Academic literature on the topic '4799 Other language, communication and culture'
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Journal articles on the topic "4799 Other language, communication and culture"
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Torop, Peeter. "Translation as communication and auto-communication." Sign Systems Studies 36, no. 2 (December 31, 2008): 375–97. http://dx.doi.org/10.12697/sss.2008.36.2.06.
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If one wants to understand translation, it is necessary to look at all its aspects from the psychological to the ideological. And it is necessary to see the process of translation, on the one hand, as a complex of interlinguistic, intralinguistic, and intersemiotic translations, and on the other hand, as a complex of linguistic, cultural, economic, and ideological activities. Translators work at the boundaries of languages, cultures, and societies. They position themselves between the poles of specificity and adaptation in accordance with the strategies of their translational behaviour. They either preserve the otherness of the other or they transform the other into self. By the same token, they cease to be simple mediators, because in a semiotic sense they are capable of generating new languages for the description of a foreign language, text, or culture, and of renewing a culture or of having an influence on the dialogic capacity of a culture with other cultures as well as with itself. In this way, translators work not only with natural languages but also with metalanguages, languages of description. One of the missions of the translator is to increase the receptivity and dialogic capability of a culture, and through these also the internal variety of that culture. As mediators between languages, translators are important creators of new metalanguages.
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Guessabi, Fatiha. "Language and Culture in Intercultural Communication." Journal of Gender, Culture and Society 1, no. 1 (October 2, 2021): 27–32. http://dx.doi.org/10.32996/jgcs.2021.1.1.5.
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Language is probably the best way of conveying a culture, both oral and written, in human societies. Language, written or oral, plays an essential role in developing a form of social knowledge, which is common sense thought, socially developed and shared by members of the same social or cultural characteristics. This common knowledge is sometimes called a social representation. Through language, man assimilates culture, perpetuates it or transforms it. Nevertheless, like every language, each culture implements a specific apparatus of symbols with which each society identifies. Culture is defined as the body of knowledge and behavior that characterizes a human society or a human group within a society. Different languages are necessary in order to preserve things such as culture; heritage and getting people from different cultures to dialogue may require intercultural mediation. These intercultural communications can be regarded as translation. Therefore, the relationship between language and culture is rather complex. Our article will discuss the relation between language and culture in intercultural communication which is translation in our case. Many ideas will be presented with examples to prove that language and culture are two faces to one coin. This research shows that language and culture are not competitors and not interdependent but complete each other.
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Gashimov, Elchin. "Interference in a Language and Culture Communication." Allure Journal 3, no. 1 (January 25, 2023): 56–63. http://dx.doi.org/10.26877/allure.v3i1.14156.
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International communication is one important aspect in a dialogue of culture and in a process of communication we should concentrate in a problem of the interrelated phenomena of language and culture within the context of bilingual communication. Language and culture interference are important aspect to be considered with regard to teaching of plurilingual learners, whose communicative competence is formed on the basis of several linguistic and cultural systems that interact with each other and exert mutual influence. Interference is an important aspect not only in linguistic, not only in the method of teaching but also in culture too. And after pandemic era we practically have a new view of communication - Online communication, that is defined as perceptual-verbal interaction connected with acts of cognition and creation of meaning-forming systems, manifested in a whole set of principles, among which there are: 1) dialogueness and communicability; 2) visual-perceptual experience; 3) interpersonal communication; 4) a tool for cross-cultural dialogue; 5) a linguistic component.
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Yu, Rongmei. "Culture in Second or Foreign Language Acquisition." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 943. http://dx.doi.org/10.17507/jltr.1106.10.
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Many theorists have pointed out that in real world communication, the usage of a language is always colored by a cultural norm so that the language used in communication can be understood by the majority of a cultural community or society. The relationship between language usage and cultural norms or pragmatic rules can never be broken in communication. In cross-cultural communication, the differences in pragmatic rules, communicative strategies, cross-cultural psychology among other may become problematic areas in learning a second or foreign language. Consequently, making the differences known to both learners and teachers is of paramount importance in teaching and learning a second or foreign language. By addressing and discussing some cultural-specific factors in teaching and learning a second or foreign language, this thesis aims to provide useful learning factors in which learners frame meaning in a second or foreign language and thus emphasize the importance of teaching culture to second or foreign language learners, it also tentatively provide some instructional strategies for teaching culture in second or foreign language acquisition (SLA/FLA) classroom.
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Vienievtseva, Y. V., and I. M. Medvedska. "The rationale for the formation of bilingual communication culture in the context of second language acquisition." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 178–85. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-178-185.
