Congruence in Native and Nonnative Conversations: Status Balance in the Academic Advising Session *
Congruence in Native and Nonnative Conversations: Status Balance in the Academic Advising Session *
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母语和非母语对话的一致性：学术咨询会议中的地位平衡*
DOI：
10.1111/j.1467-1770.1990.tb00603.x
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
B. Hartford
中科院分区：
文献类型：
--
作者：
K. Bardovi;B. Hartford
本文探讨了机构话语中的地位概念，并确定一致性作为一个因素，在确定成功的母语者（NS）和非母语者（NNS）的互动在这种情况下。32个学术顾问和本地和高度熟练的非本地研究生之间的咨询会议进行了检查。虽然NS和NNSs在谈判不一致（状态挑战）的言语行为，如建议，如变量的成功，NNSs一般不太成功，因为没有状态保持策略，最大限度地减少不一致的言语行为的力量。这些策略允许学生在不损害他们与导师关系的情况下采取非状态轮流。由于NNS的高级水平，缺乏成功不是由于缺乏语言能力，而是缺乏特定的语境语用能力，包括使用，种类和数量的状态保持策略以及内容和形式适当的不一致的言语行为。
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challenging) speech acts such as suggestions, NNSs are generally less successful because of the absence of status-preserving strategies that minimize the force of noncongruent speech acts. These strategies allow students to take out-of-status turns without jeopardizing their relationship with their advisors. Because of the advanced level of the NNSs, lack of success is not attributable to lack of linguistic competence but to lack of context-specific pragmatic competence involving the use, kind, and number of status-preserving strategies as well as the content and form appropriate for noncongruent speech acts.