, refusal strategy

The aim of this study is to investigate strategies and politeness in rejection of the invitation, offer, and suggestions by English teacher in Madison County. This study uses the theoretical framework of Takahashi , Beebe and Uliss - Weltz. Data was collected using Mechanical Completion of Discourse (Discourse Completion Technique). The data source is the 38 English teachers, 14 men and 24 women who teach in junior high schools in Madison County. The results showed as follows: (1) The English teacher at junior high school in Madison County implemented two semantic formula of direct and indirect strategies in three acts of rejection (invitations, offers and suggestions). (2) Indirect strategy in the rejection of the dominant is the supply and advice directly while the dominant strategy used in the rejection of the invitation.

The study investigated politeness strategy in refusal conducted by the English teachers in Madiun regency relating to different social status levels and gender. The data were elicited, using discourse completion tasks (DCT), from 38 English teachers, 14 male and 24 female who teach in Junior high schools in Madiun regency. The collected data are analyzed by using Brown and Levinson's theory of politeness strategy. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990). The findings of the research are described in line with the problem statements as follows: first, The English teachers of junior high school in Madiun regency applied two semantic formulae indirect and direct strategies in conjunction to adjunct identified by Beebe et al. (1990) across three refusals acts (invitations, offers and suggestions). The indirect strategy was the prominent refusal strategy especially in declining offers and suggestions where as the direct strategy was the highest strategy used in declining invitations. The second, the English teachers used all four politeness strategies (BOR, positive politeness (PP), NP, and OR) of across three refusals acts in more or less the same frequency, except in declining offers they did not use OR strategy. In declining invitations and suggestions, most of the English teachers applied PP strategy and the dominant type was PP 13 Give reasons. The dominant strategy in declining offers was BOR which most of them expressed gratitude. The third, the influence of social distance on politeness strategy used by the English teachers in declining invitations, offers, and suggestions was not significant. The most prevalent strategy in declining three acts of refusals across status levels was PP strategy. PP strategy mostly dominated the refusals to collocutors of equal and lower status but in refusals to collocutors of higher status, most of English teachers used NP strategy. The last, gender differences virtually has no influence on the choices of politeness strategy in three refusals acts across status levels. Both male and female English teachers conducted the same politeness strategies of in declining invitations, offers, and suggestions in more or less the same frequency. They used PP significantly the highest and OR was the least dominant strategy. Females used PP and NP little bit more often than males but males used BOR and OR little bit more often than females.

This paper gives an account of the findings of a study inspecting the relevance of pragmatics within literature sessions. It considers Algerian English language students' perceptions of the value of pragmatic instruction, the ways to develop pragmatic ability, and the effect of these two factors on literary text interpretation in the EFL learning context in Algeria. A total of 53 Algerian EFL first-year university students took part in the study. A structured interview and a fivepoint Likert scale questionnaire were used to collect data about students' perceptiveness of integrating pragmatic knowledge in view of understanding and interpreting English literary texts. The results of the study have offered practical proof for English instructors in Algeria signaling the import of pragmatic instruction and the upshot of training students to view the literary text from a pragmatic stance. The statistical analysis gives evidence for the positive association between pragmatic teaching and literary text understanding. The findings indicate as well that students' selfmade ways to attain pragmatic knowledge are not efficient without a structured course that would be integrated within their syllabus.

It is widely accepted that literature is not only a subject to study to obtain grades but also a skill and a competence to acquire. In an EFL context, literature can be a rich language input resource if the skill of reading literature is mastered and the EFL learners possess a degree in literary competence. The term literary competence finds its origins in the field of literary criticism but has made its way to TEFL due to its relevance to it. However, unlike linguistic competence, the literature is scarce of any valid and reliable tool for measuring LC. Infact, there is not common agreement about LC components. The present study is an attempt to shed some light on the literary knowledge or the literary competence that Algerian freshman undergraduate students possess at the end of their secondary studies and the beginning of their EFL tertiary studies. To do so the article will start by elucidating the key construct, i.e., Literary Competence which has gained a lot of importance in the field of education in general and in ELT, in particular. In the light of the presented definition, a literary competence questionnaire made up of 21 questions in addition to the personal information part was administered to the sample group of 60 Algerian students starting their threeyear B.A. course in EFL at the University of Mohamed Ben Ahmed, Oran 2, west Algeria. The results indicate that the students possess a mixed-level of Literary Competence and though overall a limited LC, students show an awareness of the merits and benefits of literature and hold a positive attitude

