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1
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.
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Shafira, Putri, Wulandari Siregar, Sirmi Rezeki, and Muhammad Hasyimsyah Batubara. "Cross-Cultural and Language Understanding of IAIN Takengon Students." Journal of Linguistics, Literature, and Language Teaching (JLLLT) 1, no. 2 (August 8, 2022): 82–87. http://dx.doi.org/10.37249/jlllt.v1i2.366.
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Understanding culture and language is a communication instrument that is often used in communicating with other people, especially when we speak a foreign language with foreigners. Good communication will be seen when we talk with good words. This study is to know the understanding of 6th and 2nd-semester students regarding cross culture and language. The research used a qualitative descriptive method with an observation and interview approach for 6th and 2nd-semester English Language Study Program students at IAIN Takengon. The results that can be concluded show that students' understanding of cross-cultural language is in a position of knowing enough. Students in semesters 2 and 6 believe that communication is important, culture is important, and language is also essential to learn and understand. Because learning culture, and a foreign language makes it easier to communicate with foreigners, not only easy but allows us to not have any complications with people because of the misunderstanding of other people's cultures.
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Edith Ruth, Natukunda-Togboa. "Peace, Culture and Communication: “Languaging” Post-conflict Disputes." English Linguistics Research 6, no. 4 (December 18, 2017): 79. http://dx.doi.org/10.5430/elr.v6n4p79.
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Language, which is rarely neutral, shapes perception and behavior. Consequently, it plays an important role in relation to conflict and peace. The language of conflict usually functions on the basis of using differences to promote violence. Interviews conducted on land disputes in the post-conflict context of Northern Uganda, showed that language can be used to reduce these differences and affirm dignity thus diffusing tensions. Our preceding studies of conflict discourse within returnee communities have endeavored to show how language use, by imposing certain misrepresentations as legitimate, undermines efforts of social reintegration, perpetuates conditions of negative peace and can pose a threat of returning to conflict.In this study of Gulu elders dealing with post-conflict disputes, language is perceived as a tool of positive peace. Borrowing from the sociocultural theory of mind and its application to concepts of language, the paper shows how language can foster open and inclusive communication and support the pursuit of peaceful cohabitation within returnee communities. It goes on to demonstrate how language, within the cultural institutions of returnee communities, constitutes power that can be used in “languaging” conflict resolution. According to the study, language has embedded within it actual relations of power, so much so that those who control it exercise an enormous influence on how the communities perceive conflict and peace-building and what behaviors they accept in relation to resolving post-conflict disputes.Consequently, the quick revitalization of traditional arrangements of dispute settlement has been possible in the area of Gulu because language is a strong social institution which has enhanced the efforts of peace maintenance in the Acholi post conflict context. Languaging or talking through disputes as an alternative discourse to conflict should be embraced as a strategy of empowering the voiceless. It is an effective and sustainable cost effective strategy for dealing with cyclic disputes especially when applied as complementary to other dispute settlement approaches.
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MZ, Zainab. "The Role of Language Communication with The Society and Culture." Vernacular: Linguistics, Literature, Communication and Culture Journal 1, no. I (May 21, 2019): 1–15. http://dx.doi.org/10.35447/vernacular.v1ii.7.
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This research discusses the relationship of language communication with society and culture. Bahasa Indonesia as a language of unity is used in activities to communicate by the wearer community from various tribes and regions. As an effective means of communication the Bahasa Indonesia has an important role in developing and launching various aspects of life and culture. This research uses the method of literature writing (library research). To know the language activities of a person does not merely use the language as communication, but rather describes other aspects outside the linguistic aspect. These aspects may affect the style, dialect, variety, form language it uses and show the user a separate language item that is closely related to the language (social class, ethnic group, nationality and geographical location of the linguist). Linguistically different but still not mentioned as a different language. Such language differences are called language variations.
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Haynes, Richard. "We Love to Hate Each Other: Mediated Football Fan Culture." European Journal of Communication 28, no. 1 (February 2013): 82–84. http://dx.doi.org/10.1177/0267323112468747b.
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Venclová, Natalie. "Communication within archaeology: Do we understand each other?" European Journal of Archaeology 10, no. 2-3 (2007): 207–22. http://dx.doi.org/10.1177/1461957108095985.
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Academic discourse has its own norms related to the national culture, but also to the academic community concerned. In a linguistic classification, discourse communities are being formed with their own conventions and their own academic languages, rhetoric and intellectual styles, sharing paradigms, goals and methods. A positive aspect of discourse communities is that they spread across different national languages and across different – mainstream and minor – communities (using the language of the leading group of researchers). Can this be seen in present-day archaeology, and can it bridge the gap in communication between mainstreams and minorities?
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Al-Husseini, Hashim Aliwey, and Faris Kadhim Tuema. "Investigating the Role of Iraqi EFL Learners in Writing Short Forms of Mobile Messages." Journal of Education College Wasit University 2, no. 11 (December 2, 2021): 2178–97. http://dx.doi.org/10.31185/eduj.vol2.iss11.2648.