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The present article deals with bilingual communication culture as a multifaceted problem. Theoretical analysis of the content, peculiarities of bilingual communication culture and other key notions, makes it possible to reveal the essence of bilingual communication culture and define it as a constituent part of the general culture of communication necessary for cross-cultural interaction and information exchange between bilingual individuals by means of native and foreign languages. There are two main concepts considered in the paper, namely bilingual communication culture and second language acquisition (SLA). The former is used to denote special knowledge and communication skills requisite for gaining positive experience in productive bilingual communication within multicultural interaction and sharing this experience with the representatives of other nations. The latter is a complex process of a spontaneous mastering a foreign language under the influence of linguistic, psycholinguistic, contextual, developmental and individual factors that predetermine language transfer, language level and the duration of second language acquisition. The research emphasises the necessity to form bilingual communication culture within the framework of second language acquisition.
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Uteshova, Z. "Communication culture and speech etiquette." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 39–40. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp39-40.
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A person's worldview, his personal characteristics are formed precisely in society, in the place where he (the person) coexists. In the anthropological understanding, people are not born with a certain culture, but acquire it in the course of communication, on the basis of social activity, in particular, speech. The subject acquires a language that is a component of culture, and through its use gains access to its components. Therefore, the socialization of the personality takes place, during which the child's thinking and models of his behavior are formed, therefore the social function of the language as a means of communication, along with other factors, comes to the fore [2, 15-16]. The famous psychologist Luria argued that speech and its traces, which form the basis of the second signal system, allow one to distract and generalize the signals of reality, formulate intentions, and create the basis for ―forecasting‖ the future [4]. This means that speech also allows you to create long-term structures of excitation and creation of a program aimed at a known goal of human behavior. In turn, Yakubinsky noted human speech activity as a diverse phenomenon, determined by all the complex variety of factors and functions [8, 17-58].
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Kozak, Alla, and Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.
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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.
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Yang, Ping. "Intercultural Responsiveness: Learning Languages Other Than English and Developing Intercultural Communication Competence." Languages 5, no. 2 (June 2, 2020): 24. http://dx.doi.org/10.3390/languages5020024.
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This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.
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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.
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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.
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Li, Mingsheng. "Discourse and Culture of Learning Communication Challenges." ITL - International Journal of Applied Linguistics 129-130 (January 1, 2000): 275–303. http://dx.doi.org/10.1075/itl.129-130.05li.
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It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning. Communication challenges become obvious when teaching methodologies developed in one educational context are exported to another educational context. This paper reports on the findings from a case study conducted in 1997 in the People's Republic of China where pedagogical communication conflicts between English native speaking teachers and Chinese university English language majors became acute. The paper focuses on the problematic area - the discourse of participation that was highly valued, promulgated and practised by native speakers teaching English in China. It will point out some of the discrepancies between this discourse and the Chinese culture of learning. In transplanting Western educational models to Chinese classrooms, participants did not sufficiently acknowledge the cultural distance between these models and the Chinese local socio-cultural and educational realities. The discourse of participation was strongly resisted by Chinese students and teaching by native speakers often failed to achieve the desired results. In spite of the "good" intentions on the part of both native teachers and Chinese students, there existed a vast gulf in their perceptions of what constituted "good" teaching and learning, of what appropriate roles they were fitted in, and what they expected of each other. The paper argues that the gulf, the hidden source of the pedagogical communication problems, can be bridged through creating a cultural synergy in which common interests are to be found and shared, sources of problems identified, cultural differences understood and respected, and learning maximally enhanced.
Dissertations / Theses on the topic "4799 Other language, communication and culture"
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Yildiz, Selin. "Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2052.
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Olsen, Erin Fairlight. "Authentic Out-of-Class Communication in Study Abroad Programs: Success Defined by Continued Motivation and Cultural Appreciation." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2071.pdf.
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Goldberger, Stephanie. "Mexican-Americans in Los Angeles: Strengthening Their Ethnic Identity Through Chivas USA." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/307.
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A large Mexican-American population already exists in Los Angeles and, with each generation, it continues to rise. This Mexican-American community has maintained its connection to its heritage by playing and watching soccer, Mexico’s top watched sport. In this thesis, I analyze how Major League Soccer's Chivas USA serves as an outlet through which many Mexicans in Los Angeles have developed their ethnic identities. Since the early twentieth century, Mexicans in Los Angeles have created separate residential communities and sports organizations to strengthen their connections with one another.
To appeal to Mexican-Americans, Chivas USA has branded itself closely to its sister team Chivas Guadalajara of Mexico. I explore how Chivas USA's Mexican-American fans have responded to the team's arrival in Los Angeles by forming three different supporter groups — Legion 1908, Union Ultras, and Black Army 1850. By interviewing members of the Union Ultras and Black Army 1850, I learned their beliefs towards a range of issues, including: why they support Chivas USA rather than the Los Angeles Galaxy and how they view the poor representation of Mexican-American players on the United States National Soccer Team. As I conclude, these supporter groups have increased in number and diversity as Chivas USA has grown in popularity. To increase its Mexican-American fan base and to sustain professional soccer in Los Angeles, Chivas USA should relocate to a new stadium for the Major League Soccer's 2013 season and consider rebranding its name to "Chivas Los Angeles."
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Hancock, Peter R. "RHYME VERSE: its reception and relatability for modern English-speaking culture." Thesis, 2021. https://vuir.vu.edu.au/44190/.
