Academic literature on the topic 'INTERLINGUAL COMMUNICATION'
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Journal articles on the topic "INTERLINGUAL COMMUNICATION":
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AKAMATSU, Tsutomu. "Interlingual Communication and Double Articulation." Cahiers de l'Institut de Linguistique de Louvain 14, no. 1 (January 1, 1988): 65–68. http://dx.doi.org/10.2143/cill.14.1.2016777.
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Bialyk, Vasyl. "LINGUOCULTURAL ASPECTS OF INTERLINGUAL COMMUNICATION." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 84–92. http://dx.doi.org/10.36550/2522-4077-2021-1-193-84-92.
Abstract:
The article dwells on the linguocultural issues of interlingual communication. Interlingual communication is presented in the article by translation while linguocultural means are viewed as expressive tools used to construct a national worldview where the expressive function is of paramount importance. The major task in rendering the expressive function in translation is to achieve equivalence, i.e. creation such a situation in the process of interlingual communication where the emotional response of a source-text reader could be equal to that of a target-text reader. It is important to take into account intercultural peculiarities of emotion manifestation while analyzing the degree of emotionality and expressiveness of a work of fiction in different languages. This is accounted for a double nature of emotions. They are viewed as a universal psychic phenomenon, physiological experience, on the one hand, and as an emotional concept characterized by specific culturally-related wording and perception, on the other hand. Though emotions are of universal character, the typological structure of emotional lexicon is different in different languages having very clear national peculiarities. This proves that a language is not a mirror reflection of the world and serves as one more evidence that the world of emotions and the world of language means do not coincide. In the paper, linguocultural means to denote various emotions peculiar for a Ukrainian text and the ways of their rendering in an English text in the process of interlingual communication have been considered. It requires, first and foremost, besides the analysis of the ways of translation of expressive means in a source-text and a target-text also analyze their reception in accepting culture. Expressive information in the text under consideration and its translation version is rendered by a large arsenal of stylistic means which facilitate the perception and assessment by a reader and a translator of a work of fiction and revealing its emotional potential. It has been established that among the basic expressive means to denote expressive information in interlingual communication are phonetic and graphic, word-building or morphological, lexical, phraseological, and syntactic ones. As a result of the research performed, it has been revealed that the author and the reader, and in the translation process also the translator, are the major agents in the act of communication realizing the principle of anthropocentrism according to which a human being is the completion of universe evolution.
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Al-Kufaishi, Adil. "Translation as a learning and teaching strategy." Babel. Revue internationale de la traduction / International Journal of Translation 50, no. 1 (September 22, 2004): 45–58. http://dx.doi.org/10.1075/babel.50.1.06alk.
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Abstract This paper deals primarily with the potentiality a translation task could bring to the learning/teaching environment. Since translation deals with language in its socio-cultural communicative context, it could serve as an indispensable teaching/learning tool, a medium for developing the learners’ communicative competence and for teaching properties and types of meaning, underlying semantic relationships, communicative language functions, sentential and suprasentential information structure and discourse values. In this paper, it is argued that translation is a. an interlingual, interactive, communicative and cognitive activity b. a macro-skill that subsumes a number of micro-skills c. a meaningful task-based exercise, a problem-solving exercise that helps develop the learners’ data processing capabilities d. a meaningful communicative context for presenting and practising language forms and lexical items e. a means for highlighting interlingual structural differences, and f. a medium for teaching thematic meaning Résumé Cet article traite principalement du potentiel qu’une tache de traduction pourrait présenter pour l’environnement d’apprentissage ou d’enseignement. Étant donné que la traduction traite de la langue dans son contexte communicatif socioculturel, elle pourrait servir d’outil indispensable d’enseignement ou d’apprentissage, un moyen de développer les compétences de communication des apprenants, et d’enseigner les propriétés et types de signification qui sous-tendent les relations sémantiques, les fonctions de communication de la langue, la structure d’information phraseale et subphraseale et les valeurs du discours. Dans cet article, nous soutenons que la traduction est: a. une activité interlinguale, interactive, communicative et cognitive b. une macro-technique qui subsume un certain nombre de micro-techniques c. un exercice significatif basé sur une tache — un exercice de résolution d’un problème qui aide a développer les capacités de traitement des données des apprenants d. un contexte communicatif significatif pour présenter et pratiquer les formes de la langue et les élements lexicaux e. un moyen de souligner les différences structurelles interlinguales f. un moyen d’enseigner la signification thématique.
