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

年轻人的礼貌和更不礼貌是公共讨论中实际和敏感的话题。但是，无论是对语言礼貌的研究还是对青年语言的研究，都没有关注到青年人使用常规形式的语言礼貌。本研究的目的是了解学生对语言礼貌和不礼貌的理解和使用情况。本研究假设青少年知道不同的礼貌风格，这些风格因情境和接受者的不同而不同，并且不同于传统的礼貌形式，特别是我们想找出青少年在与成年人和同龄人交往中礼貌和不礼貌的重要性。他们知道哪些言语（和非言语）表达选择有关礼貌的言语行为（即问候）和在关键事件（即批评，借口）？他们是否根据接受者和情境（即同伴群体情境和教学环境）区分不同的剧目？严重性模式的变化有多重要？在广泛的预备研究之后，我们开始通过结合两种不同的问卷（一个针对学生，一个针对教师）和三种不同类型的自发言语数据（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多份学生和教师的问卷，对同龄人小组讨论的观察，休息时的对话和学校课程的指导。计划扩大数据。由于这三种不同类型的对话，我们能够区分自发的表现和元语言反射的礼貌和常规礼貌的教学过程的结果。示例性的分析可以测试有关的问候从问卷中的首选形式，在学校休息时，在教学settings.Finally，我们感兴趣的结论，语言礼貌和青年语言的研究方面的社会文化分化和改变传统的方式的取笑序列的对话。

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.