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Relevant bibliographies by topics / Language and languages Culture

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Academic literature on the topic 'Language and languages Culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Language and languages Culture"

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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another

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De Swaan, Abram. "Language and culture in Transnational society." European Review 7, no. 4 (1999): 507–18. http://dx.doi.org/10.1017/s1062798700004440.

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The modern world system also comprises a global constellation of languages, arranged in hierarchies and linked by multilingual individuals. The communication value of a language depends on the proportion of the people who speak it, multiplied by the proportion of multilingual speakers. The special characteristics of languages make them into hypercollective goods. In the West language is identified with state. A language of supercentral communication will permit the nations of the European Union to communicate and will exist in a dynamic, precarious balance with the indigenous languages.

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Chen, Shen. "Cultural components in the teaching of Asian languages." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 153–68. http://dx.doi.org/10.1075/aralss.12.10che.

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Abstract The importance of understanding target cultures is an increasingly acknowledged aspect in the teaching of Asian languages. Yet how to incorporate the teaching of cultures with languages remains controversial. This paper will discuss a number of main paradigms of teaching target culture employed in Asian language programs and propose a concept of capacity which relates target cultures with the language learners’ own culture.

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Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.

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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.

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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.

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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Chen and the categorizations of types of culture proposed by Cortazzi and Jin and Chao were employed to investigate the extent to which cultural elements (knowledge-culture or communicative-culture) and types of culture (source, target, international cultures or intercultural interaction) are represented in these textbooks. The analysis found that both knowledge-culture and communicative-culture are embodied in the textbooks. Furthermore, most of the cultural elements identified in the textbooks represent source and target cultures which refer to learners’ own culture and culture of the target language. The presence of international cultures and intercultural interaction, on the other hand, is lower in these textbooks. This study contributes towards a better understanding of how Malaysian authors of Mandarin as a second language textbooks for Malaysian learners incorporate cultural elements in the books they write. It highlights the importance of integrating cultural elements and representing a diversity of cultures in textbooks for teaching Mandarin as a second language.

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Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia." Issues in Language Studies 10, no. 1 (2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.

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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance adopted by these mothers. The study found that two of the mothers speak Chinese heritage languages with their children to reinforce emotional attachment and family cohesion. Conversely, two other mothers face socioeconomic and educational pressures in relation to maintaining Chinese heritage languages, which trigger a shift to using dominant languages such as Mandarin Chinese and English with their children. Nevertheless, all four mothers made efforts in exposing their children to ethnic Chinese cultures. The findings indicate that maintaining heritage languages in the current era has become a challenge for many families in Malaysia while speaking dominant languages is becoming a necessity.

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Donskikh, Oleg A. "The value of the national language of science (part no. 1)." Science management: theory and practice 2, no. 2 (2020): 189–208. http://dx.doi.org/10.19181/smtp.2020.2.2.9.

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The article examines the history of the formation of several languages of science – Ancient Greek, Sanskrit, Arabic and Latin - relating to the material of four languages and corresponding cultures. Several considerations are given in favor of the need to preserve the national languages of science. The stages of formation of languages of science in the system of culture are traced. There are two types of languages that are used by scientific communities: 1) languages that are rooted in the national culture and remain firmly linked with the natural language community; 2) languages that are reserved for performing a certain function, while in parallel, national languages are fully functioning in society. The first type includes the Greek and Arabic, the scientific languages of the second type are Sanskrit and Latin. The key role of the humanitarian, in particular poetic, philological and philosophical culture for the formation of the language of science is shown. Based on the material of the Ancient Greek language, the stages of its development over several centuries are traced, which resulted in such linguistic tools that allowed not only to use abstract conceptual concepts, but also to organize the vocabulary hierarchically, and this as a result allowed to form any needed generic chains. The importance of the appearance of impersonal texts that comes with collections of written documents alienated from a particular teacher is emphasized.