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Khromov, Sergey S., and Ludmila Yu Minakova. "Intonation in the Context of Interlingual and Intercultural Communication." Procedia - Social and Behavioral Sciences 154 (October 2014): 412–16. http://dx.doi.org/10.1016/j.sbspro.2014.10.182.
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Lee, Vivian. "Contextualizing translation theories: aspects of Arabic–English interlingual communication." Perspectives 26, no. 2 (September 15, 2017): 292–94. http://dx.doi.org/10.1080/0907676x.2017.1358918.
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Ballard, Michel. "Nida, Eugene A. 1996. The Sociolinguistics of Interlingual Communication." Target. International Journal of Translation Studies 11, no. 1 (November 5, 1999): 192–94. http://dx.doi.org/10.1075/target.11.1.23bal.
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Hagel, Anna. "Strange sounds, familiar words." Belgian Journal of Linguistics, Volume 34 (2020) 34 (December 31, 2020): 122–34. http://dx.doi.org/10.1075/bjl.00040.hag.
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Abstract When communicating across closely related languages or varieties (e.g. in interdialectal communication or in regions such as Mainland Scandinavia), speakers have to learn how to decode words that show partial phonological differences from the equivalents in their L1. Although contact situations like these are rather common, interlingual decoding has scarcely been addressed in the CxG literature. As a contribution to this field of research, the paper discusses how (a particular stage in) emerging receptive multilingualism can be modelled from a CxG perspective. Specifically, it deals with the idea that repeated interlingual decoding generates partially schematic cross-linguistic constructions mirroring the speaker’s knowledge about sound correspondences, as suggested by Diasystematic Construction Grammar (Höder 2019).
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Mahmoud, Abdulmoneim. "Interlingual Transfer of Intralingual Errors: Lexical Substitution from MSA to EFL." Studies in English Language Teaching 7, no. 4 (October 24, 2019): p419. http://dx.doi.org/10.22158/selt.v7n4p419.
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This study takes a closer look at the adverse effects of the use of interlingual transfer as a compensatory communication strategy by EFL learners with a diglossic background. The data were collected from the Arabic-English translations of 80 male and female third year university students studying introductory courses in translation as part of the requirements of their BA English program. A total of 850 interlingual lexical substitutions were detected out of which 219 (26%) could be due to intralingual problems within Modern Standard Arabic (MSA). Most of these errors were cases of failure to distinguish between formally or semantically related words in MSA due to the lack of competence in this variety of Arabic. Accordingly, the study underscores the need for improvement of the teaching and learning of MSA which may help not only translators but also EFL learners who rely on interlingual transfer as a compensatory strategy. The study also calls for a deeper analysis of the interlingual errors of EFL learners in situations of diglossia where their level of competence in one variety is higher than the other. Further studies may reveal more about the magnitude and types of the interlingual transfer of intralingual errors.
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Ortego-Antón, María-Teresa, and Janine Pimentel. "Interlingual transfer of social media terminology." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 1 (April 4, 2019): 114–30. http://dx.doi.org/10.1075/babel.00077.ort.
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Abstract This article addresses the terminology used in the field of social media, a new field introduced by recent technological advances. As social media was first created in an English-speaking context, speakers of other languages have had to develop ways to express the concepts of this field in their own languages. It is thus relevant for translators and journalists to understand the linguistic means by which the transfer of such concepts occurs. In order to achieve this, a comparable corpus of newspaper articles on social media (Facebook and WhatsApp) written in English, Spanish and Brazilian Portuguese was compiled and the procedures used by Brazilian Portuguese and Spanish journalists to convey frequently-used English terms were examined. The main translation procedures observed in the study are equivalence, calque, loan and paraphrase. Although most procedures occur in the texts written in both Spanish and Brazilian Portuguese, their frequency of use indicates linguistic preferences in the languages.
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Messerli, Thomas C. "Subtitles and cinematic meaning-making: Interlingual subtitles as textual agents." Multilingua 38, no. 5 (September 25, 2019): 529–46. http://dx.doi.org/10.1515/multi-2018-0119.
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Abstract This theoretical paper adopts the point of view of the audience of subtitled films and outlines a theory of subtitles as communicative agents within the participation structures of film reception. Based on examples from three Swiss fiction films – Heidi (2015), Heimatland (2015) and Der Goalie bin ig (2014) – the following communicative effects are found and illustrated: uniformity, authorisation, foregrounding, aestheticisation, foreignisation. These effects are conceptualised in terms of Constitutive Communication theory and textual agency (Cooren. 2004. Textual agency: How texts do things in organizational settings. Organization 11(3). 373–393. doi:10.1177/1350508404041998), which describe that by communicating with audiences, subtitles animate into being other participants in film discourse and contribute to what viewers take away in terms of characters, stories, the cultural aspects they represent and the source culture(s) from which the text is perceived to communicate.