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One can say without hesitation that Globalization enters into every aspect of our life and leaves no stone unturned. As current globalization seems to demand comprehensive transformation of a society, its impact on language and culture can be detected easily in every facet of life. Thus a people’s culture includes their beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economic systems. All these aspects of culture have been effected by the emergence of globalization. On the other hand languages have also been effected by the global change of the world. Therefore, people tend to use Language and other forms of symbolic communication to create, explain, and record new ideas and information to cope with the new development of the world. Language, which possesses all the features of culture, belongs to institutional culture. Like all other aspects of culture, language is not inherited but acquired and shared by a whole society; like all other aspects of institutional culture, language is conventional and governed by rules which are acknowledged and observed by all members of society. Language mirrors other parts of culture, supports them, spreads them and helps to develop others. This special feature of language distinguishes it from all other facets of culture and makes it crucially important for the transfer of culture. But language is also changeable by the time in order to cover all new means of communication among nations. Language change is a global phenomenon owing to the changing nature of the circumstances and contexts in which a language may be used It is no exaggeration to say that language is the life-blood of culture and that culture is the track along which language forms and develops.
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Laranjo, Ronel. "Politics of Language in “Korean style Multiculturalism”: Utilization of Filipino Language in Korean Language Textbooks for Marriage Migrants." Plaridel 14, no. 1 (2017): 53–70. http://dx.doi.org/10.52518/2017.14.1-04larnjo.
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Filipino, the national language of the Philippines, is used in other countries not just to promote the language and Philippine culture. This paper examines how the language is utilized in order to facilitate the mastery of the Korean language as well as the assimilation of marriage migrants into Korean society. The Republic of Korea has recently been shifting towards a multicultural society. This shift has given way to a government-sponsored multicultural policy, which seems flawed and has given birth to another social problem. According to Korean scholars Kim (2011), Watson (2010), and Lee (2015), the concept of multiculturalism is quite problematic because it promotes assimilation rather than the recognition of different cultures. This paper also aims to examine the dynamics of the politics of language in “multicultural” Korea by analyzing texts written in Filipino/Tagalog distributed by different Korean government agencies. These texts will be described, interpreted, and explained using Fairclough’s critical discourse analysis.
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Tchertov, Leonid. "Perceptographic code in visual culture." Sign Systems Studies 33, no. 1 (December 31, 2005): 137–58. http://dx.doi.org/10.12697/sss.2005.33.1.05.
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Visual culture can be considered from semiotic point of view as a system of visual codes. Several of them have natural routs. So the perceptual code is formed already on biological level mediating translation of sensory data into perceptual images of the spatial world. The means of natural perceptual code are transformed in culture, where they are involved in communication by depictions. The depiction on the flat performs the function of a “perceptogram”, which, on one hand, is an external record of an internal perceptual image or an idea, and, on the other hand, serves as a program for a spectator’s visual perception. The means of this “perceptography” form an artificial code, which is, on the contrary to the perceptual code, communicative, deliberately used and transformed in various ways at different periods of time in diverse kinds of practical and artistic activity. Not all perceptograms become pieces of art, but all history of pictorial arts can be considered as a process of development and mastering with the different versions of this perceptographic code. The changes of this code in visual culture are connected with the intrinsic development of “vision forms” as well with invention of external means of communication.
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Alshaer, Atef. "Towards a Theory of Culture of Communication: The Fixed and the Dynamic in Hamas' Communicated Discourse." Middle East Journal of Culture and Communication 1, no. 2 (2008): 101–21. http://dx.doi.org/10.1163/187398608x335784.
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AbstractThis paper proposes to use the phrase ‘culture of communication’ to unravel the relationship between language and culture that cannot be understood as merely unexplained mental signposts without constitutive enmeshed ideas. It engages with relevant core ideas and combines theoretical and empirical evidence to put forward the proposition that a culture of communication exists in every culture. The key constituents of a culture of communication, as an analysis of online images used by the Palestinian Islamic movement Hamas will show, are diverse verbal, written and visual forms of communication, which relate to each other in intricate ways and which require orderly discursive interpretation. To make my argument, I highlight the concept of culture of communication and the discourses and issues that follow from it. Then, I address the landmark literature on language and culture before considering the case study. My objective is to attempt to discern the relational aspects that underpin socio-political understanding and practices in terms of communication.
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Rusnak, Diana, Maryna Smirnova, and Olena Matvieieva. "Mediation of an Advertising Document with the Aim of Sensitize to the Other." Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, no. 103 (September 17, 2021): 257–75. http://dx.doi.org/10.31861/pytlit2021.103.257.
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The article is dedicated to the mediation of advertising documents as authentic documents that make it possible to reconcile the teaching/learning of language and culture in the language classroom. First, the research is done on the (inter)cultural potential of French and Ukrainian media advertising. Secondly, mediation is examined as a language activity that allows for a better understanding of the text and concepts of the advertisement, thus making learners aware of the culture of the Other. Moreover, cultural mediation is studied as one of the components of intercultural communication competence being indispensable for effective communication between representatives of different cultures. Four stages of mediation aimed at the development of intercultural awareness of Ukrainian students are proposed. Following the announced steps and objectives, two tracks of mediation of two types of advertising documents, printed and televised, are presented, where the mediation is carried out at three levels: iconic, linguistic and symbolic. Thus, cultural mediation, being an indispensable component of intercultural communication competence, is an essential means of preparing the learner for effective communication with representatives of other cultures.
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Reynolds, Judith. "Investigating the language-culture nexus in refugee legal advice meetings." Multilingua 39, no. 4 (July 26, 2020): 395–429. http://dx.doi.org/10.1515/multi-2019-0048.
