Going beyond E+ : Dimensions of empathy in classroom communication. A Contribution to Modelling Interactional Competence in Foreign Language Teacher Education
This article is dedicated to the analysis of empathic action in the teaching of German as a foreign language from the interactional linguistic perspective. The empathy dimension is not reduced in an additive sense to additional practices located only on the emotional level, but is understood, following Konerding (2020) and Breyer (2020), as an important part of the interactional machinery and is considered on the mental, emotional-affective and bodily levels. The results of interactional analysis are presented, based on data collected within the project Theorie trifft Praxis. These are discussed in the context of existing models of interaction competence (CIC) and a plea is made for the more explicit inclusion of the empathic dimension in the modelling of interaction competence
