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Start Over Author "Neu, Joyce" Topic persuasive discourse
3 results on '"Neu, Joyce"'

1. Speech Acts across Cultures: Challenges to Communication in a Second Language. Studies on Language Acquisition, 11.

Author

Gass, Susan M., Neu, Joyce, Gass, Susan M., and Neu, Joyce

Abstract

Articles on speech acts and intercultural communication include: "Investigating the Production of Speech Act Sets" (Andrew Cohen); "Non-Native Refusals: A Methodological Perspective" (Noel Houck, Susan M. Gass); "Natural Speech Act Data versus Written Questionnaire Data: How Data Collection Method Affects Speech Act Performance" (Leslie M. Beebe, Martha Clark Cummings); "Cross-Cultural Realization of Greetings in American English" (Miriam Eistenstein Ebsworth, Jean W, Bodman, Mary Carpenter); "Egyptian and American Compliments: Focus on Second Language Learners" (Gayle L. Nelson, Waguida El Bakary, Mahmoud Al Batal); "Politeness Strategies in French and English" (Michael L. Geis, Linda L. Harlow); "Transfer and Proficiency in Interlanguage Apologizing" (Naoko Maeshiba, Naoko Yoshinaga, Gabriele Kasper, Steven Ross); "My Grade's Too Low: The Speech Act Set of Complaining" (Beth Murphy, Joyce Neu); "Ethnographic Interviewing as a Research Tool in Speech Act Analysis: The Case of Complaints" (Diana Boxer); "From the Addressee's Perspective: Imposition in Favor-Asking" (Myra Goldschmidt); "Transfer of Pragmatic Competence and Suggestions in Spanish Foreign Language Learning" (Dale April Koike); "Suggestions To Buy: Television Commercials from the U.S., Japan, China and Korea" (Richard Schmidt, Akihiko Shimura, Zhigang Wang, Hy-sook Jeong); and "Culture, Negotiations and International Cooperative Ventures" (John L. Graham). (MSE)

Published
1995

2. Negotiations.

Author

Neu, Joyce

Abstract

Various kinds of negotiations that may be used to teach interactional skills in the advanced English as a second language (ESL) classroom are discussed, and examples of materials are included. Seven distinctive features of negotiations are as follows: (1) there must be a minimum of two parties present at the interaction; (2) each party must have certain expectations and/or demands; (3) these demands or objectives cannot be shared; (4) the parties are willing to modify their positions; (5) there must be a degree of involvement present in the negotiators such that modification of positions becomes difficult; (6) the process must conclude or have an outcome; and (7) the parties believe that the outcome will be satisfactory. Language is an additional feature when two parties from different cultures and language backgrounds negotiate. The purposes and goals of negotiations are also variable from culture to culture. The four stages of negotiations are the opening, exchange, change, and closing. Examples are presented of negotiations that highlight not only the functions of the various stages of negotiations, but also some of the strategies that native English speakers use in negotiating. Attention is also directed to teaching negotiating styles and interactional strategies to ESL students. The strategies include topic initiation and maintenance, yielding the floor, refusing to yield the floor, interrupting, and pausing. The format of the classroom is briefly discussed, and the game, "Nuclear Energy for TOGO" is presented. (SW)

Published
1983

3. Making a Profit: Negotiations Training for Non-Native English Speakers.

Author

Neu, Joyce

Abstract

In cross-cultural negotiation, the participants must have prior training in what is culturally and linguistically appropriate in order to avoid serious misunderstandings and impasses. While negotiation is a common form of business interaction, there are cultural and linguistic patterns that are not always shared. Analysis of American English negotiation found that it consisted of nine possible stages, four mandatory, and five underlying linguistic behaviors. The behaviors have a different impact depending on in which stage they occur. Materials designed for cross-cultural negotiation training must take the student through the stages and implicitly teach aspects of negotiation that lead to success, while not explicitly teaching negotiation structure or content. Discussion can include stereotypes, negotiation styles (aggressive vs. cooperative), and strategies and interactional techniques. Role-playing and simulation games are useful classroom tools for focusing on these factors, and worksheets for individual or cooperative use can be developed to accompany them. Videotaping and debriefing can also be illuminating. Negotiations can be optimally successful only when all participants are well-informed and understand each others' cultures and attitudes toward negotiations. (MSE)

Published
1986

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