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Spanu, Michael. "Sacred Languages of Pop: Rooted Practices in Globalized and Digital French Popular Music." Open Cultural Studies 3, no. 1 (2019): 195–206. http://dx.doi.org/10.1515/culture-2019-0018.

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Abstract Nowadays, popular music artists from a wide range of cultures perform in English alongside other local languages. This phenomenon questions the coexistence of different languages within local music practices. In this article, I argue that we cannot fully understand this issue without addressing the sacred dimension of language in popular music, which entails two aspects: 1) the transitory experience of an ideal that challenges intelligibility, and 2) the entanglement with social norms and institutions. Further to which, I compare Latin hegemony during the Middle Ages and the contemporary French popular music, where English and French coexist in a context marked by globalisation and ubiquitous digital technologies. The case of the Middle Ages shows that religious control over Latin led to a massive unintelligible experience of ritual singing, which reflected a strong class divide and created a demand for music rituals in vernacular languages. In the case of contemporary French popular music, asemantical practices of language are employed by artists in order to explore alternative, sacred dimensions of language that challenge nationhood.

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Liddicoat, Anthony J. "Culture for language learning in Australian language-in-education policy." Australian Review of Applied Linguistics 28, no. 2 (2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.

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Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.

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Gyanwali, Gokarna Prasad. "Language Endangerment in South Asia." Patan Pragya 5, no. 1 (2019): 63–74. http://dx.doi.org/10.3126/pragya.v5i1.30437.

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Language endangerment is the very critical issues of 21st century because the extinction of each language results in the irrecoverable loss of unique expression of the human experience and the culture of the world. Every time a language dies, we have less evidence for understanding patterns in the structure and function of human languages, human prehistory and the maintenance of the world’s diverse ecosystems. Language is thus essential for the ability to express cultural knowledge, the preservation and further development of the culture. In the world, 500 languages are spoken by less than 100 peoples and 96% of the worlds languages are spoken only 4% of the world’s population. Data shows that all most all the minority languages of world are in endangered and critical situation and not becoming to the culture transmitter. This paper will explain the process, stages, paradigms, as well as the language endangerment in global and in South Asian context.

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Dissertations / Theses on the topic "Language and languages Culture"

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Lewis, Rhodri. "Language, mind and nature : artificial languages in England from Bacon to Locke /." Cambridge [u.a.] : Cambridge Univ. Press, 2007. http://www.loc.gov/catdir/enhancements/fy0803/2007281317-b.html.

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Gallivan, Kathleen C. "Does culture translate can we make the words our own? /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1164.

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Thesis (M.A.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains iv, 30 p. : ill. Includes abstract. Includes bibliographical references (p. 29-30).

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Allen, Nicholas Peter Legh. "The role of language and mediation in selected aspects of contemporary culture." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/468.

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Statement of the Problem: Specifically, how suitable is a textual language in communicating “irrational concepts” and religious myths designed to explain the irrational? Furthermore, how important is the mastery of a textual language apropos of our conceptual processes and in what ways can the structure of a specific language-game impact on a person’s conceptual abilities? To undertake this enquiry, certain assumptions will have to be made. For example, it is accepted that everything we interpret and ultimately understand is mediated solely through language in the broad sense (which includes visual cognition or literacy). Here it is accepted that without language we cannot think. Indeed, even our most private thoughts are based on a language, which embodies communally sanctioned criteria. Hypothesis: It is then the premise of this dissertation that the very architecture of a person’s mother-tongue has a profound influence on the worldview and perception of a particular person. Also it is possible to consider that certain languages, by virtue of their very structure, either hinder or facilitate certain cognitive development or potential. Further, if we could but increase the linguistic proficiency of our citizens, we will be better positioned to develop a critical mass of people who are problem solvers, mathematicians and conceptualizers; and who will address the shortfall of graduates in science, engineering, technology and business in South Africa. If in any way accurate, this would tend to imply that (inter alia) the retention rate of potential graduates in the SET and business disciplines will be significantly improved if educational policy-makers embraced even the most basic tenets of the linguistic paradigm.