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AbstractThis paper explores linguistic and cultural complexity within immigration legal advice communication. Drawing from a linguistic ethnographic study, ethnographic and interactional data from two linked advice meetings about UK refugee family reunion processes are subject to deductive analysis using Risager’s model of the language-culture nexus, within which the intersection of language(s) and culture(s) in a communicative event is conceptualised as a nexus of linguistic, languacultural, discursive, and other (non-linguistic) cultural resources and practices. The paper operationalises this intercultural communication theory in a new and exploratory way to investigate how cultural complexity is manifest, and interactionally managed, at different levels of meaning.The substantive analysis shows how a range of divergent resources, brought in by the different participants, are drawn upon and externalised as communicative practices in both legal advice meetings. Understanding is negotiated interculturally at different levels of meaning – the linguistic, the languacultural, and the discursive – in contrasting ways in each meeting. Methodologically, the paper argues that a strength of Risager’s framework is that it supports a methodical and structured analysis of communicative events characterised by linguistic and cultural complexity, which can be linked to other discourse analytical approaches. The model’s complexity, and its foregrounding of verbal over other semiotic modes, are highlighted as challenges for the analyst.
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Adamowicz, Sylwia. "Japanese Culture as Element of Intercultural Space." Intercultural Relations 4, no. 2(8) (February 16, 2021): 119–35. http://dx.doi.org/10.12797/rm.02.2020.08.08.
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This article introduces a definition of intercultural communication, understood as an important skill in creating social bonds in times of globalization. Mutual understanding in an intercultural space is based, among other things, on language, a point which the author underlines by using the Japanese language as an example. Moreover, she points out how the Japanese belief in ethnocentrism and the main cultural differences in fields such as nonverbal communication are considered problematic in facilitating outsiders both to understand Japanese society and to function within it. The analysis is based on the author’s own research focused on students attending a course at the Jagiellonian University, Krakow, Poland on the cultural adaptation process in Japan, including reflections on the usefulness of the Japanese language in this process.
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Kabakchi, Victor V., and Zoya G. Proshina. "Lexico-semantic relativity and versatility in translation and intercultural communication." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 165–93. http://dx.doi.org/10.22363/2687-0088-2021-25-1-165-193.
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The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.
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Coetzee, Stephen A., Astrid Schmulian, and Lizette Kotze. "Communication Apprehension of South African Accounting Students: The Effect of Culture and Language." Issues in Accounting Education 29, no. 4 (July 1, 2014): 505–25. http://dx.doi.org/10.2308/iace-50850.
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ABSTRACT Developing communication skills is an objective of many accounting education programs. Students' communication apprehension may hamper this. This study explores South African accounting students' communication apprehension and the association thereof with culture and home and instruction language. Data were collected using the Personal Report of Communication Apprehension (PRCA-24) and Written Communication Apprehension (WCA) self-report questionnaires. South Africa provides an example of the salience of race, given past racial segregation. Culture is, however, more complex than physical appearance. Significant differences were identified in communication apprehension between students from previously disadvantaged African communities attending poorly resourced schools, and African and White students attending well-resourced, Westernized schools. Further, this study suggests that students who receive instruction in the business language in which they are to function as graduates exhibit less communication apprehension in that language, regardless of their home language. While this study considers South African students, the results may be of interest in other multicultural or multilingual environments, particularly where socio-economic differences pervade. The adoption of pedagogy to remedy the communication apprehension of a student may aggravate the apprehension of another. To limit such unintended consequence, instructors need to look beyond appearance in anticipating a student's predisposition to communication apprehension.
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Richerson, Peter J., and Robert Boyd. "Why Possibly Language Evolved." Biolinguistics 4, no. 2-3 (September 30, 2010): 289–306. http://dx.doi.org/10.5964/bioling.8793.
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Human language has no close parallels in other systems of animal communication. Yet it is an important part of the cultural adaptation that serves to make humans an exceedingly successful species. In the past 20 years, a diverse set of evolutionary scholars have tried to answer the question of how language evolved in our species and why it is unique to us. They have converged on the idea that the cultural and innate aspects of language were tightly linked in a process of gene-culture coevolution. They differ widely about the details of the process, particularly over the division of labor between genes and culture in the coevolutionary process. Why is language restricted to humans given that communication seems to be so useful? A plausible answer is that language is part of human cooperation. Why did the coevolutionary process come to rest leaving impressive cultural diversity in human languages? A plausible answer is that language diversity functions to limit communication between people who cannot freely trust one another or where even truthful communications from others would result in maladaptive behavior on the part of listeners.
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R’boul, Hamza. "Re-imagining intercultural communication dynamics in TESOL: culture/interculturality." Journal for Multicultural Education 14, no. 2 (June 10, 2020): 177–88. http://dx.doi.org/10.1108/jme-03-2020-0016.
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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience. Design/methodology/approach Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice. Findings A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions. Practical implications This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions. Originality/value This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.
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Jafarzade, Samira. "Culture as an impact on a language." Scientific Bulletin 2 (2020): 12–18. http://dx.doi.org/10.54414/lbsc1457.
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This article covers what two concepts, such as language and culture have in common, and what the role of language is in the cultural practices. The theme is one of the great curiosity from the point of glance of the use of various types of lexicology. Most people have the same opinion that the culture and language are closely connected. Some of them also say that “culture is language” or “language is culture”. All expressions of the culture don`t require language, and also all aspects of the language aren`t culture-dependent. Сulture and language are so intertwined whereas one can`t survive without the other one. It is not possible to teach someone language without teaching the culture of the same language. Each word which is used in the communication process is an example of the values, beliefs and their origins. It is important to grow up with a various set of beliefs and values to understand the real connection between culture and language.