Dissertations / Theses on the topic "INTERLINGUAL COMMUNICATION":
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Li, Meng. "Une investigation multidimensionnelle sur les aspects notionnels, thématiques et textuels du Zhuang zi : une perspective traductionnelle." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC170.
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Le Zhuang zi, ouvrage qui porte le nom de Zhuang zi, l’un des plus grands philosophes chinois vivant au IVe siècle av. J.-C. environ, a été universellement reconnu pour son imagination exubérante et sans limites, pour son style d’écriture plein d’humour, de même pour son usage efficace du « sanyan » (三言, les trois paroles) dans la construction des textes narratifs. Plus important encore, il présente une conception unique du cosmos et des dix mille êtres, ainsi qu’une observation perspicace du monde humain. Cet ouvrage a attiré, dès l’origine, bon nombre d’annotations et d’interprétations de la part des lettrés aux différentes époques en Chine. Incontestablement, les efforts scientifiques antérieurs ont permis au Zhuang zi de subsister durant une vaste étendue temporelle. C’est grâce à eux en effet qu’une base de données riche et précieuse a été mise en place pour sa réinterprétation et sa retraduction dans le contexte actuel de mondialisation. Néanmoins, le Zhuang zi per se étant un classique porteur de sens multiples est, par conséquent, susceptible d’interprétations diverses. En raison des approches variées adoptées par différents annotateurs, des malentendus, voire des interprétations erronées ont eu lieu dans leurs travaux d’érudition, ce qui fait peu ou prou obstacle à la diffusion intraculturelle et interculturelle du classique.La présente étude commence par un examen des principales découvertes sur le Zhuang zi, allant de la période pré-Qin jusqu’à l’époque contemporaine. Cette tentative de découvrir les traits saillants de ses interprétations dans différents contextes historiques de la Chine a pour but d’inspirer la retraduction intralinguale et interlinguale du classique. Ensuite, une discussion autour de la vision sur le rapport entre le langage et le sens du Zhuang zi, ainsi qu’autour de l’exemple des trois commentaires est déployée, suivie de l’observation de ses versions anglaises et françaises, y compris leurs réalités communicatives dans l’univers de la langue cible, d’où il résulte que les traductions intralinguale et interlinguale remplissent chacune des fonctions différentes dans la communication transtemporelle et trans-spatiale du Zhuang zi. Pour faire avancer la discussion, cette étude met l’accent sur l’aspect étymologique et sur le processus évolutif des trois notions philosophiques essentielles qui ont toutes, en faisant souvent l’objet de l’interrogation dans le milieu sinologique, une occurrence très élevée dans l’ouvrage, à savoir « dao » (道, le dao), « tian » (天, le ciel) et « de » (德, l’efficience). Cette partie expose principalement leurs usages dans les classiques confucianistes, dans le Lao zi et dans le Zhuang zi, avec l’analyse des gains et des pertes de leurs traductions, afin de mettre en lumière un cadre de référence pour une compréhension et une interprétation plus approfondie des notions philosophiques du Zhuang zi. Enfin, cette étude se réfère étroitement aux paragraphes et à leurs versions françaises/anglaise pour une interprétation multilingue des vues de Zhuang zi sur les questions telles que « la vie et la mort », « l’utile et l’inutile » et « le beau et le laid », dans l’intention d’illustrer une approche traductionnelle aux thèses philosophiques du Maître. Il est affirmé que les notions philosophiques dans l’ouvrage dépendent fortement du contexte et que la recontextualisation est donc essentielle pour le processus d’interprétation et de traduction. Il est également affirmé que les thèses philosophiques du Zhuang zi constituées à partir de perspectives variées mais complémentaires appellent ainsi l’utilisation du paratexte et de la traduction étoffée pour reproduire la réalité du classique dans les situations de traduction. Cette étude affirme aussi la valeur de la traduction multimodale dans la communication efficace du Zhuang ziThe Zhuang zi adopts its name after Zhuang zi, one of the greatest Chinese philosophers who lived in about the fourth century BC. The classic has been universally recognized for its boundless and exuberant imaginations and its humorous style of writing, particularly as evidenced by its effective use of the “sanyan” (三言, the three words) in the structuring of the narrative content. More importantly, it presents a unique conception of the cosmos, the ten thousand things and an insightful observation of the human world. Since it was known to the public, it has been followed by a variety of annotations and interpretations from different scholars in the Chinese history. Unquestionably, previous academic efforts have made the Zhuang zi survive a vast space of time and accumulated a richness of valuable data for its reinterpreting and retranslation in the present-day context of globalization. Nevertheless, the Zhuang zi per se is a classic of great meaning potential; therefore, it is open to diverse interpretations. Since different annotators and