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Rhyme has substantial presence in the history of English-speaking culture. In each generation of people there are poets and songwriters who have created their own version of rhyme verse to broadcast their viewpoints concerning ideas, emotions, and events. To explore the place of rhyme verse in modern English-speaking culture, we need to consider its reception and relatability for an audience.
This thesis comprises two components: a creative product (Part A); and an exegesis (Part B). The purpose of the creative product is to provide samples of recent rhyme verse, and be a guide for teachers and senior school students relating to composition and presentation of rhyme. In the context of this project, these teachers and students are designated as ‘the audience’, but curriculum designers and poetry or song enthusiasts may have an interest in the creative product.
Part A, Verbal Tap Dance: a collection of rhyme verse, does not set out to offer theoretical research information in an exegetical sense, it intends to be an interrelated study resource for the exegesis to show how rhyme verse can be composed by employing theme as a starting point for creating a poem or song. Furthermore, the creative product includes five contraposed viewpoints (contraview themes), which are factors on the decision spectrum that relate to human experiences. These five contraview themes are: (i) Conformity or Rebellion; (ii) Respect or Ridicule; (iii) Optimism or Pessimism; (iv) Connection or Isolation; and (v) Reality or Illusion.
As part of an interrelated study resource, both Part A and Part B also concentrate on five essential elements for the composition of rhyme verse: Theme, Message & Meaning, Vernacular, Rhyme Schemes, and Syntax.
Moreover, creative product and exegesis investigate three delivery avenues (education, entertainment, and advertisement), which have potential to deliver rhyme verse to an audience. Also, the exegesis focusses on cognitive effects of employing rhyme pertaining to memory and positive or negative reaction to rhyme verse.
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Gowans, Catherine J. "Second language learning strategies and factors affecting their use: a qualitative study of the experiences of missionaries in Nepal." Thesis, 1999. https://vuir.vu.edu.au/15263/.
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In the past 20 years identifying the effective second language learning strategies of language learners is a topic that has received considerable attention in the field of second language acquisition. More recently, research has focused on the factors that affect strategy use. Attention has been focused in these areas largely because effective
strategy use and the factors affecting strategy use are said to contribute to the language learner's success in language learning. This thesis investigates the use of second language learning strategies in a naturalistic learning context, that of missionaries in Nepal. It attempts to understand how 'success' or communicative competence is achieved for these missionaries of the United
Mission to Nepal (UMN). In order to do this it explores the language learning experiences of both 'successful'and 'less successful' language learners of UMN, particularly concentrating on strategies related to oral communication. More importantly though, it is concerned with examining the influence of various factors on the strategies used by these language learners in the informal learning environment (i.e. 'real-life'situations).
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Teitelbaum, Gerta Tova. "Multi-sensory teaching techniques in foreign language acquisition for students with specific learning disabilities and dyslexia." Thesis, 1997. https://vuir.vu.edu.au/17938/.
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This study shows how multisensory techniques, which have been used in
other learning situations, have been used successfully in teaching English as a
foreign language.
This thesis discusses the problems faced by pupils with learning disabilities
(L.D.) and why their difficulty in learning English as a foreign language is such a
barrier to their progress in a world where English has become the global language.
It also discusses the various methods used to teach a foreign language. A
detailed description of the multisensory learning technique is given and its
application to language acquisition, writing and spelling. A discussion of the
history of reading is followed by chapter on reading instructions for learning
disabled pupils. An outline of a remedial lesson is also given.
In conclusion, a number of case histories are described in some detail to
illustrate the problems faced by L.D. pupils and their struggle to overcome them
successfully through use of multisensory teaching techniques.
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Butler, Nancy. "Male and female relationships in Australian fiction 1917-1956." Thesis, 1990. https://vuir.vu.edu.au/18148/.
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My purpose in this study is to examine a number of
Australian novels which portray love relationships between
men and women, and to suggest some reasons for the quality of
these relationships as fictionally depicted. Traditionally,
Australian culture has been male dominated, therefore,
central to the culture are stereotypes of the masculine and
the feminine. Sexism in Australia and the gender stereotypes
which legitimize it have been recognised generally both by
historians and sociologists. Miriam Dixson and Anne Summers
have presented strong analyses of the effects of sexism in
Australian society, both past and present; even a nonfeminist
historian such as Manning Clark notes not only male dominance,
but the development of social humiliations to which men subject women. Manning Clark traces a possible
connection between this male dominance and the
disproportionate number of male to female convicts. Dixson
argues that the male convicts demeaned their female
ounterparts unconsciously as a means of compensating for
their own lowly positions. This, she argues, resulted in
the majority of women in early generations of white
settlement internalizing a negative self-image as the
defining trait of a sense of self, in contrast to the
potential positive 'real' self which her humanist
psychological orientation assumes. She attributes the main
problem to the men who settled in Australia as convicts,
rejects, and negative and resentful administrators. Likewise,
Summers has posed a socialist-feminist analysis to identify
the means of women's oppression in a patriarchal society.