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Negoescu, Alina Gabriela, Simona Boştină-Bratu, and Lucia Palea. "The Role of Culture in The Acquisition of Foreign Languages by Military Students." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 2 (June 25, 2017): 338–42. http://dx.doi.org/10.1515/kbo-2017-0139.
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Abstract This paper highlights the importance of integrating culture in the teaching of foreign languages to military students. The first section of the paper offers some basic definitions of culture and key terms associated with it. The next part of the paper brings into discussion the relationship between culture and language acquisition. There is an intimate connection between language and culture; not only language is comprised in the definition of culture, but it also reflects culture, thus we cannot separate language teaching from culture. The final part of the paper focuses on the military students as future leaders that need to develop cross-cultural communication skills and be aware of the cultural differences in order to avoid potential failures during communication with soldiers from foreign militaries in theatres of operation or on other international missions that they are assigned.
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Phillips, Virginia. "Language, Cultural Identity and Empowerment in the Dominant Culture." Aboriginal Child at School 20, no. 2 (May 1992): 25–30. http://dx.doi.org/10.1017/s0310582200007781.
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Lack of a common means of verbal or written communication always creates problems of interpersonal communication and gives rise to misunderstandings and (possibly) prejudice against one or other party. On the surface, there would seem to be a good deal of merit in the suggestion that “if everyone spoke the same language, all these problems would disappear”. However, the matter is not as simple as it seems, for questions must be asked as to what language should be chosen, the dialect of it, and to what extent cultural factors, deeply related to the true understanding of how thought is expressed within a language, need to be addressed. In Australia, most reasonably well education Anglo-Celtic Australians asked these questions would immediately think of Standard Australian English (SAE), though working-class and indigenous Australians may consider it too “posh” and out of touch with their lifestyles. Few from the dominant group, however, would be even remotely aware of the degree to which cultural factors influence how thought is expressed in a language (as already mentioned), and how this influences the spoken language and, more particularly, the written language in a literate society.
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Zhylenko, Maria N., and Zhanna A. Beresneva. "The languages of culture: from theory to everyday life practices." Vestnik slavianskikh kul’tur [Bulletin of Slavic Cultures] 63 (2022): 107–13. http://dx.doi.org/10.37816/2073-9567-2022-63-107-113.
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Language is an essential part of communication – it forms culture and provides it with transferring of social knowledge. Language, culture and communication are inseparable from each other and are the basis of human existence. Thorough approach to everyday life practices makes it possible to reveal their sign character and define them as specific language systems which give clear vision of aesthetic, ethical etc. peculiarities of a given epoch. Travel notes are an essential resource of our knowledge about everyday life of the nation. They offer us rich material about people, their appearance, historic events etc. Among other details travel notes contain a lot of interesting data about costume which can be regarded as a special sign system, language of culture, delivering information not only about its owner, but the whole epoch as well. The paper chose as an example the travel notes “Frigate Pallade” by I. A. Goncharov. In one of its chapters costume becomes an original communicative code for intercultural interaction.
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Ahtif, Mustafa Hasan, and Nilotpala Gandhi. "The Role of Language in Cross Cultural Bonds." Journal of Asian Multicultural Research for Social Sciences Study 3, no. 4 (September 24, 2022): 7–16. http://dx.doi.org/10.47616/jamrsss.v3i4.321.
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The goal is to look at how language helps people from different cultures get along. Language is an important part of how people interact with each other because it is the most basic way to share ideas and information. Language is a reflection of culture, so when people from more than one culture live together, how they use language is more important and complicated. The is also going to be one of the goals that is reviewed How the use of different languages creates barriers in cross-cultural communities and how these barriers affect the bonds that are made in cross-cultural communities. In the field of development, the question of what role language plays in communities with many different cultures is becoming more and more important. The world-wide study of both literature and social studies. As Cross-cultural communication brings together the seemingly unrelated fields of cultural anthropology and communication. Its goal is to bridge the gap between these two fields. Cross-cultural communication is based on being able to understand the different ways that people from different cultures interact with each other. In addition, it is supposed to come up with some recommendations that can help people from different cultures communicate better with each other. As a society's cultural practices and linguistic patterns shape the way people think, act, and communicate with the outside world, they also shape the way people think, act, and communicate with each other.
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Božović, Petar. "Anglophone culture through the Western Balkan lens: a corpus-based study on the strategies used for rendering extralinguistic elements of culture in Montenegrin subtitling." Círculo de Lingüística Aplicada a la Comunicación 85 (January 11, 2021): 9–19. http://dx.doi.org/10.5209/clac.73536.
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One of the most demanding aspects of intercultural communication is rendering the elements of foreign culture from source to target linguocultural system. As today more people are exposed to audiovisual than any other form of text, cultural representation is an important issue as these texts can be a powerful tool for construction or deconstruction of cultural and sociological stereotypes, dissemination of ideas, facilitating intercultural communication, etc. Hence, this study attempts to shed light on how the Anglophone culture is rendered in subtitling and what could be some underlying reasons for that. To this end, we have constructed a morphosyntactically annotated parallel English – Montenegrin corpus of TV subtitles consisting of 110 episodes of three different TV series that were broadcast on the public service broadcaster of Montenegro and scrutinized it to map the strategies used for rendering extralinguistic elements relying on the analytical framework proposed by Pedersen (2011).
