Abstract This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence.

中文翻译：

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如何（不）不礼貌：促进获得礼貌的L2

摘要本文主张在L2课堂上经常针对性地使用关系语言或（im）礼貌进行有针对性的教学。此处介绍的方法利用目标语言和教学语言中的真实数据，这些数据可以在网上轻松获得。它鼓励学习者利用他们的多语种资源，并且具有探索性，允许与（不）礼貌（即在每次社交互动中共同构建社会关系投入）广泛的符号学特征互动。在（im）礼貌研究，跨文化语用学，语言间语用学和语言教学法的交往中，并从人际语用学和关系工作的角度进行研究，定性分析的重点是在大型北美大学中从中级到高级德语学习者的参与式学习活动的协作工作产品。结果表明，学习者的意识得到了提高，知识面得到了扩展。尤其是，学习者意识到，被判定为（礼貌）的礼貌取决于互动者的关系，互动者的性别，社交文化背景，规范，价值观和互动者的信念，互动的背景，结果还表明，一些学习者需要进一步发展他们的语用能力，才能充分参与对语用丰富的目标语言话语的评估。评估者的隶属关系，评估者的社会文化背景，规范，价值观和评估者的信念等。