She also argues that the problem lies with male power and
female colonization. But both writers recognise that women
accept their inferior status within patriarchy unconsciously,
and conform to patriarchal stereotypes of female sexuality.
Kay Schaffer has restated this case, though from the
viewpoint of more recent developments of social theory which reject the assumption of a 'real' self. Nevertheless,
these and others recognize that sexism has existed in
Australian culture since white settlement.
This sexism is shown in the depiction of love relationships in Australian fiction. However, I shall make a
distinction between writing that depicts sexism critically as
an element of Australian society/culture and writing that is
informed by sexism in its depiction of love relationships.
However, this is not a firm and definitive way of
distinguishing between works, because they may contain
elements of both factors.
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Baudinet, Bridget. "The Role of Translation Style in Fostering Cultural Connections through World Literature." 2020. https://scholarworks.umass.edu/masters_theses_2/952.
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While many high school English instructors in the United States teach world literature in translation, few of them explicitly present the literature as translated. High school English students would benefit from learning more about the linguistic origins of the world literature they read. This awareness would increase student understanding of the source culture and benefit their language skills. Various translation theorists have suggested methods to teach translational awareness, but few have offered advice on the type of translation to select. In my research, I examined the question of whether students would derive more cultural knowledge, and specifically language-related knowledge, by reading domesticated or foreignized translations. To explore this question, I created two different English translations of the same French literary texts and presented them to several classes of U.S. American high school students. One translation (Version A) was intended to be a domesticated version and the other (Version B) was deliberately foreignized. Classes read two versions of either Anna Gavalda’s short story “Happy Meal” or of a selection from Joseph Zobel’s novel La Rue Cases-Nègres. Following the reading, they completed a series of multiple-choice and free-response questions. Responses to the readings indicated that students found the foreignized translations more “sophisticated” but did not consistently demonstrate a greater cultural understanding as a result. The results failed to prove one translation method more effective than the other, but they did suggest limitations to Lawrence Venuti’s foreignization approach.
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Sundstrom, Lenora J. "Alis volat propriis: pathways, challenges and strategies for Australian women in elite-level sport leadership." Thesis, 2012. https://vuir.vu.edu.au/19419/.
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Despite increased female participation in sport, there remains an under-representation of women in sport leadership positions, particularly at the elite level (e.g., Acosta & Carpenter, 2010; Cameron, 1996; Hartmann-Tews & Pfister, 2003; McKay, 1997; Robertson, 2010). Researchers have identified barriers that have inhibited women’s progression to elite-level roles. Little is known, however, about the pathways or experiences of women who do advance to elite-level positions. The primary aim of this dissertation research was to explore how women overcome societal, organisational, familial, and personal barriers to obtain employment as elite-level coaches, officials (referees, umpires), and administrators (managers, directors, executives).
Books on the topic "4799 Other language, communication and culture"
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Kazumi, Hatasa, and Makino Seiichi, eds. Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin, 2000.
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Kazumi, Hatasa, ed. Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin, 2000.
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M, Karpova O., and Kartashkova F. I, eds. Essays on lexicon, lexicography, terminography in Russian, American and other cultures. Newcastle, UK: Cambridge Scholars Pub., 2007.
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Nicotera, Anne Maydan. Understanding organizations through culture and structure: Relational and other lessons from the African-American organization. Mahwah, N.J: Lawrence Erlbaum, 2003.
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Harris, Bryan. Creating a Classroom Culture That Supports the Common Core: Teaching Questioning, Conversation Techniques, and Other Essential Skills. Taylor & Francis Group, 2013.
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Harris, Bryan. Creating a Classroom Culture That Supports the Common Core: Teaching Questioning, Conversation Techniques, and Other Essential Skills. Taylor & Francis Group, 2014.
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Harris, Bryan. Creating a Classroom Culture That Supports the Common Core: Teaching Questioning, Conversation Techniques, and Other Essential Skills. Taylor & Francis Group, 2014.
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Creating A Classroom Culture That Supports The Common Core Teaching Questioning Conversation Techniques And Other Essential Skills. Taylor & Francis Ltd, 2014.
Find full textBook chapters on the topic "4799 Other language, communication and culture"
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Beretka, Katinka. "Critical Analysis of the Linguistic Rights Strategies of the Hungarian National Minority Council in Serbia." In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy, 121–37. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_9.