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Silverman, Phyllis R., Anita Weiner, and Nava Elad. "Parent-Child Communication in Bereaved Israeli Families." OMEGA - Journal of Death and Dying 31, no. 4 (December 1995): 275–93. http://dx.doi.org/10.2190/et3f-c90v-l172-pjcn.
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The nature of surviving parent-child communication in bereaved Israeli families is examined in terms of the culture of Israeli society. Concern is with the way the culture frames the parent-child relationship in the period shortly after the death. Twenty-three surviving parents and their forty-three children between ages of six and sixteen were interviewed four months after the death. Both parents and children seemed concerned with protecting each other from the pain and sadness associated with the loss. Two types of families were identified. In the open family, language is used to console and inform. Parents see themselves as able to respond to their child(ren)'s needs. Less open families used language to influence the child to avoid their feelings and confronting the death. These surviving parents often saw the deceased as the competent family caregiver.
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Altarriba, Jeanette, and Dana Basnight-Brown. "The Psychology of Communication: The Interplay Between Language and Culture Through Time." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 860–74. http://dx.doi.org/10.1177/00220221221114046.
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Human behavior is often guided by the development and use of language as a means of communication and as a way to represent thoughts and knowledge. Notions of linguistic relativity and the Sapir-Whorf hypothesis indicate that language plays a role in structuring the worldview and perceptions of individuals. The current work will explore how those perceptions are not only guided by language but are also moderated by culture and the beliefs, mores, and ideas that are sanctioned and regulated by a given cultural group. Papers, chapters, and books that have demonstrated the ways in which culture moderates behavior by way of the language that is used to express that culture will be of primary focus. Moreover, a developmental view of language learning will frame this approach in learning how language, culture, and thought have been examined and assessed as a way of describing how, together, they moderate human behavior. Is there truly evidence of linguistic relativity? Does language serve as the primary moderator of thought, or do cultural influences play a more pressing role in cognitive thought processes for a given group? Developments in theory, methods, and data that help explore these concepts through their publication in the Journal of Cross-Cultural Psychology as well as other outlets will be presented and discussed as a framework that can be developed to generate future research questions, testing paradigms, and experimental approaches—both basic and applied.
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Wąsik, Elżbieta Magdalena. "The polyglot self in the semiotic spheres of language and culture." Sign Systems Studies 43, no. 2/3 (November 30, 2015): 207–25. http://dx.doi.org/10.12697/sss.2015.43.2-3.04.
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The article focuses on the human individual as a signifying and communicating self whose properties can be detected or assumed on the basis of its language in verbal communication through texts and text-processing activities or, more broadly, in both verbal and non-verbal communication through signs and sign-processing activities in the semiotics of culture. The point of departure is the distinction between the observable self and the inferable self, i.e., a concrete person who transmits and receives verbal and/or non-verbal messages, and a mental subject who is engaged in creating and comprehending them. As a consequence of this distinction, it can be stated that the communicative network of the human life-world consists of two types of collectivities. On the one hand, there are speakers and listeners of particular languages who form interpersonal collectivities of those transmitting and receiving perceivable meaning bearers through physical-acoustic sound waves in the communication channel; on the other hand, there are intersubjective collectivities of those who process and understand intelligible meaning bearers while referring them to an extra-linguistic reality through acts of reasoning and interpreting. Exposing the notion of polyglotism, this paper argues that a multiaspectual typology of selves is possible on the basis of the linguistic and cultural texts that characterize the social roles and pragmatic goals of communication participants in the various domains of the human life-world. Finally, it supports the conviction that interdependencies between language and culture must be primarily explained in terms of psychological, or rather, psycho-semiotic conditionings of humans. Since particular languages are products and components of social and cultural life, constantly being shaped and changed due to personal and subjective activities of human selves, polyglotism as both multilingualism and multiculturalism also implies an inquiry into their multicultural competence and multicultural identity.
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Kozak, Alla, and Valentyna Malyk. "STUDENTS COMMUNICATIVE CULTURE IN INTERNATIONAL COMMUNICATION: PEDAGOGICAL ASPECT." Scientific Journal of Polonia University 50, no. 1 (April 28, 2022): 76–86. http://dx.doi.org/10.23856/5009.
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The pedagogical aspect of students’ communicative culture in the conditions of international communication is investigated in the paper. The interpretation of the essence of the categories “culture”, “language”, “language personality”, “culture in the conditions of international communication” and “pedagogical aspect of communicative culture of students in the conditions of international communication” is analyzed in the paper. It is established that the main task of the lecturer in the organization of communicative culture of students in the conditions of international communication is the formation of communicative-dialogue space. It is determined that the pedagogical aspect of students’ communicative culture in the conditions of international communication distinguishes two interrelated components, such as general and personal principles of communication. The structure and the main functions of the communicative culture of students in the conditions of international communication and the connection of the subjects of communication for the development of the competitiveness of the higher education institution are analyzed in the paper. It is established that the most significant for the pedagogical aspect of communicative culture of students in the conditions of international communication are personal indicators in individual-personal, in communicative, in socio-psychological and in moral-political plans. It is established that scientists distinguish three components of students’ communicative culture in the conditions of international communication that are cognitive, aesthetic and behavioral components. It is determined that for the formation of communicative culture of students in the conditions of international communication it is necessary to form in students: the respect for other peoples and cultures; to teach to respect any person, representative of another socio-cultural group; to stimulate the desire to learn about different cultures; to form tolerance for ethnic cultures. It is determined that in order for the communicative culture of students in the conditions of international communication to be successful, the lecturer must have not only certain personal qualities, but also professionally significant ones. It is established that special exercises for the development of international communication skills should be used in the educational process.