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Long, Cory J. "Authentic materials an educator's guide to their use in the language classroom /." [Muncie, Ind.] : Ball State University, 2009. http://cardinalscholar.bsu.edu/451.

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Leitch, David Gideon. "The politics of understanding language as a model of culture /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3331060.

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Thesis (Ph. D.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed Dec. 5, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 235-251).

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Casey, Judith Kay. "Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279860.

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ESOL (English for speakers of other languages) community college students enrolled in a required writing course were introduced to contrastive rhetoric to assist them in making connections between their first languages (L1) and English to enhance their writing. Students wrote a paragraph in their first language and then compared the experience to writing in English. I asked them to investigate specific cohesive devices, comparing how each device functioned in English with how it might function in L1. The research was focused on the question What cultural and linguistic capital do students bring to the writing class, and what is the relationship of this capital to their English writing? A group of seven multilingual students from Pakistan whose L1 was Urdu participated in the study. My methodology, based on teacher research and a case study approach, included four data sets: questionnaires, first drafts of the participants' formal writings, group interviews, and guided student investigations into cohesion and contrastive rhetoric. The results indicate that the students' writing, which was not highly rated by a panel of native English speakers, had few problems with cohesion and also few characteristics that might be traced to the influence of Pakistani English. Instead, mistakes in conventional English grammar and a perceived lack of content development were what influenced the raters. Implications for future research include a suggestion of how colleges and universities may benefit the increasing numbers of students who are users of World Englishes by valuing the linguistic and cultural capital they bring to the classroom.

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Cortez, Marc. "Models, metaphors, and multivalent contextualizations religious language and the nature of contextual theology /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Qian, Lihua. "Conceptions of the role of culture in foreign language education in China." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.

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Interest in foreign language, in particular English, education in China has grown considerably in the past three decades, not only in terms of linguistic aspects, but also, more recently, its cultural dimension. The recent syllabuses for non-English and English majors have placed emphasis, to varying extents, on the development of students’ cultural knowledge and/or intercultural communicative competence. The purpose of the research reported in this dissertation is to provide a panoramic picture and a characterisation of the conceptions of culture and its role in English language teaching and learning in China. The research was designed as two discrete, but related, studies: a survey of academic publications; and a field study. The survey aimed at providing a systematic account of the main themes and emphases of writings about culture teaching and intercultural communication studies. Its aim was to discover the research interests, beliefs about culture and the role of culture in foreign language, mainly English, education, and culture teaching techniques. The field study employed semi-structured interviews and non-participant classroom observations to investigate Chinese university EFL teachers’ conceptions of culture and beliefs about culture teaching, and their instructional practices in the classroom. The findings from the studies indicate that the writers and the teachers shared a similar, fairly circumscribed, range of conceptions about culture and culture teaching. Culture is viewed principally as one’s way of life; the role of teaching culture in language learning as presenting factual information relating to products, practices and perspectives. Culture teaching is regarded as important and necessary in foreign language teaching, and its goal as the development of knowledge about cultures and awareness of other cultures. The main culture teaching techniques used in education are introduction, comparison and culture, and student projects Nonetheless, teachers were found to have little acquaintance with culture theory and to lack pedagogical training in culture teaching. They rely predominantly on their own, personal and largely limited, knowledge about and experience of other cultures and tend to focus on the development of students’ language proficiency without sustained cultural input. Despite the rapidly expanding scholarly literature on these topics, it appears to have very limited influence on actual foreign language teaching in universities. On the basis of these findings, a tentative model for cultural education in FLT in China is proposed, comprising (1) developing teachers’ beliefs about and knowledge of culture and culture learning; (2) strengthening comparative cultural studies and cultural pedagogically-oriented research, especially by teachers themselves; (3) developing expertise in culture-related pedagogical practice; (4) extending opportunities for both teachers and learners to gain immersion experiences in other cultures.

