This book focuses on teaching and learning Chinese linguistic (im)politeness and bridges the gap between research on Chinese linguistic (im)politeness and the context of teaching Chinese as an international language. Specifically, it investigates the pragmatics of (im)politeness, focusing on how (im)politeness is presented in current textbooks, and includes a comparative analysis of the treatment and explanation of (im)politeness and politeness strategies within these textbooks. Additionally, the various chapters examine instructors' and lecturers' perceptions of teaching and learning linguistic (im)politeness. By filling in a research gap in the teaching and learning of Chinese linguistic (im)politeness, this book provides valuable insights and perspectives on the practical applications of politeness strategies in additional language teaching.

Autorentext

Dr. Leei Wong is an adjunct research fellow at the University of Western Australia (UWA), Australia, where she is also an academic teaching staff member at the School of Humanities. Her research focuses on linguistic (im)politeness, pragmatics, intercultural communication, and curriculum innovation, with particular emphasis on teaching Chinese and Japanese as Additional Languages. She holds a Ph.D. in Education and Applied Linguistics and has over two decades of experience teaching Chinese, Japanese, and English across both secondary and tertiary education sectors. Dr. Wong has published in these areas and contributed to the development of TEQSA-accredited curriculum frameworks in Australia. She supervises research students and actively supports scholarly engagement in multilingual and multicultural learning environments.

Keiko Mochizuki is Emeritus Professor of Linguistics at Tokyo University of Foreign Studies, specializing in second language acquisition, learner corpora, and English/ Chinese/Japanese linguistics. She holds a PhD in Linguistics from National Tsing Hua University and has held research appointments at leading institutions: Fudan University, National Taiwan University, the University of London and Harvard University's Reischauer Institute of Japanese Studies. Her work spans learner corpus-based pragmatics, interlanguage development, and discourse analysis, with a focus on the acquisition of English, Chinese and Japanese as second languages. She is one of the co-editors of Learner Corpora: Construction and Exploration in Chinese and Related Languages (Springer, 2023), and has conducted research into the second-language acquisition of English, Chinese and Japanese. She has also researched the development of teaching methods based on learners' native languages. She is also constructing a dialogue learner corpus in English, Chinese, and Japanese, and conducting longitudinal growth analysis and CEFR-based dialogue ability analysis.