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AbstractThe Hungarian National Minority Council (HNMC)—the non-territorial autonomy body of Hungarians living in Serbia—has developed its activities since the first democratic elections held in 2010, to include a creative strategic framework in the field of official languages of communication in Hungary. Its first mid-term (five-year) strategy for the development of the linguistic rights of Hungarians was adopted in 2012, its primary goal being to improve the legal background for official communication in minority languages in general in the country, to enhance the efficiency and effectiveness of the application of the relevant rules by the public authorities and to develop the linguistic awareness of Hungarian national minorities by raising their awareness of language rights. These strategic goals were supported by a range of programmes primarily focused on information, financing, providing law enforcement and assistance, etc.; some of them were copied by other minority councils in Serbia as examples of good practice. The second Linguistic Rights Strategy was adopted in 2021, after a delay of a few years. Besides containing similar provisions as the first document from 2012, with respect to strategic programmes in the field of official communications, its subject matter also covers some other spheres, such as the use of Hungarian in education, information or culture, and it relies much more on the benefits of information technology. Because each strategy is only worth as much as it has accomplished, this paper aims to present and critically analyse the valid Linguistic Rights Strategy of the HNMC in light of its possible practical implications in the future, with special regard to the existing experience gained during the realisation of the previous strategy.
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Jauhiainen, Jussi S., and Miriam Tedeschi. "Healthcare of Undocumented Migrants." In IMISCOE Research Series, 131–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68414-3_5.
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AbstractFinnish authorities provide undocumented migrants with at least emergency healthcare services, but very few (if any) undocumented migrants use these or other public healthcare services. There are challenges to accessing healthcare, including language, culture or communication, inadequate information, difficult opening times, lack of specialised services, fear of using such services, and lack of networks relating to social and healthcare services. The provision of wider healthcare services and prevention of illnesses is actually less expensive for countries than providing undocumented migrants with only emergency healthcare.This chapter discusses the undocumented migrants’ access to healthcare and their use of healthcare services. The Constitution of Finland guarantees emergency healthcare services for everyone staying in Finland, including undocumented migrants; however, the actual provision of healthcare (emergency or otherwise) for undocumented migrants varies greatly among local municipalities. Furthermore, few migrants use these available services. The majority turn to unofficial services, with some risk for themselves and the local community. The chapter highlights issues regarding the mental and physical health of undocumented migrants, who often suffer from trauma, which is not properly treated. It also discusses the effect of the COVID-19 pandemic on undocumented migrants in Finland.
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Holmes, Robyn M. "Language and Nonverbal Communication." In Cultural Psychology, 161–204. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0005.
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Chapter 5 explores the ways culture shapes how we communicate through our verbal language, gestures, and eye gaze. It discusses language, language components, how we acquire language, communicative styles, contexts for learning communicative styles, and culture-specific and cross-cultural studies. It addresses language development; second language learning; language socialization; contemporary positions on the Sapir-Whorf hypothesis; language, culture, and cognition; sociolinguistics; dialects; code-mixing and code-switching; and the interconnectedness of language and cultural identity. Finally, it discusses nonverbal behavior, social media and nonverbal communication, eye gaze, and examples of language translation miscommunications in marketing. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
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Kukulska-Hulme, Agnes. "Language Change." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0009.
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• Are computer applications changing our language? • Why do some people reject technology? • Are adults willing to change their language? • Do other cultures want to borrow English computing terms? • Is our knowledge of word meanings out of date? . . . In this chapter on language change, we address these questions first by examining the reasons for change and looking at the various types of change that can occur. We then focus on developments in the language of adults (life-long language learning) and on how language is organized in the minds of speakers. We consider people’s expectations with regard to meanings as well as the process of acquiring new words and meanings. The final part of the chapter deals with the issue of borrowing words from other languages. No one really knows why languages change over time, though a number of possible explanations have been put forward concerning specific instances of change. Historical events can sometimes provide explanations, when new contact or loss of contact between groups of people is eventually reflected in the word stock or sounds of a language. It is interesting to speculate whether electronic contact (e.g., through the Internet) might have the same degree of power to change languages over time. Certainly, in that environment, as in the “real world,” social forces can be observed: Borrowing words from another language and integrating them into one’s own can be part of a process of wanting to imitate another culture—especially one that is seen to be more fashionable or more technologically advanced. If new objects, ideas, and processes have to be named, new words will appear; similarly, old ones will fall out of use. Technological advancements contribute to these needs. They also create new human communication environments, which require new forms of text or speech, which in turn have an effect on the language to be used.
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Kukulska-Hulme, Agnes. "Language Correspondences." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0010.
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• Is a crossword puzzle clue a definition of a word? • Can you enter to exit? • Are unrecoverable errors recoverable? • How can a word like “caution” mean “guarantee”? • What is it that happens unless you do something else? . . . This chapter is about the ways in which elements of language are at times able to correspond to each other in usage and in meaning. It explains equivalence, the baseline for distinctions between words, and clarifies widespread misconceptions about synonyms. It shows that words have values that are sometimes obvious and sometimes concealed. These concepts are relevant to all word choices in language, and they must be considered with due attention with translation of a user interface or documentation into another language. Ambiguity and culture are the two big issues that will inevitably come to the fore at such a time. It will also become clear that there are gaps to be filled in languages, and that interference and confusion are bound to get in the way. Multiple language environments create their own special demands with respect to all of these concepts. In a typical crossword puzzle, we are asked to think of words that correspond to descriptions or suggestions of their meaning. Because a crossword is a kind of game, the clues may well be phrased so as to make the word discovery difficult. By contrast, in dictionaries, descriptions of meaning are meant to correspond much more directly to designated words. A direct link is made between a particular language element—a word or phrase—and the language used to express its meaning, which stands in or substitutes for that element in a variety of ways. Definition is one way, within one language; translation is another way, between languages. Equivalence, in the sense of a perfect match on the level of meaning, may be achieved through definition, which draws on a rich range of language resources, but equivalence is much more problematic in translation. In translation into a target language, a word with exactly the same meaning may not exist.