interpreters took different attitudes and approaches to the classic, misunderstandings and misinterpretations have taken place in their works of scholarship, more or less impeding the intracultural and intercultural dissemination of the classic.The present study commences with a review of the major findings on the Zhuang zi, ranging from the pre-Qin period to the contemporary era, as an attempt to discover the salient features of interpretation in different historical contexts of China so as to inspire the intralingual and interlingual retranslation of the classic. Then, it moves on to a discussion of the Zhuang zi’s standpoint on the relation between language and meaning, and the example of three commentaries, which is backed up by an observation of its English and French versions and their communicative facts in the target language world, with the resulting claim that intralingual translation and interlingual translation perform different functions in the trans-temporal and trans-spatial communication of the Zhuang zi. To push the discussion forward, this study turns its focus to the etymological aspect and evolutionary process of the three key philosophical notions in the classic, that is, “dao” (道, the dao) “tian” (天, heaven) and “de” (德, potency), all of which record a high frequency of use and highlight the relevant activity of inquiry in the community of Chinese Studies. This section mainly explores their patterns of use through reference to the pre-Qin Confucian works, the Lao zi and the Zhuang zi, and analyses both the merits and demerits of their different translated versions so as to illustrate a frame of reference for a deep understanding and interpretation of the Zhuang zi’s philosophical notions. Finally, this study closely refers to the classic’s relevant paragraphs and their English/French versions for a cross-linguistic interpretation of the Zhuang zi’s views on questions like “life and death”, “useful and useless” and “beauty and ugliness” to illustrate a translation-based approach to the master’s philosophical theories. It is claimed that Zhuang zi’s philosophical notions are highly context-dependent and therefore recontextualization is essential to the process of interpretation and translation. It is also claimed that the Zhuang zi’s philosophical theories are made from varied but complementary perspectives and therefore call for the use of paratexts and thick translation methods to reproduce the reality of the classic in translation situations. This study affirms the value of multimodal translation in the effective communication of the Zhuang zi as well
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Чи, Ц., and T. Chi. "Зоологический код в обеспечении межкультурной / межъязыковой коммуникации (на примере фразеологических единиц с компонентом зоонимом в китайском, русском и английском языках) : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100786.
Abstract:
Тема выпускной квалификационной работы – «Зоологический код в обеспечении межкультурной / межъязыковой коммуникации (на примере фразеологических единиц с компонентом зоонимом в китайском, русском и английском языках)». Цель данного исследования – выявить национально-культурные и универсальные составляющие зоологического кода на примере фразеологизмов с компонентом-зоонимом в китайском, русском и английском языках, способствующие обеспечению адекватного переводческого процесса при межкультурной коммуникации в обозначенной триаде языков. Объектом исследования данной работы являются фразеологические единицы с компонентом-зоонимом в китайском, русском и английском языках. В исследовании используется сопоставительный метод, позволяющий определить национально-культурные и универсальные образно-коннотативные особенности фразеологических единиц с компонентом-зоонимом в трёх вышеупомянутых языках.The topic of the present graduation thesis is “Zoological code in ensuring intercultural / interlingual communication (on the example of phraseological units with zoonym in Chinese, Russian and English)”. The purpose of the investigation lies in revealing the national-cultural and universal components of the zoological code using the example of phraseological units with zoonym in Chinese, Russian and English, which contribute to ensuring an adequate translation process for intercultural communication in the three languages. The subject of the research is phraseological units with zoonym in Chinese, Russian and English. The research uses a comparative method to determine the national-cultural and universal figuratively connotative features of phraseological units with zoonym in the three above-mentioned languages. The results of the research may be used in the process of mutual translation between Chinese, English, and Russian languages; in lexicographic practice for compiling a trilingual dictionary of zoonyms; in the classes of linguoculturology and intercultural communication, as well as for the purpose of teaching Russian to foreign students.
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Alsabri, Radhwan. "Analyse d'erreurs et des difficultés interlinguales en production orale chez les étudiants yéménites apprenant le français : étude longitudinale et transversale." Strasbourg, 2009. http://www.theses.fr/2009STRA1064.