Braulio Foz Burges, Professor of Greek Language at the University of Zaragoza and liberal politician of the 19th century, developed an important part of his political ideas from the analysis of the information about ancient Greece mostly collected by Herodotus and Plutarch, but also by Homer and Pindar. With the memory of exemplary behaviors of the ancient Greeks, Foz aimed to show his compatriots models of citizen behavior in line with the constitutionalism of his time. He conceived the country as a human community based on agreed laws, whose main political value was freedom, followed by the prosperity and honorability of the citizens. He was not a democrat, since he defended that political decisions were the responsibility of highly educated men with high intellectual and moral qualities that would allow them to act with a view to guaranteeing that citizens enjoyed the rights that, by nature, all human beings had.

The present study investigates Iranian EFL learners' subjectivity in single-subject retrospective verbal reports that allow the examination of the changes in the cognitive, social and affective processes involved in L2 pragmatic production. To this end, eighteen EFL learners at three proficiency levels produced verbal reports after the administration of a written discourse completion task eliciting requests and apology in asymmetrical (status-unequal) relations in institutional discourse. Qualitative analyses of students' responses indicate that sociocultural, socio-psychological and socioaffective aspects of the discourse situations influenced both their pragmalinguistic and sociolinguistic choices and negotiation of lexical and grammatical choices in planning the speech acts of requests and apologies. Apparently, the degree of sociocultural accommodation to the L2 pragmatic norms may be a matter of choice as of ability.

This study investigated the impact of individual differences like language proficiency, gender and age on the Iranian EFL learners interlanguage pragmatics in institutional discourse especially, their capacity to recognize and to rate pragmatic and grammatical infelicities in speech act situations of request and apology.  To this end, one hundred and eighty-seven EFL university students at three academic levels—undergraduate, postgraduate and PhD—participated in the study. Cross-sectional data collection was undertaken to analyze the relationship between the variables and the speech acts recognized and rated by learners at different proficiency levels. A three way between subject analyses (ANOVA) showed quantitative differences among the three groups according to individual differences. Further, in-depth analyses of test items indicated that EFL learners’ at the three proficiency levels identified and rated grammatical errors as more serious than pragmatic errors.  Results revealed ...

This paper compares the pragmatic mitigation strategies used by speakers of five geographic varieties of Spanish: European, Cuban, Mexican, Argentinian and Chilean Spanish. Mitigation can be understood as a pragmatic strategy arising from face-protection needs that seeks to reduce possible adverse effects on the satisfactory progress of communication. The data are drawn from the Ameresco corpus of colloquial conversations, and the analysis includes four kinds of parameters: linguistic, pragmatic, and socio-situational. The study explores the functions and frequency of use of mitigation, speakers' and hearers' exposure to social and relational risks, the degree of their commitment in interaction, and the most productive resources observed in each variety. The results show convergences and divergences in the use of mitigation in these geographical areas, providing a picture of dialectal and sociolectal patterns here. The study concludes that mitigation varies according to the priorities of face needs in each speech community.

Humor creation is presented as a modality in human communication involving "double framing", in which a scenario, understanding, or agreed-upon reality is presented and is suddenly revealed to be something else by being recontextualized during the humorous presentation. This analysis utilizes Ba Theory, as articulated in the philosophy of Kitaro Nishida and Shimizu. Ba is a cognitive space for developing relationships, both interpersonal and in relationships to shared environments. A state of Ba arises in social interaction, requiring the need for pragmemic triggers to initiate creation and sustaining of a Ba state. The creation of humor requires that participants be in a state of Ba with each other, sharing the knowledge and understanding of the frames to which they are exposed. Examples are provided from Japanese, Chinese, German, Persian, Arabic, and English humor creation.

Regarding the important instructional role of email exchanges between teachers and students in institutional environments, this study was conducted as an attempt to examine particular pragmatic features in emails sent by Iranian university students to their professors during the academic year 2012. Following Chalack et al. (2010), the researchers aimed at investigating the pragmatic features of real examples of email messages from academic sources to find some clues as to how female and male Iranian students go about writing such messages, for what purposes, and with what strategies. More specifically, in this study, a corpus consisting of 145 student-initiated emails was analyzed in terms of the senders' use of communicative strategies and communicative topics by using both descriptive statistics and inferential statistics. While findings related to the first two posed research questions showed both similarities and differences compared to the most prominent works on this genre, the analysis also revealed some interesting points about the use of abbreviations by the senders and also their awareness of the medium they were using for contacting their instructors.