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Barrett, K. A., and W. Lewis Johnson. "Developing Serious Games for Learning Language-In-Culture." In Gaming and Cognition, 281–311. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-717-6.ch013.
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This chapter will focus on the instructional design process used to create Alelo’s language and culture training programs. The objective of the design process is not just a serious game, but an integrated learning environment which combines serious games with other supporting learning activities. Learners apply their newfound communication skills and cultural knowledge to complete tasks in a simulated environment. The chapter will specifically focus on the design and development phases of the process, which uses interdisciplinary teams combined with an iterative approach to meet customer needs. The authors employ innovative learning technologies such as artificial intelligence and speech recognition; these add greatly to the learning experience but also introduce unique challenges for instructional design. Central to the instructional design process is situated instructional design and rapid prototyping. Authoring techniques that facilitate the creation of lessons and games that scaffold the learner from beginning- to intermediate-level proficiency are also be described. In addition, the chapter will explain how Alelo’s technology instantiates current theories, models, and research findings in the fields of language learning, serious games, and artificial intelligence.
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D’Iribarne, Philippe, Sylvie Chevrier, Alain Henry, Jean-Pierre Segal, and Geneviève Tréguer-Felten. "Corporate Communication." In Cross-Cultural Management Revisited, 216–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198857471.003.0012.
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Establishing a worldwide corporate identity is a priority for most organizations nowadays. To do so, they generally include in their corporate websites ELF self-presentations that were either initially written in the companies’ home language for their home audiences and simply translated into ELF, or written in ELF with an international audience in mind. However, can these self-profiles achieve their trust-building objective with audiences that are unknown but for their ability to understand the language? In other words, does the cross-border linguistic transfer of the content and rhetoric underpinning their presentations work well? A case study of self-profiles produced in China and France points to discrepancies that not only indicate a possible negative answer, but also that the ideal company image that organizations are striving to convey differs with their cultures. Some rare companies show that adaptation to local communication styles and culture could help corporate communication to fare better.
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Schell, Martin A. "Developing a Global Perspective for Knowledge Management." In Information Communication Technologies, 793–815. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch051.
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Localization of a document or other product requires tacit knowledge of the target language and culture. Although it is promoted by many activists, localization is becoming increasingly inadequate as a strategy for disseminating knowledge on the World Wide Web (WWW). The 21st century has already seen dramatic rises in the numbers of Internet users in nearly every country, making it unlikely if not impossible for any translation effort to accommodate all of the 347 languages that claim at least 1 million speakers. The best way to maximize the accessibility of Web content is to make it more explicit, not more tacit. This means developing a global perspective and writing English text clearly so that nonnative speakers can easily understand it. Global English is characterized by simpler sentence structure, less jargon, and no slang, thereby making it a viable global language for countless Web users whose native language is not considered important enough to merit a localization effort.
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Drobot, Irina-Ana. "Multilingualism and Awareness of Cultural Differences in Communication." In Multilingualism [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99178.
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The purpose of this chapter is to look at ways in which teaching and learning a foreign language can benefit from previous knowledge of other languages, when it comes to the awareness of linguistics, pragmatics, as well as of cultural differences. The assumption is that having knowledge of other languages and, implicitly, of cultures, can help increase awareness and empathy with other cultural values and mindsets. As a result, adaptation to the ways and values of other cultures can be easier and faster for multilinguals. Studying a foreign language should always be strongly connected to studying the respective culture, since it can increase awareness of the context of communication and help in the study of pragmatics. The chapter will analyze examples of multilinguals with these abilities and awareness and draw conclusions.
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Lwin, Soe Marlar. "Discourse Analysis." In Advances in Linguistics and Communication Studies, 239–61. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch010.
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This chapter introduces discourse analysis as a sub-discipline of linguistics. Relevant concepts from pragmatics, another closely-related sub-discipline, are also discussed within the context of discourse analysis. The chapter begins by explaining the relationship between pragmatics and discourse analysis, and key terms such as “text” and “discourse.” It then examines the distinctions between linguistic and non-linguistic contexts, and situational and sociocultural contexts. To help readers understand the importance of culture in using language to make meanings, the introduced concepts are illustrated with sample authentic texts as well as examples from English and a few other languages. Placing discourse at the core of language teaching and learning, the chapter recommends a discourse-based approach to help ELLs develop not only communicative competence but also intercultural communicative competence. The chapter provides ESOL teachers with knowledge of discourse analysis and the implications of this knowledge for teaching culturally and linguistically diverse learners of English.