Abstract:
Cette thèse se penche sur les erreurs phonétiques et morphosyntaxiques ainsi que les difficultés interlinguales en production orale chez les apprenants yéménites. Le premier objectif est de savoir si ces apprenants commettent les mêmes erreurs et souffrent de mêmes difficultés interlinguales malgré la progression des niveaux, de déterminer par la suite les erreurs et les difficultés qui disparaissent au fur et à mesure de l'apprentissage et celles qui persistent. Le deuxième objectif est d'identifier les types d'erreurs selon les différentes situations de production orale que ce soit les activités basées sur la performance ou celles basées sur la mémorisation. Pour atteindre ces objectifs, nous avons retracé dans la première partie les facteurs cognitifs, psychologiques et sociaux; la pédagogie interactive; les recherches faites en analyse d'erreurs et d'interlangue. Dans la seconde partie, nous avons mené une comparaison des niveaux de nOS étudiants par rapport au Cadre Européen Commun de Référence, avons déterminé notre méthodologie de recherche et la constitution du corpus. Finalement, nous avons classé et interprété l'origine des erreurs en fonction de la LM, de FLE et des systèmesd'interlangue. Nous avons découvert les erreurs particulières et les difficultés interlinguales de ces apprenants, celles qui disparaissent et celles qui persistent dans les différentes activités cognitives. À travers cette recherche, nous tentons d'apporter à la didactique des langues une nouvelle orientation de l'analyse des erreurs et d'interlangue, qui vise à les valoriser et même à les utiliser dans l'enseignement de français. Ce qui pourrait mener par la suite à une mise en place des programmes et des méthodes basées sur les erreurs et les difficultés spécifiques de ce publicThis thesis deals with the phone tic and morphosyntactic errors, as weil as the interlingual difficulties in oral production among the Yemeni leamers. The first objective is to know if the leamers make the same errors and suffer the same interlingual difticulties in spite of the progress of their levels, to determine afterward the errors and the difficulties which disappear according to the leaming and those which persist. The second objective is to identify the types of errors according to the various situations of oral production whether it is the activities based on the performance or those based on the memorization. To reach these objectives, we redrew in the tirst part the cognitive, psychological and social factors; the interactive pedagogy; the researches made in analysis of errors and interlanguage. In the second part, we led a comparison of the levels of our students with regard to the Common European Framework of Reference; we determined our methodology of research and the constitution of the corpus. Finally, we classified and interpreted the origin of errors according to the mother tongue, to the foreign language and to the systems of interlanguage. We discovered the errors and interlingual difficulties of those leamers, the types of errors which disappear according to the Iearning, those who persist according to the various cognitive actÏvities. Through this research, we try to bring to the didactics of the languages a new orientation of the analysis of the errors and the interlanguage, which aims at valuing them and even using them in the teaching of French. Il could bring afterward to an implementation of the programs and the methods based on the errors and the specific difficulties of this public
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Coser, Débora Secolim 1989. "Galanet versus Busuu : um estudo comparativo das mediações tecnológicas e político-pedagógicas em dois ambientes de aprendizagem colaborativa de línguas online." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269453.
Abstract:
Orientador: Marcelo El Khouri BuzatoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-24T15:28:48Z (GMT). No. of bitstreams: 1 Coser_DeboraSecolim_M.pdf: 1772608 bytes, checksum: 4b688b9568a58756ad8960c57221aa5d (MD5) Previous issue date: 2014
Resumo: Nesta dissertação discuto o conceito de ensino- aprendizagem colaborativa online por referência a dois contextos distintos. O primeiro é a plataforma Galanet, mantida por um consórcio de universidades européias, que visa estimular e desenvolver uma cultura de intercompreensão entre falantes de línguas românicas como alternativa à hegemonia do inglês na comunicação entre cidadãos europeus. O segundo é o site Busuu.com, que conecta pessoas ao redor do mundo dispostas a ensinar e aprender línguas entre si, sem a intervenção de tutores/moderadores profissionais. Em ambos os casos, o atrativo principal dos ambientes está na possibilidade de interagir com falantes nativos das línguas-alvo. O corpus analisado foi gerado na forma de registros provenientes proveniente das interlocuções da