Este trabalho dedica-se à análise de um grupo de tiras dos Bichinhos de Jardim, da cartunista Clara Gomes, publicadas entre maio e dezembro de 2020.  Protagonizadas por uma joaninha antissocial e extremamente crítica, as tiras selecionadas ensejam a reflexão sobre a construção da categoria do humor em textos verbo-visuais que, neste recorte, tematizam o “novo normal” decorrente da pandemia do novo coronavírus. Fundamentada essencialmente na Teoria Semiolinguística de Análise do Discurso, de Patrick Charaudeau, daremos destaque à configuração do humor como uma maneira de dizer inserida em um quadro enunciativo, com foco em sua manifestação pela via da ironia. Esta, por sua vez, é concebida como um procedimento de enunciação que se apoia na relação entre explícito/implícito e na dissociação de um sujeito comunicante concreto e sua versão discursiva, que diz o contrário do que ele pensa. Intenta-se descrever, pois, de que maneira esse jogo promove efeitos de sentido humorísticos, respo...

In line with technology-enhanced language learning (TELL), this study explores the impact of metaverse education on the perception of intercultural communicative competence (ICC) of English language learners, employing a pre-test-post-test control group design to assess the e ectiveness of immersive virtual reality (VR) environments compared to traditional face-to-face instruction. This research aimed to evaluate how these technology-enhanced learning experiences in uence learners' perception of cultural knowledge, awareness, attitudes, and skills essential for e ective intercultural communication. Results demonstrate that participants engaging in metaverse-based activities exhibited significant perceived improvements across all dimensions of ICC, highlighting increased cultural understanding and enhanced communication abilities. Specifically, the findings reveal that learners developed a deeper appreciation of cultural di erences and improved their interaction skills in diverse settings. This study underscores the transformative potential of integrating metaverse platforms into language education, suggesting that such immersive environments not only enrich the learning experience but also better prepare students for real-world intercultural interactions. These insights have meaningful implications for educators and curriculum developers, advocating for the adoption of innovative teaching strategies that leverage VR technology to cultivate essential competencies in an increasingly interconnected world.

Ritual is an intrinsic aspect of human life. Moreover, it is transformational. Ritual performers are engaged in behavior that alters the emotional, mental, and sometimes the physical state of participants in the ritual. In order to create this transformation, ritual performers must have a clear set of pragmatic communication techniques to engage participants and move them through the ritual process. Participants enter a ritual frame, engage in a set of processual experiences and emerge in a different state than when the process began. In this discussion, I examine the pragmatic techniques by which participants are guided from stage to stage through the ritual process. I propose that the principal mechanism for this movement are ‘pragmemic triggers’ that signal processual advancement from stage to stage. These can be verbal, gestural, behavioral or symbolic. For pragmemic triggers to be effective, first, ritual ‘frames’ within which ritual transformation takes place must be established. Second, performers guiding the ritual activate the pragmemic triggers that move participants from stage to stage in the process. Following these pragmemic triggers results in participants becoming engaged in a state of ‘flow’ that separates participants from everyday reality and propels them through the performative ritual process; and third, ritual performers ratify the transformation of participants at the completion of the ritual. I demonstrate the workings of this process in several Asian performance forms, represented in this discussion by an analysis of Japanese kagura.

(This is the final proof of the published paper)

Keywords: ritual, pragmatics, performance, kagura, pragmemic, pragmemic trigger, Japanese traditional performance, flow, framing

This paper uses the Cognitive Grammar Theory to examine the semantics of Kinyarwanda causative and applicative. The study was motivated by the fact that Kinyarwanda verb extensions, particularly the causative and applicative, have multiple sociocultural interpretations of meanings, which is a typical characteristic of Cognitive semantics. The study was couched in the interpretivism paradigm, which looks for culturally derived interpretations historically situated in the surroundings of humans. A qualitative approach was used to analyse the meanings of Kinyarwanda words used by Nyarwanda native speakers. Data was collected from focus group discussions involving six Kinyarwanda speakers. Four were monolinguals; the rest were multilingual, speaking Kiswahili, English and Kinyarwanda. The data were presented using Leipzig glossing rules, and illustrations were used to show more than one meaning in the derived verbal lexemes. Thus, data analysis was used using cognitive grammar theoretical apparatuses, which account for multiple meanings of the derived lexemes. The study found that the causative and applicative verb extensions attached to the verb root have multiple senses that line with Cognitive Grammar Theory, whose major assumption is that words have multiple conceptualisations. For instance, the derived verb vugisha had four meanings: speak to, make or cause to talk, disgusting and switching on something (such as in radio receiver or electricity). As the presence of different meanings in the same word causes ambiguity, further research can be carried out on Kinyarwanda ambiguity under the contemporary theory of Metaphor.