Conference papers on the topic "4799 Other language, communication and culture"
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Chistyakova, Olga. "The "Other" Culture Formation in Russia. The View through the Informational Society Theory and Actual Process of External Migration." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.153.
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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.
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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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RÎBU, Roxana. "THE ROLE OF THE CULTURAL MEDIATOR IN REDUCING THE DISTANCE BETWEEN ROMANIA AND CHINA." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/04.02.
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In Romania, the interest for the Chinese language and culture within the civil society is considerable. In order to meet this demand, the institutional efforts made by specialists at the level of schools and universities down to the language teaching centres of other cultural institutes is combined with the activity of cultural mediators. In this paper I will try to present the versatile role of the cultural mediators, as engaged in the dissemination of the Chinese language and culture in the broader context of literary translations and the whole cultural phenomenon brought about by the dialogue with China.
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Ciobotaru, Georgiana, and Nicoară Aurica. "EXTRACURRICULAR ACTIVITIES IN TEACHING ROMANIAN LANGUAGE AS A FOREIGN LANGUAGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end005.
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Teaching Romanian as a foreign language is a new and challenging field of activity in education in Romania, a field that is growing with the arrival in our country of many students from neighboring countries or as far away as possible, people belonging to other cultures, civilizations, ethnicities, religions, which bring with them their own mentality and vision of the world. Formal and curricular activities are important for language, morpho-syntactic acquisitions regarding the Romanian language, but for the student to develop optimally and to integrate in the new society in which he entered to continue his studies, it is necessary to implement extracurricular activities complementary to the others. These are meant to develop students other skills necessary to continue their studies in a new country in educational contexts different from those in their home country by interacting with both Romanians and other colleagues as foreign to the Romanian language and culture as them. The projects and activities of linguistic and cultural integration of foreign students are defining for the development of the intercultural communication competence that must be developed for them. This paper aims to highlight the impact that extracurricular activities in the field of dramatic art contribute to the development of students both linguistically and from the perspective of expressing emotions, feelings in order to overcome the cultural blockages inherent in a foreign country.
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ZHANG, JIAN-WEN. "ON SKOPOS THEORY AND KU HUNGMING’S TRANSLATION OF LUNYU." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35700.
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There are a variety of translations of Lunyu into English, among which Ku Hungming’s version is highly debated. Some people argue that Ku’s translation is too creative while other people believe his selection of wording is superior to that of others. Lin Yutang’s comments on Ku’s translation of Lunyu are, “His English is outstanding, which is rarely seen in the late two hundred years. His diction and word selection is outstanding.” As is pointed out by Jing Shuoyu, the purpose of translation is to help communication and understanding. Ku’s translation of Lunyu has made comparisons between well-known figures and books from the source and target cultures, it has also cited famous authors from the target culture. Therefore, it is argued in this article that Ku had decreased barriers between the source culture and target culture, hence the translator seemed ‘invisible’.
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Nguyen Thi, Nhung, and Minh Thu Nguyen Thi. "Television in the Tay-Nung Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-2.
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Broadcasting and television are two popular types of media, with more audience than other types of media in Viet Nam today. Tay-Nung is a common language of two ethnic groups with the largest population of ethnic minorities in Viet Nam. Research on broadcasting and television in the Tay-Nung language is importance research, involving both journalism and the science of language. On the basis of surveys on the state of broadcasting in Tay-Nung language and the attitude, needs and aspirations of the Tay and Nung ethnicity on this activity, this article aims to describe and evaluate the current status of broadcasting in the Tay-Nung language, thereby proposing ways and means to improve the efficiency and effectiveness of broadcasting in Tay- Nung language. The main methods used in this study are a scientific observation method, a sociological survey method (interviews, discussions, investigation by questionnaires), method of description (analytical, statistical, classification, systematization) and a comparison method. Research data is collected from relevant documents and from the use of sociological survey methods. The subject of the article is the broadcast in Tay-Nung language activities in Viet Nam at present. This subject is considered in the following aspects; the places, the levels of broadcasting and television; the choice and use of language / dialect; attitude, needs and aspirations of the recipients, and some ways and solutions to be implemented. Research results of the project will help the Ministry of Information and Communication, in radio and television, to develop specific suggestions on the choice of type and level of communication. At the same time, the Viet Nam has also suggested the development of policies related to communication in ethnic minority languages. Raising the effectiveness of broadcasting in the Tay-Nung language will contribute to the preservation of language and culture; will improve quality of life for the Tay and Nung ethnicity and will contribute to sustainable development of nations in the renewal period. The work will inform work by the State, the Ministry of Information and Communication, should the State and the Ministry of Information and Communications pay attention to this timely guidance. Results will contribute to studies on communication in ethnic minority languages in Viet Nam or on communication in Tày Nùng in Southeast Asia.
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Ngo Thi, Thanh Quy, and Hong Minh Nguyen Thi. "Vietnamese Proverbs From a Cultural Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-6.