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Cumming-Potvin, Wendy M. "A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.

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Alana, Alejandra B. ""El pensamiento crítico y la cultura en los programas de lenguas extranjeras"." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278434172.

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Books on the topic "Language and languages Culture"

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Space and time in languages and cultures: Language, culture, and cognition. John Benjamins Pub. Co., 2012.

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Language and culture. Oxford University Press, 1998.

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J, Whaley Lindsay, ed. Saving languages: An introduction to language revitalization. Cambridge University Press, 2006.

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Language and material culture. John Benjamins Publishing Company, 2015.

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Nida, Eugene Albert, and Eugene A. Nida. Language, culture, and translating. Shanghai Foreign Language Education Press, 1993.

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Das, Kanti Lal, and Roy Nirmal Kumar. Language, culture, and value. Northern Book Centre, 2012.

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Language, education, and culture. Oxford University Press, 2000.

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Coplan, David B. Sesotho language and culture. NUL Pub. House, National University of Lesotho, 1992.

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Teaching language, learning culture. Bergin & Garvey, 1993.

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Fuentes, Pedro Guijarro. New directions in language acquisition: Romance languages in the generative perspective. Cambridge Scholars Pub., 2010.

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Book chapters on the topic "Language and languages Culture"

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Connell, Bruce. "The role of colonial languages in language endangerment in Africa." In Culture and Language Use. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/clu.17.04con.

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Seidel, Frank. "Describing endangered languages." In Culture and Language Use. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/clu.17.12sei.

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Lewis, Marilyn. "Culture and Language Learning." In How to Study Foreign Languages. Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_14.

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Tengan, Alexis B. "European languages in African society and culture: A view on cultural authenticity." In Language Contact and Language Conflict. John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/z.71.07ten.

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Gill, Karamjit S. "Cultures, Languages, Mediation." In Artifical Intelligence, Culture and Language: On Education and Work. Springer London, 1990. http://dx.doi.org/10.1007/978-1-4471-1729-2_19.

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Weber, Jean-Jacques. "Language and Culture." In Language Racism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_6.

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Goodson, A. C. "Language and Culture." In On Language. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26900-6_3.

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Soh, Kaycheng. "Language Learning and Culture Teaching: Culture in Language." In Teaching Chinese Language in Singapore. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_1.

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Spring, Joel. "Culture and Language." In Global Impacts of the Western School Model. Routledge, 2018. http://dx.doi.org/10.4324/9781351002745-4.

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Stewart, Pamela J., and Andrew J. Strathern. "Language and Culture." In Breaking the Frames. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47127-3_8.

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Conference papers on the topic "Language and languages Culture"

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Ali, Azad, and Frederick Kohun. "It is Time to Add Kurdish Culture to VS .NET Globalization." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3110.

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Starting with the introduction of Visual Studio .NET (VS .NET) application developers can write programs that may be used for different languages listed in VS .NET globalization. However, the list of languages is incomplete and is missing many. One of these missing languages from VS .NET globalization is the Kurdish: a language written and spoken by millions of Kurds around the world. Previous research conducted by the authors made a case for adding the Kurdish language to the globalization component of the .NET Framework. We were hopeful that the Kurdish will be added to VS .NET in the latest version (VS .NET 2005) that was yet to be released in full version at the time of writing that paper. However, VS .NET 2005 has been released, and to our disappointment, Microsoft excluded the Kurdish language again from the languages it supports in VS .NET. This paper is to emphasize adding Kurdish to VS .NET globalization component. It shows that there are no technical, lingual or cultural hurdles for adding Kurdish to VS .NET globalization and thus it is time to add the Kurdish Culture to the newly released Microsoft .Net Framework.

