Power and solidarity in pronominal forms of address: A case study of Chinese and Russian teacher-student interactions
| Autor: | Qing Zhou, Tatiana V. Larina |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Training, Language and Culture, Vol 8, Iss 1, Pp 87-100 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2520-2073 2521-442X |
| DOI: | 10.22363/2521-442X-2024-8-1-87-100 |
| Popis: | In the evolving landscape of global education, understanding the intricacies of interpersonal dynamics in academic settings across different linguacultures is paramount for building effective multicultural teaching environments. This study investigates the usage of T/V pronominal forms of address within teacher-student interactions in Chinese and Russian academic contexts. It aims to reveal similarities and differences in the usage of pronominal forms of address in the two linguacultural contexts and unveil the impact of sociocultural factors, namely power and solidarity, on their choice. The data were obtained from a parallel questionnaire survey with the participation of 360 students (260 Chinese mainland students and 100 Russian students) and an interview with 30 students from each country. Employing a comprehensive dual-methodology approach, this study combines quantitative analyses of T/V forms of address frequencies with qualitative insights on their pragmatics, appropriateness, and students’ preferences from interviews. The findings revealed distinct T/V form usage strategies in Chinese and Russian academic discourse. They showed that Chinese teachers predominantly use the T form for students, while students use both V and T forms for teachers. Conversely, Russian settings show a prevalence of the reciprocal V form in teacher-student interactions, with some limited usage of the T form by teachers with students. The results underscore the significance of hierarchical relationships, the demonstration of power distance, and, at the same time, solidarity in the Chinese context, while Russian students and teachers emphasise reciprocal formality in relationships and maintain boundaries. We suggest that different types of interaction between teachers and students in two cultural contexts are due to differences in the sociocultural organisation of society and cultural values. The study provides insights for educators and researchers navigating linguistic and cultural diversity in academic contexts and contributes to effective interaction in a multicultural educational environment. |
| Databáze: | Directory of Open Access Journals |
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