Katharina Bremer, Celia Roberts, Marie-Therese Vasseur, Margaret Simnot, Peter Broder
1. Background to the understanding project 2. A social perspective on
understanding: some issues of theory and method 2.0 Introduction 2.1
Identifying understanding and problems of understanding 2.2 Understanding
and interaction 2.3 Understanding and context 2.4 Data analysis 2.5 Issues
of variability 3. Causes of understanding problems 3.0 Introduction 3.1
Understanding problems triggered by a single, identifiable element 3.2
Understanding problems caused by relative degree of difficulty 3.3
Understanding problems caused by indirectness and implicit discourse norms
4. Managing understanding from a minority perspective 4.0 Introduction 4.1
The types of problems with understanding 4.2 Options the minority
interactant can take: avoiding or indicating the problem with understanding
4.3 Managing procedures for indicating non-understanding 4.4 Face and the
management of understanding 4.5 Potential for learning 4.6 Conclusion 5.
Case studies 5.0 Introduction 5.1 Berta (Spanish-French) 5.2 Tino
(Italian-German) 5.3 Ergun (Turkish-Dutch) 5.4 Santo (Italian-English) 6.
Preventing problems of understanding 6.0 Introduction 6.1 Some options to
prevent non-understanding 6.2 Resolving of ignoring problems of
understanding: the interviewer's point of view 7. Joint negotiation of
understanding: procedures for managing problems of understanding 7.0
Introduction 7.1 Classification following unspecific indication or
'symptoms' of non-understanding 7.2 Classification following specific
indication: explication of lexical meaning 7.3 Maximal use of procedures-an
example 8. Taking stock: contexts and reflections 8.0 Introduction 8.1
Facing upto our methods 8.2 Social and discoursal perspective on second
language development 8.3 A critical perspective 8.4 Context and
contextualisation 8.5 Institutional discourse 8.6 Some practical
implications Appendices, References, Index
