Abstract
This study examines the microgenetic development of second‐person pronoun use in a German‐American telecollaborative partnership. We discuss the sociopragmatic ambiguity of informal (T) and formal (V) pronouns of address (realised asduandSiein German), and the precise issues that these pronouns present for American classroom learners of European languages. Tracing the history of particular learners’ pronoun use over time, the study demonstrates that (a) electronically enabled interaction with expert‐speaking German peers is a context in which learners experience both explicit assistance and opportunities to observe appropriate pronoun use, and (b) pragmatic awareness in this domain is reflected in learner performance that develops toward approximation of the expert norm for interaction among peers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