pesquisadora que participou de eventos colaborativos em ambos os espaços por seis meses. A fundamentação teórica abrange o exame de concepções de mediação oriundas de diferentes tradições teóricas assim como uma revisão histórica do conceito de aprendizagem colaborativa de línguas mediada por computador. A concepção de linguagem empregada é enunciativo-discursiva, fundamentada nos conceitos bakhtinianos de dialogismo, plurilinguismo, intercompreensão e gênero discursivo. O método empregado foi a Análise do Discurso Mediado por Computador proposta por Suzan Herring. Buscou-se, responder às seguintes perguntas de pesquisa: (i) quais as principais diferenças e semelhanças entre Busuu e Galanet em termos de mediações tecnológicas e político-pedagógicas? e (ii) de que modo o gênero Chat Pedagógico Plurilíngue e o gênero Chat Colaborativo em Duplas refletem essas semelhanças e diferenças? Os resultados mostraram que ambas as plataformas avançam em relação às propostas tradicionais da pedagogia de línguas, mas ainda estão aquém das dinâmicas de aprendizagem de línguas de caráter colaborativo e mediado por tecnologias digitais tais como os movimentos de desenvolvimento de softwares livres
Abstract: In this essay I discuss the concept of online collaborative teaching and learning by referring to two distinct contexts. The first one is the Galanet platform, maintained by European universities, which aims to encourage and develop a culture of mutual intelligibility between speakers of Romance languages as an alternative to the hegemony of English in communication amongst European citizens. The second one is the Busuu.com site that connects people around the world who are willing to teach and learn languages amongst themselves, without the intervention of tutors or professional moderators. In both cases, the most attractive characteristic of the environments is the possibility to interact with native speakers of the desired language. The corpus analyzed was generated in the form of records coming from the interactions of the researcher who participated in collaborative events in both platforms for a period of six months. The theoretical bases cover the concepts of mediation coming from different theoretical traditions, as well as a historical review of the concept of computer-mediated collaborative language learning. The conception of language is enunciative-discursive, based on the concepts of Bakhtinian dialogism, multilingualism, mutual understanding and discursive genre. The method employed was the Computer Mediated Discourse Analysis proposed by Suzan Herring. The research questions sought to be answered were: (i) What are the main differences and similarities between Busuu and Galanet in terms of technological and political-pedagogical mediations? And (ii) How does the Plurilingual Pedagogical Chat and Collaborative Chat in Pairs genres reflect these similarities and differences? The results showed that both platforms advances regarding the traditional language learning pedagogies, but are still below the dynamics of language learning and collaborative feature mediated by digital technologies, such as the development of Opens Source software
Mestrado
Linguagem e Educação
Mestra em Linguística Aplicada
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Leemans, Neil Edwin Michael. "VIL a visual inter lingua." Link to thesis, 2001. http://www.wpi.edu/Pubs/ETD/Available/etd-0424101-005711.
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Thesis (M.S.)--Worcester Polytechnic Institute.Title from title screen. Keywords: icons; pictorial; visual language; iconic communication; pidgins; interlingua. Includes bibliographical references (p. 294-301).
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Wang, Suowing. "Lexicultura na Língua Chinesa e na Lexicografia Bilingue de Chinês-Português." Doctoral thesis, 2016. http://hdl.handle.net/10362/17164.
Abstract:
No contexto de internacionalização de hoje, acompanhando os contactos cada vez
mais intensos entre o mundo chinês e o mundo lusófono, é exigida a maior atenção à
questão da lexicultura na comunicação interlingual e intercultural, pois o que preocupa as
partes envolvidas não é apenas descodificar os signos meramente linguísticos, mas
também perceber a cultura que a língua, nomeadamente as unidades lexicais transportam,
visando um comportamento culturalmente correto e adequado nessa comunicação.
Partindo desta preocupação, este trabalho tenta, através da abordagem e análise
da língua, da escrita e do léxico chineses, comprovar que o chinês, devido às suas
peculiaridades inexistentes em outras línguas do mundo, constitui o vivo exemplo que
exemplifica e alarga o conceito de lexicultura, pois a própria língua, sobretudo a sua
escrita e as suas unidades lexicais, além de refletirem a cultura popular e partilhada,
também contam verdadeiras histórias da Humanidade e da China.