This article describes paradigmatic relations in Kinyarwanda language. Most of the available literature on paradigmatic relations has not addressed this topic in Bantu languages. That is what motivated the author to do this analysis. The study is qualitative in nature, and it employed a case study design, with Kinyarwanda as the case. Convenience sampling procedures were used to obtain the sample for the study. Three native speakers of Kinyarwanda were selected purposively by virtue of their availability and competence in the Kinyarwanda language. Two of them were trilingual. Unstructured interviews were used to collect data from the respondents. After analyzing the data, eight (8) paradigmatic relations were revealed. These are polysemy, hyperonym, homonyms, synonyms, homographs, metonyms, patronyms, and Meronyms. The paper does not claim to have exhausted all angles of the topic under discussion. Other areas, like syntagmatic relations, need investigation to shape and develop linguistic theories on African languages.

The article examines the roles of prepositions in Kinyarwanda language, the motivation behind the examination was that most studies on Kinyarwanda are on contentive words, and those that have touched on Kinyarwanda prepositions in passing are incomplete, thus desires investigation to fulfill this gap. The Schema and cognitive semantics theories guided the analysis under the Leipzig glossing rules' representation. Unstructured interviews and critical document analysis were methods of data gathering from three Nyarwanda natives who were selected purposively as they are trilingual speakers of English, Kiswahili, and Kinyarwanda. The work revealed that prepositions of Kinyarwanda have socio-cultural significance and their meanings are conceptual. In other words, prepositions are vehicles for multi-communicative facts as they indicate time, dimensional, relative positions, places, instrumentality, passage, conjunctive and causation facets. The paper argues that functors including prepositions have a direct philosophical stance to native speakers, as one preposition may present different contextual semantics. From this base, storing or keeping and documenting functors in Kinyarwanda specifically preposition remain tangible phenomena in the current sphere of research.

Proverbs are ready to use, impersonal linguistic tools for interpersonal and social interaction. Alago Proverbs are rhetoric arsenals in a compact and condensed form employed by the Alago people in everyday conversation to advise, warn, criticize, incite, strategize, sue for peace, recount experiences amongst other things. On the other hand, a critical look at paremiological and paremiographical efforts in Nigeria reveals a neglect of proverbs from minority cultures like the Alago. The paper therefore examines the contextual performance of Alago proverb as rhetoric and as an indigenous discourse tool for conflict management and resolution in the society. The data for the paper was collected through participant-observation method which involved recoding, documenting and translating the recoded context to English. It adopts an eclectic approach for analysis; a combination of Mey's Pragmatic Act theory and Functionalist theory. The findings reveal that proverb meaning among the Alago is largely dependent on context and participants as one proverb can have different meanings depending on the context and participants, thus a proverb without a context is "like sesame seed lying in wait for the early rain to sprout". The paper therefore concludes that Alago proverbs are situation bound utterances, useful in conflict resolution, crisis management and in fostering harmonious coexistence.

(PowerPoint Presentation to accompany conference paper of the same title)

Emancipatory Pragmatics has been a movement that has now spanned more than two decades in an attempt to refocus and expand the view of pragmatic human language usage. This is accomplished by starting from a conceptual base inspired by non-Western languages rather than the Indo-European Western languages whose structure gave rise to the discipline of linguistics. This paper explores the contrasts between non-Western and Western linguistic frameworks of language conceptualization in four categories of pragmatic analysis: context, categories, interpersonal relationships, and modality. Examples from four different non-Western language families are used in this analysis: Japanese/Altaic, Sinetic, Malayo-Polynesian, and Semitic. Languages in each of these linguistic families present a broad spectrum of pragmatic structures and practices that are considered to be normal, and when used as the filter through which languages from other families are viewed provide new insights into the general pragmatics of all human languages. Pragmatic understanding of sentence and discourse level context is crucial to the non-Western languages addressed here as a means of disambiguating homophonic structures. Pragmatic treatment of the functions of words and phrases are crucial to understanding the application of these structures to substantivization, action, modification, and sequential order, avoiding the rigid categorization of these elements as nouns, verbs, adjectives, and tense common in Western-language based pragmatics. Pragmatic treatment of interpersonal relationships including those based on hierarchy and affinity are extensively coded in these non-Western languages, and are only weakly seen in most Western-language based languages. Finally, the richness of pragmatic exercise of modality in the non-Western languages treated here adds additional dimensions to our understanding of the range of human capacity for communicational nuance. This discussion concludes with suggestions for applying these emancipatory pragmatic insights to the study of the pragmatics of the Western languages that serve as a contrast to these non-Western languages.