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null. "Languages in business culture." In IEE Colloquium on The Language Toolkit for Engineers in Business. IEE, 1997. http://dx.doi.org/10.1049/ic:19970332.

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.

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Narbut, Elena, and Valentina Mikhaleva. "PODCAST AS AN ACTUAL RESOURCE IN TEACHING FOREIGN LANGUAGES." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.23.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

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Nandy, Paromita. "Ratiocinate the Sociocultural Habits of Bengali Diaspora Residing in Kerala: A Linguistic Anthropology Study." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-2.

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The paper alludes to the study of how humans relocate themselves with cultural practice and its particular axiom, which embrace the meaning and value of how material and intellectual resource are embedded in culture. The study stimulates the cultural anthropology of the Bengali (Indo-Aryan, Eastern India) diaspora in Kerala (South India) that is dynamic and which keeps changing with the environment, keeping in mind a constant examination of group rituals, traditions, eating habits and communication. Languages are always in a state of flux, as are societies, and society contains customs and practices, beliefs, attitudes, way of life and the way people organize themselves as a group. The study scrutinizes the relationship between language and culture of Bengali people while fraternizing with Malayalee which encapsulates cultural knowledge and locates this in the interactions among members of varied cultural groups across time and space. This is influenced by that Bengali diasporic people change across generations owing to cultural gaps and remodeling of language and culture. The study investigates how a social group, having different cultural habits, manages time and space of a new and diverse sociopolitical situation. Moreover, it also investigates the language behaviour of the Bengali diaspora in Kerala by analyzing the linguistic features of Malayalam (Dravidian) spoken, such as how they express their cultural codes in different spatiotemporal conditions and their lexical choice in those situations.

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Paee, Rokiah, Roslina Mamat, and Roswati Abdul Rashid. "Japanese Animation: Its Effect on Malaysian Undergraduate Students." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-5.

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Japanese animation or anime is one of the most popular and well-received types of Japanese popular cultures, translated into various languages, rendering these globally renowned. A plethora of studies has shown that interest in anime has led students to start learning the Japanese language. However, to date, studies examining the influence of anime consumption on Japanese language students, particularly in Malaysian contexts, are scarce. The present study aims to identify the effect of anime consumption on Malaysian undergraduates who enrolled in beginner Japanese language courses at three public universities in Malaysia. A total of 150 undergraduate students who are interested in anime participated in this study. The data was collected using an online survey and was coded and categorized by themes. The data revealed that most students are influenced by the characters, settings, and storylines of anime. The main positive effects are; broadening their knowledge on Japan and its culture, deepening their interest on Japanese language, strengthening relationships with family members and friends, releasing stress, instilling positive moral values and enhancing imagination and creativity. However, poor time management, negative moral values, negative emotion, antisocial behavior, escapism and buying characters’ goods are mentioned as the main adverse effects. The results of this study gave insightful perspectives to those working in Japanese language and cultural pedagogies.

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Skachedubova, Maria. "On the functioning of l-forms as past participles in the oldest Old Russian chronicles in the light of data of other Slavonic languages." In Slavic collection: language, literature, culture. LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m.slavcol-2018/191-198.

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Arustamyan, Karine. "LINGUOCULTURAL CONTENT OF THE COLOR TERM "ORANGE" IN THE RUSSIAN AND ARMENIAN LANGUAGES." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.3.

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Reports on the topic "Language and languages Culture"

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Lazear, Edward. Culture and Language. National Bureau of Economic Research, 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, and Romain Wacziarg. Ancestry, Language and Culture. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, and Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634222.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, et al. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634202.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634193.

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Bhavsar, Kartik, Reanna Poncheri Harman, Kathryn Nelson, Amber Harris, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634194.

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Brandt, Lauren M., Milton V. Cahoon, Reanna Poncheri Harman, et al. Special Operations Forces Language and Culture Needs Assessment: Language Resources And Self-Study. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634203.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Defense Language Proficiency Test (DLPT). Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada618284.

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