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Moroz, Tetiana, and Olha Demianenko. "INTERCULTURAL COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 67–74. http://dx.doi.org/10.23856/5308.
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The article focuses on applying intercultural awareness in English language teaching for university students. Teaching a foreign language cannot be separated from teaching about other cultures. The use of English as a tool for intercultural communication plays an important role in acquiring knowledge on other countries and their culture. In such aspect teaching English cannot be separated from teaching about other cultures. Effective ways of acquiring intercultural competence are solving practical problems, dealing with case studies and using authentic materials. Most case studies require students to answer open-ended questions or develop a solution to an open-ended problem with potential solutions. Good training can help understand intercultural differences in the areas like decision making, communication style, management style, leadership and meetings. The acquired skills will allow them to interact in an appropriate way when working with people who have different cultural backgrounds. The role of the teacher is to facilitate and monitor their work and possibly correct mistakes made by students. Effective communication requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Having knowledge in intercultural competence is the key to successful professional activity for future specialists.
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Lakshmi, BH V. N., and Abdullah Hamoud A. Al-Fauzanb. "IDIOMS AND CULTURE: EXPLORING THE INTER-INFLUENCE BETWEEN ENGLISH AND OTHER LANGUAGES." Humanities & Social Sciences Reviews 7, no. 6 (November 17, 2019): 131–38. http://dx.doi.org/10.18510/hssr.2019.7627.
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Purpose of the study: The aim of this paper is to study the interplay of multilingual idioms through source and time with a caveat that it is an endless pursuit.
Methodology: In this research, logical analysis and modeling are used.
Results: For the very reason that idioms are formed in a context, such learners and users must be very careful while using them. It is important for them to be well versed with the nuances and fine points of the foreign language before they venture into the use of idioms. Also, straightaway translating idioms from one’s native language into a foreign language can truly lead to disastrous communication glitches.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Idioms and culture is presented in a comprehensive and complete manner.
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Kostrova, O. A. "STRATEGIES OF MODALITY CHOICE OF UTTERANCES IN GERMAN CULTURE." Voprosy Kognitivnoy Lingvistiki, no. 1 (2021): 89–100. http://dx.doi.org/10.20916/1812-3228-2021-1-89-100.
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In the paper the author explores possibilities of how basic concepts of German culture can influence the speech activity of the speaker. The research is done on the crossing point of grammar, theory of communication and linguistic conceptology. The paper deals with German modal verbs functioning in modern fiction texts. The author discusses the problem of modality choice by the speaking personality producing the utterance. The research aims at revealing correspondences between the grammar system of German modal verbs in their functioning and German speaking personality who encodes his/her choice influenced by basic concepts of German low context culture, namely INDIVIDUALISM, ORDER and RESPONSIBILITY. The correlation takes into account the transparency of strong German modal verb system and direct communication style of German speaking personality who chooses in this case an overt modal strategy. The other strategy type is the softening one. The personality mitigates his/her utterance taking into consideration the personality of the partner. Overt strategy is used for encoding deontic modality and softening strategy denotes epistemic modality and some others cases. The findings open access for understanding German linguistic identity.
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Deng, Wensheng. "Beyond Identity Problem: Perspective of a Chinese Teacher of English." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 197. http://dx.doi.org/10.17507/tpls.1002.07.
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With intensive globalization, Chinese teachers of English have more and more involved into cross-cultural communication. Throughout the communication, cultural conflicts have also arisen. Thus, Chinese English teachers have to face the conflicts in their teaching practice. For their specific and unique role, they are in the dilemma to either preserve his identity of Chinese culture or lose it to get a new identity of English culture. That is why the thesis has started to explore. The thesis digs out the reasons which have led to the conflicts of cultural identity---ideologies, the roots of the conflicts. As to the crisis of identity, the thesis offers the following solutions to Chinese English teachers. First, he should have a kind of consciousness or experience of Chinese culture and Western culture; second, he should get something critical in absorbing other cultures; third, he should remember that it is his goal to cultivate young generation with proper identity of moral attitudes, beliefs, personalities and values.
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Steyaert, Chris, and Maddy Janssens. "Language and Translation in an International Business Context." Target. International Journal of Translation Studies 9, no. 1 (January 1, 1997): 131–54. http://dx.doi.org/10.1075/target.9.1.08ste.
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Abstract This article discusses the role of language and translation in the business context. Drawing on management literature, we identify two different perspectives on culture and language, and discuss their implications for translation and language learning. Within the first perspective of culture as a variable and language as representation, translation becomes a neutral act and language learning a technical skill. Within the second perspective of culture as a metaphor and language as action, translation becomes a managerial act and language learning a cultural production. We conclude by formulating research questions whereby the domains of management and translation studies interface each other.