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Proverbs are important data depicting the traditional culture of each nation. Vietnamese proverbs, dated thousands of years ago, are an immense valuable treasure of experience which the Vietnamese people desire to pass to the younger generations. This paper aims to explore the unique and diversified world of intelligence and spirits of the Vietnamese through a condensed and special literary genre, as well as a traditional value of the nation (Nguyen Xuan Kinh 2013, Tran Ngoc Them 1996, Le Chi Que and Ngo Thi Thanh Quy 2014). Through an interdisciplinary approach, from an anthropological point of view, approaching proverbs we will open up a vast treasure of knowledge and culture of all Vietnamese generations. The study has examined over 16,000 Vietnamese proverbs and analysed three groups expressing Vietnamese people’s behaviors toward nature, society and their selves, and compared them with English and Japanese proverbs. The research has attempted to explore the beauty of Vietnamese language, cultural values and the souls and personalities of Vietnam. Approaching Vietnamese proverbs under the interdisciplinary perspective of language, culture and literature is a new research direction in the field of Social Sciences and Humanity in Vietnam. From these viewpoints, it is seen that proverbs have remarkably contributed to the language and culture of Vietnam as well as and constructed to the practice of language use in everyday life which is imaginary, meaningful and effective in communication. Furthermore, the study seeks to inspire the Vietnamese youth’s pride in national identity and to encourage their preservation and promotion for traditional values of the nation in the context of integration and globalisation. In the meantime, it would be favourable to introduce and market the beauty of Vietnamese language, culture and people to the world, encouraging the speakers of other languages to study, explore and understand Vietnam.
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Hosseini, Zahra, and Sirkku Kotilainen. "THE ROLE OF COMMUNICATION AS THE DRIVE FOR IMMIGRATION: A CASE STUDY IN FINLAND." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end083.
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Recently many studies have remarked migration issues. Thus, in countries such as Finland, having a governmental strategy for increasing the number of migrants, especially educated immigrants or encouraging international students to stay, is highly important. While Finland is recognized as the happiest country, it would be arguable why it is not included in the list of top destination countries for immigration. The literature shows communication is one of the most issues for immigrants and international students, particularly those from Asian countries. Therefore, this study aims to understand how technology-based communication such as the use of social media influences international students' decision to immigrate. Respectively, 23 Iranian tertiary-level students were interviewed as the case of the study. Uses and Gratification theory was employed to investigate the role of media usage among the participants. The findings showed that although there is high desire among the participants to immigrate to Finland, the difficulty and unpopularity of the Finnish language and culture of distance in Finland reduces the motivation to emigrate and made the participants feel being the outsider in the university and society. The use of communication media has facilitated university admissions and communication with family, friends, compatriots and other international students, but has not been able to connect them to Finnish society. While educated immigrants in every country are human resources, the results of this study draw our attention to explore different aspects of communication, identifying motivating factors and reducing frustration among international students for immigration. These results emphasize on the development of strategies and tools for harnessing the potential of media and technology to connect international students as future educated immigrants in the host community.
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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.
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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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Fedorova, Kapitolina. "Between Global and Local Contexts: The Seoul Linguistic Landscape." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.5-1.
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Multilingualism in urban spaces is mainly studied as an oral practice. Nevertheless, linguistic landscape studies can serve as a good explorative method for studying multilingualism in written practices. Moreover, resent research on linguistic landscapes (Blommaert 2013; Shohamy et. al. 2010; Backhaus 2006) have shed some light on the power relations between different ethnic groups in urban public space. Multilingual practices exist in a certain ideological context, and not only official language policy but speaker linguistic stereotypes and attitudes can influence and modify those practices. Historically, South Korea tended to be oriented towards monolingualism; one nation-one people-one language ideology was domineering public discourse. However, globalization and recent increase in migration resulted in gradual changes in attitudes towards multilingualism (Lo and Kim 2012). The linguistic landscapes of Seoul, on the one hand, reflect these changes, and However, they demonstrates pragmatic inequality of languages other than South Korean in public use. This inequality, though, is represented differently in certain spatial urban contexts. The proposed paper aims at analyzing data on linguistic landscapes of Seoul, South Korea ,with the focus on different contexts of language use and different sets of norms and ideological constructs underlying particular linguistic choices. In my presentation I will examine data from three urban contexts: ‘general’ (typical for most public spaces); ‘foreign-oriented’ (seen in tourist oriented locations such as airport, expensive hotels, or popular historical sites, which dominates the Itaewon district); and ‘ethnic-oriented’ (specific for spaces created by and for ethnic minority groups, such as Mongolian / Central Asian / Russian districts near the Dongdaemun History and Culture Park station). I will show that foreign languages used in public written communication are embedded into different frameworks in these three urban contexts, and that the patterns of their use vary from pragmatically oriented ones to predominately symbolic ones, with English functioning as a substitution for other foreign languages, as an emblem of ‘foreignness.’