Emancipatory Pragmatics has been a movement that has now spanned more than two decades in an attempt to refocus and expand the view of pragmatic human language usage. This is accomplished by starting from a conceptual base inspired by non-Western languages rather than the Indo-European Western languages whose structure gave rise to the discipline of linguistics. This paper explores the contrasts between non-Western and Western linguistic frameworks of language conceptualization in four categories of pragmatic analysis: context, categories, interpersonal relationships, and modality. Examples from four different non-Western language families are used in this analysis: Japanese/Altaic, Sinetic, Malayo-Polynesian, and Semitic. Languages in each of these linguistic families present a broad spectrum of pragmatic structures and practices that are considered to be normal, and when used as the filter through which languages from other families are viewed provide new insights into the general pragmatics of all human languages. Pragmatic understanding of sentence and discourse level context is crucial to the non-Western languages addressed here as a means of disambiguating homophonic structures. Pragmatic treatment of the functions of words and phrases are crucial to understanding the application of these structures to substantivization, action, modification, and sequential order, avoiding the rigid categorization of these elements as nouns, verbs, adjectives, and tense common in Western-language based pragmatics. Pragmatic treatment of interpersonal relationships including those based on hierarchy and affinity are extensively coded in these non-Western languages, and are only weakly seen in most Western-language based languages. Finally, the richness of pragmatic exercise of modality in the non-Western languages treated here adds

This article will discuss why cursing and swearing, as manifestations of emotional language, should be addressed in foreign language learning (FLL). Psycholinguistic and pragmatic studies have argued that cursing and swearing are a central component of an individual's communicative repertoire, fulfilling a variety of functions, including expressions of surprise, joy, frustration, anger and pain. Sociolinguistic studies not only confirm this but also highlight the taboo nature of these utterances, as well as the complex social and group constraints that dictate their usage. Given the central yet controversial status of cursing and swearing, it is hardly surprising that it is largely ignored in FLL, although strong arguments have been advanced in favour of teaching emotional language, which incorporates swearing. This paper will explore the possibilities for making cursing and swearing part of a foreign language curriculum, particularly for advanced learners, and will assess the role currently played by teaching materials. Given the marginalised function of cursing and swearing, and questions of interlanguage synonymy and equivalences, should the acquisition and understanding of cursing and swearing remain outside formal language learning, or do learners need to be made aware of the possibilities for emotional expression, making appropriate use of vulgar and taboo registers? In diesem Artikel wird diskutiert, warum Fluchen und Schimpfen, als Beispele emotionaler Sprache, im Fremdsprachenlernen behandelt werden sollten. Psycholinguistische und pragmatische Studien behaupten, Fluchen und Schimpfen seien ein wichtiger Teil unseres kommunikativen Repertoires und habe deshalb verschiedene Ausdrucksfunktionen, wie U ¨berraschung, Frust, Wut und Schmerzen, zum Beispiel. Diese Merkmale werden auch in soziolinguistischen Studien identifiziert, allerdings wird hinzugefu ¨gt, dass Schimpfen und Fluchen ha ¨ufig als tabooisiert, bedrohlich und gefa ¨hrlich betrachtet werden und deshalb als A ¨ußerungen stark verpo ¨nt oder sogar verboten werden. Gerade wegen dieses zentralen aber wohl auch kontroversen Status von Schimpfen und Fluchen werden diese tabooisierten A ¨ußerungen im Fremdsprachenunterricht großteils ignoriert, obwohl Forscher in den Bereichen Vielsprachigkeit und interkulturelle Kommunikation das Vermitteln von emotionaler Sprache (auch Schimpfen und Fluchen) fu ¨r Fremdsprachenlernerlnnen ausdru ¨cklich befu ¨rworten. Am Beispiel von Englisch und Deutsch wird dieser Artikel die Gru ¨nde und die Mo ¨glichkeiten erla ¨utern, weshalb Schimpfen und Fluchen im Fremdsprachenunterricht zumindest thematisiert werden sollten, damit Lernende ihre emotionales Repertoire in der Fremdsprache bereichern ko ¨nnen.