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Curitianu, Ioana Maria. "Competitive relations and communication in team sports." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 2 (April 18, 2015): 1276–80. http://dx.doi.org/10.24297/jssr.v7i2.3561.
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The sporting environment is a rich, unique, and salient context in which to study the basic and applied nature of a variety of social dynamics. Issues such as leadership, collective efficacy, team cohesion, and group goal setting undoubtedly have great theoretical and practical value within sport teams. Sport is completely permeated by the question of the diversity which it vividly enacts. The same way sports blends sporting spirit, competition drive and fair play it should also blend culturally different envisaged notions of non-uniformity, diversity, enrichment through other culture, other skin color, other language and other style of living. All disciplines are concerned to a more or less intense degree, depending on their popular support or lack of it and on the culture which they convey. Multiple origins and complex careers are now a hallmark: handball, rugby, basketball as well as individual sports like athletics, judo and tennis have their champions stemming from diversity, who form the tip of an equally variegated iceberg of school and amateur sport (Diamond P., Hausman J., 1994).
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Leone, Massimo. "Nature and culture in visual communication: Japanese variations on Ludus Naturae." Semiotica 2016, no. 213 (November 1, 2016): 213–45. http://dx.doi.org/10.1515/sem-2015-0145.
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AbstractThe neurophysiology of vision and cognition shapes the way in which human beings visually “read” the environment. A biological instinct, probably selected as adaptive through evolution, pushes them to recognize coherent shapes in chaotic visual patterns and to impute the creation of these shapes to an anthropomorphic agency. In the west as in the east, in Italy as in Japan, human beings have identified faces, bodies, and landscapes in the bizarre chromatic, eidetic, and topologic configurations of stones, clouds, and other natural elements, as though invisible painters and sculptors had depicted the former in the latter. However, culture-specific visual ideologies immediately and deeply mold such cross-cultural instinct of pattern recognition and agency attribution. Giants and mythical monsters are seen in clouds in the west as in the east; both the Italian seventeenth-century naturalist and the Japanese seventeenth-century painter identify figures of animals and plants in stones. And yet, the ways in which they articulate the semantics of this visual recognition, identify its icons, determine its agency, and categorize it in relation to an ontological framework diverge profoundly, according to such exquisitely paths of differentiation that only the study of culture, together with that of nature, can account for.
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Tarasov, Evgeny F. "Introduction to Psycholinguistic Theory of Intercultural Communication." RUDN Journal of Language Studies, Semiotics and Semantics 13, no. 4 (December 27, 2022): 861–75. http://dx.doi.org/10.22363/2313-2299-2022-13-4-861-875.
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The author analyzes intercultural communication (IC): the speech activity to organize joint activities in a multicultural environment. In course of communication within a single culture, communicants produce speech messages that involve only linguistic signs bodies and require common consciousnesses for understanding. The speaker presents the reality with images of one’s verbally modeled consciousness to the recipient for perception; the latter uses this model to construct the perceived message content from the one’s consciousness images. The sign communication suggests a common language and images of consciousness. There isn’t seen any common consciousness in IC results in cognitive conflicts requiring instructive training to develop common consciousness and language, or an intermediary (interpreter) as a bearer of the proper consciousness. Understanding in IC requires preliminary definitions of key words in speech messages. Understanding with non-linguistic consciousness images among bearers of different ethnic cultures requires a preliminary acquaintance with these images. The theoretical underpinning of understanding in IC can involve A.N. Leontiev’s world image theory and the three-level model of the consciousness image by A.N. Leontiev - V.P. Zinchenko, including existential, reflective and spiritual levels. The world image is knowledge developed by an ethnic culture bearer in the enculturation to navigate in the reality. The existential level contains cognitive means providing for the orientation in the ethnic environment, at the reflexive level, the knowledge about reality ensures the ethnic survival in this reality. At the spiritual level, the consciousness bearer communicates with other individuals resulting in a human attitude to reality.
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Liton, Hussain Ahmed. "Adopting Intercultural Communication Issue in Teaching English." Lingua Cultura 10, no. 1 (May 31, 2016): 1. http://dx.doi.org/10.21512/lc.v10i1.910.
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Cultural assimilation and intercultural awareness has been an important hub of modern language and communication studies, underlining a shift that reflects a greater significance of the inseparability of language and culture, and the need to prepare students for effective intercultural communication to thrive in a global work environment. A thriving global workplace requires effective communication skill across cultures in this era of globalization and mass migration. Under the tutelage of such backdrop, this article addresses the terrain of adopting intercultural awareness in EFL classroom teaching/learning and aims at linking culture with language in pursuit of excellence in borderless effective communication. The study, in other words, investigated the linguistic aspects that could be affected by certain cultural dimensions (e.g., beliefs, traditions, taboo words, habits, and norms, religion, social factors, etc.) in intercultural communication. This paper uses a questionnaire device to receive some university teachers’ self-reported feedback. This article maintains qualitative and quantitative research methodology. The analytical research result shows that in teaching English, it is necessary to incorporate and develop aspects of cross-cultural awareness as a part of course curriculum to immerse students in effective intercultural communicative competence (ICC).
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Arukask, Madis. "The materiality of the letter in Seto oral culture." Multilingua 40, no. 4 (May 31, 2021): 537–63. http://dx.doi.org/10.1515/multi-2020-0067.