Baseando-se nesta abordagem e análise, a tese apresenta um novo modelo de
dicionário cultural chinês-português, com propostas concretas de seleção de vedetas para
a sua macroestrutura e de definição de vedetas na sua microestrutura, ao serviço da
comunicação entre os dois mundos em questão.In today's context of internationalization, accompanying the increasingly intense contacts between the Chinese world and the Portuguese-speaking world, the greatest attention is required to the issue of lexiculture in interlingual and intercultural communication, for what concerns the parties involved is not only to decode merely linguistic signs, but also understand the culture that the language, namely the lexical units, carry, aiming at a culturally correct and appropriate behaviour in that communication. Based on this concern, this paper attempts, through the approach and analysis of the Chinese language, writing and lexicon, to prove that the Chinese, due to its peculiarities non-existent in other languages in the world, is the living example that exemplifies and extends the concept of lexiculture, because the language itself, its writing and its lexical units, besides reflecting popular culture and shared culture, also feature true stories of humanity and China. Based on this approach and analysis, this paper presents a new model of Chinese- Portuguese cultural dictionary, with concrete proposals of entries selection for its macrostructure and entries definition in its microstructure at the service of communication between the two worlds in question.
7
Achten, Michael. "Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen." Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-AECC-B.
Books on the topic "INTERLINGUAL COMMUNICATION":
1
Nida, Eugene Albert, and Eugene A. Nida. The sociolinguistics of interlingual communication. Bruxelles: Editions du Hazard, 1996.
2
Stenström, Ingvar. Interlingua: Instrumento moderne de communication international : [textos]. Beekbergen, Nederland: Servicio de Libros U.M.I., 1987.
3
Goglia, Francesco. Il soggetto plurilingue: Interlingua, aspetti di neurolinguistica, identità e interculturalità. Milano: F. Angeli, 2004.
4
Rasmussen, Gitte. Zur Bedeutung kultureller Unterschiede in interlingualen interkulturellen Gesprächen: Eine Mikroanalyse deutschsprachiger Interaktionen zwischen Franzosen und Dänen und zwischen Deutschen und Dänen. München: Iudicium, 2000.
5
Juliane, House, Blum-Kulka Shoshana, and International Symposium on Discourse and Cognition in Translation and Second Language Acquisition Studies (1984 : University of Hamburg), eds. Interlingual and intercultural communication: Discourse and cognition in translation and second language acquisition studies. Tübingen: G. Narr, 1986.
6
Heller, Dorothee. Formulierungsmuster in Deutscher und Italienischer Fachkommunikation: Intra- Und Interlinguale Perspektiven. Lang AG International Academic Publishers, Peter, 2008.
Book chapters on the topic "INTERLINGUAL COMMUNICATION":
1
Goertzel, Ben. "Lojban++: An Interlingua for Communication between Humans and AGIs." In Artificial General Intelligence, 21–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39521-5_3.
2
Bahadur, Promila. "Multilingual Machine Translation Generic Framework with Sanskrit Language as Interlingua." In International Conference on Intelligent Computing and Smart Communication 2019, 271–85. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0633-8_26.
3
Benucci, Antonella, and Giulia Grosso. "Aspetti interculturali nella comunicazione medico-paziente Il punto di vista del personale sanitario e dei pazienti." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/009.
Abstract:
Healthcare institutions are among the contexts which are heavily characterised by interlingual and intercultural contact. In these contexts communicative ‘short circuits’ can occur due to incomprehension resulting from linguistic and cultural difficulties. Such situations can compromise founding principles of medicine, amongst which equal opportunities for patients’ treatment, scrupulous attention and providing accurate information. The study investigates the perception of the effectiveness of mutual doctor-immigrant patient communication, the linguistic-cultural ‘imagery’ that results from it and the nature and/or absence of specific communication strategies.
4
Díaz-Millón, Mar. "The Role of Transcreation in Corporate Communication." In Advances in Linguistics and Communication Studies, 159–76. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6799-9.ch009.
Abstract:
In a globalized world, companies need to have their online information linguistically and culturally adapted to access international markets. Transcreation is an interlingual creative re-interpretation of a text made considering the linguistic and cultural differences between the target and the original audiences. One of the main sources of corporate information is the corporate website. The US healthcare sector is one of the major industries in the world. Hence, studying the characteristics of their dissemination of corporate information is relevant to know the keys of a fruitful corporate communication. The main objective of this chapter is to identify the keys of a web transcreation process. It is divided in 1) to elaborate a set of indicators for evaluating web transcreation strategies and 2) to apply these indicators to a corporate website to exemplify their functioning through a case-study. The website of the company Pfizer is analyzed. The original US-English and the Spain-Spanish websites are compared. The analysis provides the keys to a successful transcreation process.
5
"Chapter 11. Interlingual Education in the Classroom: An Action Guide to Overcoming Communication Conflicts." In The Many Faces of Multilingualism, 187–206. De Gruyter Mouton, 2020. http://dx.doi.org/10.1515/9781501514692-011.
