Linguistic politeness in adolescence. Empirical studies of use and understanding in school age

年轻人的礼貌，甚至更多的不礼貌，是公众讨论中真实而敏感的话题。但是，无论是对语言礼貌的研究还是对青年语言的研究，都没有关注到年轻一代对语言礼貌的传统形式的使用。我们的项目的目的是得到更多的信息，使用和理解语言礼貌和不礼貌的青少年。据推测，年轻人知道不同的礼貌风格，因情况和收件人而异，与传统的礼貌形式不同。我们特别想找出年轻人在与成年人和同龄人互动时礼貌和不礼貌的重要性。对于礼貌（如问候）和关键事件（如批评、借口）中选定的言语行为，他们知道哪些言语（和非言语）表达？他们是否根据接受者和情境背景（即同伴群体情境和教学环境）区分不同的曲目？严肃性形式的变化有多重要？总的来说，我们感兴趣的是年龄和性别的社会语言学差异，学校的类型，以及德语作为学龄儿童的第一或第二语言。经过广泛的准备研究，我们开始通过结合两种不同的问卷调查（一种针对学生，一种针对教师）和三种不同类型的自发语言数据收集（小组讨论，课间对话，教学交流）来收集数据。目前，这项调查包括300多份针对学生和教师的调查问卷、对学生与同龄人小组讨论的观察、课间的谈话以及课堂上的指导。已规划扩展数据。由于这三种不同类型的对话，我们能够区分礼貌和传统礼貌作为教学过程的结果的自发表现和元语言反映。可以对调查问卷中首选的问候形式、学校休息时谈话中的戏弄顺序、教学环境中模式的变化进行示范分析。最后，我们对社会文化差异和传统礼仪变化这一论题中关于语言礼貌和青年语言研究的结论感兴趣。

Politeness and even more impoliteness of young people are actual and sensitive topics in public discussions. But neither the research of linguistic politeness nor of youth language focus on the use of conventional forms of linguistic politeness by young generations. The purpose of our project is to get more information about the use and understanding of linguistic politeness and impoliteness of school agers. It is assumed that young people know different styles of politeness varying between situations and recipients and differ from conventional forms of politeness.Especially we want to find out the importance for young people concerning politeness and impoliteness in interaction with adults and peers. Which verbal (and nonverbal) expressions do they know for selected speech acts regarding politeness (i.e. greetings) and in critical incidents (i.e. criticizings, excusings)? Do they differentiate between different repertoires according to recipients and situational contexts (i.e. peer group situations and instructional settings)? How important is the variation of modalities of seriousness? Over all we are interested in sociolinguistical differentiations of age and gender, types of schools, and German as first or second language of school agers.After extensive preparatory studies we started the elicitation of data by combining two different questionnaires (one for pupils and one for teachers) and three different types of collecting spontaneous speech data ( group discussions, conversations in school breaks, instructional communications). For the moment the survey includes more than 300 questionnaires of pupils and teachers, observations of group discussions with peers, conversations in breaks and instructions in school lessons. An extension of the data is planned. Because of the three different types of conversations we are able to distinguish between spontaneous manifestations and metalinguistic reflections of politeness and conventional politeness as results of instructional processes. Exemplary analyses could be tested concerning preferred forms of greetings from the questionnaires, sequences of teasing in conversations in school breaks, variations of modalities in instructional settings.Finally we are interested in conclusions for the research of linguistic politeness and youth language with regard to the thesis of sociocultural differentiation and change of conventional manners.