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Abstract This article focuses on the concept of letter in oral folklore. The main research material is examples from the older folk songs of Seto, where a letter, a book and other items referring to literacy are mentioned. Texts under consideration are poetical and the meaning conveyed in them is not always very clear. The term letter may be related to a message, paper, book, leaf or other material medium in the songs. The boundary between oracy and literacy is therefore thin, given that letters and writing are often imagined and conveyed in a physical context. Literacy in Seto folk songs is sometimes reflected as part of mythological knowledge and a mythological worldview. The written text or objects carrying it may have magical power. In some songs the writing can also be found on plants, which is interesting from a cross-cultural perspective. Similar motives from the folklore and beliefs of other peoples have been used comparatively to understand the content of the songs under consideration. The song of heavenly cows eating holy plants offers an opportunity to draw intercultural parallels and raises the question about the ethnogenesis of the Seto and their relatedness to different Eurasian peoples further to the east.
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Rusinova, Natalia V., and Maria M. Stepanova. "Interdisciplinary integration in teaching foreign languages and culture for Master’s Degree Programme of “Economics” and “Management”." Tambov University Review. Series: Humanities, no. 4 (2022): 939–51. http://dx.doi.org/10.20310/1810-0201-2022-27-4-939-951.
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We consider the issue of interdisciplinary integration in teaching at Master’s Degree Programme of “Economics” and “Management”. It explains the important role of foreign languages and culture as the central element of the model of interdisciplinary integration at universities nowadays. It further proves that culture is a key to interdisciplinary integration in language learning of future Master’s Degree Student. Currently, a graduate of Master’s Degree Programme implies both being able to speak a modern language and use the knowledge of languages in working with up-to-date communication technologies when tackling professional tasks and collaborating with colleagues from other countries. Modern federal state education standard for Economics and Management require that Master’s Degree Programmes graduates are competent in the aspect of intercultural communication and know a foreign language at a high level. We suggest a Model of interdisciplinary integration in language teaching at Master’s Degree Programme, which includes target, content, organizational-methodic and perfomance-assessment components. This model implements the main language, culture, humane, innovation, environmental, axiological, valeological, acmeological, aesthetic and other orientations; principles integration and differentiation, continuity and consistency of education. The main purpose of interdisciplinary integration in foreing language teaching at Master’s Degree Programme is to form a well-founded, culturally full-fledged person able to speak a foreign language and operate modern communication technologies. Implementation of interdisciplinary integration in language teaching at Master’s Degree Programme demands coordinated actions of language teachers as well as major disciplines educators.
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C R, Lisha. "The Functions and Challenges of a Translator." HARIDRA 2, no. 07 (December 27, 2021): 43–46. http://dx.doi.org/10.54903/haridra.v2i07.7770.
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Human beings are differentiated from other beings because of their language and their ability in handling that language. The very aim of language is communication becomes impossible, language gets extinct. In this process of communication, translation plays a very vital role. It is one of the tools that paves the way for human beings to be out of the limitations that are imposed upon them by time, place, language, culture and customs. In fact, it narrows down the differences among human beings.
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Klipatska, Yu A. "FOREIGN BORROWINGS IN THE FOCUS OF THE PROBLEM «LANGUAGE AND CULTURE»." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 118–24. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-118-124.
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The article reveals foreign borrowings as a result of language contacts in the focus of the problem of “language and culture”. The extralinguistic reasons are analyzed, which had served to intensify the borrowing process in modern Russian-speaking society and caused changes in the type of communication that dominates in social practice and is defined by communicative paradigm. Change in communicative paradigm had entailed changes in the communicative core of the Russian lexicon, which are comparable to the “moment of explosion” regarding the “gradual” processes in the language. The communicative core of the lexicon is understood as the totality of the most frequent and communicatively significant lexical and phraseological units, which are used in all communicative spheres, denotatively significant for the speaking collective and reflecting the actual reality.
The question of significant role of English borrowings in the modern Russian literary language is raised. Such influence of the English language is explained by its status as a language of international communication and a language of communication in the leading economic states. This fact explains that in recent decades, Anglo-American ethnolinguistic culture has been playing the role of a linguocultural donor for other ethnolinguistic cultures-acceptors, in particular for Russian culture.
The article presents different points of view of linguists who raise the question about the quantity and quality of borrowed words, peculiarities of their development, relevance in speech, their relationship with original and previously borrowed vocabulary, etc. Summing up, we can say that borrowing lexical units, in particular English, is now represented by the universal sign of civilization, which consists in creation and development of a single information space.
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Nemes, Krisztina. "The Intermediate Zone of Translation Part I." Acta Hispanica, no. III (October 29, 2021): 89–100. http://dx.doi.org/10.14232/actahisp.2021.0.89-100.
Full textAbstract:
Translation is a par excellence cultural communication and translators are agents of cultural transfer by means of language. Literary texts provide the translator with a higher grade of freedom than any other type of texts because of the self-referentiality of art encoded in language. Decoding the original and creating a new body in a different referential system are individual hermeneutic acts of the translator. Deciphering an author’s world is a step closer to the heart of the source culture and an ever-open language-game. The challenges I met translating Irene Solà’s novel gave me a special insight to Catalan culture and the English, Italian and Spanish translations gave me the opportunity to study other translation strategies. This essay is the first in the series of traductography essays centred on the Catalan-Hungarian intercultural communication revealing the processes in the black-box of the translator’s mind that on the one hand can serve as a guide to Catalan culture and, on the other hand, as a basis for further translatology research.