6
Rao, Ya, Congcong Wang, and Jacob Bender. "French-Chinese Dialogical Interaction via Web Collaborative Blog-Writing." In Advances in Educational Technologies and Instructional Design, 208–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch010.
Abstract:
This qualitative study explores how a French-Chinese web collaborative blog-writing project provides a space for understanding the various metalinguistic approaches that foreign language learners' use to facilitate foreign language learning and intercultural communication. It adopts a multilingual-plurilingual approach, an interlingual approach and a web collaboration approach as a framework. Qualitative data was collected from the blogs and online interactions of 22 French Foreign Language (FFL) learners in China, and 24 Chinese Foreign Language (CFL) learners in France. The findings reveal the increased development of FFL and CFL learners' metalinguistic awareness, plurilingual competence, and bilingual skills that is accomplished through web collaboration. Implications regarding web-based tandem language learning and peer-assisted web collaboration are discussed.
7
Winstead, Lisa. "Mexican Heritage ELL and Native English Speaker Interaction." In Advances in Educational Technologies and Instructional Design, 334–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch016.
Abstract:
This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.
8
Winstead, Lisa. "Mexican Heritage ELL and Native English Speaker Interaction." In Computer-Assisted Language Learning, 1147–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch055.
Abstract:
This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.
9
Osipov, Petro, and Nataliia Bulyk. "TRANSLATION OF CLASSICS OF GERMAN POETRY IN UKRAINIAN." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-9.
Abstract:
Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the "source culture", as well as knowledge of the syntax and semantics of the "source text" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between "source culture" and thus – the culture of "source language" and "target culture" and thus - the culture of "target language". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad "Erlkönig" ("The Forest King"), it is his popular excerpts from the tragedy "Faust". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads "Pirnach" ("DerTaucher") and "Glove" ("DerHandschuh"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.
10
Matulewska, Aleksandra. "O języku przyrodniczym i łowieckim w komunikacji międzykulturowej. Studium przypadku." In Języki specjalistyczne w komunikacji interkulturowej. Wydawnictwo Uniwersytetu Łódzkiego, 2020. http://dx.doi.org/10.18778/8220-071-3.08.
Abstract:
Not much is written about communication in the languages of natural sciences and hunting. Only a few authors explore literature and the language of forestry or hunting (Dynak 1988, 1991a, 1991b, 1993, 1994, 2004, 2012; Jóźwiak Z. 2004; Jóźwiak J. 2013; Kloc 2019; Kościelniak-Marszał 2013; Pajewska 2003; Przybecki 2008). At the same time, these languages, both in Poland and abroad, have not been researched into so far from a broader comparative perspective in the field of intercultural communication. First of all, monolingual dictionaries are available on the market (e.g. Hoppe 1970; Gawin 2016; Jóźwiak; Biały 1994; Kozłowski 1996; Krzemień 1986; Szałapak 2004). In addition, you can find several bilingual dictionaries of the forestry or hunting language in Polish-English (Kloc 2013, 2015; Witkowska 2010), Polish-German (Niedbał 1917; Żeromski 1990; Klin et al. 2006) pairs and vice versa, but there are no dictionaries for other language pairs, e.g. Polish-French. There are also no papers devoted to communication problems, despite the fact that books on nature sciences and hunting are translated from various languages into Polish, and there is a market demand for translators ensuring effective interlingual communication during hunting trips. The aim of the work is to present the problems of intercultural communication in the field of natural sciences and hunting language. The results presented in the work were obtained by analyzing the work of students participating in a specialist translation course. A qualitative analysis of the mistakes made by students has been made and conclusions have been drawn as to how well a student of philological studies is prepared to translate natural science texts, including hunting texts.
Conference papers on the topic "INTERLINGUAL COMMUNICATION":
1
NINGSIH, Kurnia. "Enhancing Intercultural and Interlingual Communication of EFL Learners' Ability through English Literature." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.30.
2
Garan, E. P. "Transformational operations in the transmission of social and political realities in conditions of interlingual communication." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-109.
3
Myasoedova, M. A., M. P. Farkhadov, and Z. P. Myasoedova. "Influence of Interlingual Homonymy on How People Mutually Understand and Visually Perceive Oral Speech." In 2019 IEEE 13th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2019. http://dx.doi.org/10.1109/aict47866.2019.8981786.
4
Martins, Ronaldo Teixeira, Lucia Helena Machado Rino, Maria das Graças Volpe Nunes, Gisele Montilha, and Osvaldo Novais de Oliveira. "An interlingua aiming at communication on the web." In NAACL-ANLP 2000 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1117554.1117558.