Iron Axe, Magic Lamp, or Trojan Horse: Issues in Cross-Cultural Transfer of Health Technology

1983 ◽  
pp. 33-46
Author(s):  
Stephen C. Joseph
Keyword(s):  
Health Technology ◽  
Trojan Horse ◽  
Cross Cultural ◽  
Cultural Transfer

Italian Survey of Organizational Functioning and Readiness for Change: A Cross-Cultural Transfer of Treatment Assessment Strategies

2006 ◽  
Vol 12 (4) ◽  
pp. 176-181 ◽  
Author(s):  
Lorenzo Rampazzo ◽  
Monica De Angeli ◽  
Giovanni Serpelloni ◽  
D. Dwayne Simpson ◽  
Patrick M. Flynn
Keyword(s):  
Cross Cultural ◽  
Readiness For Change ◽  
Cultural Transfer ◽  
Organizational Functioning ◽  
Treatment Assessment ◽  
Italian Survey ◽  
Assessment Strategies

Educational Technology: Its Creation, Development and Cross-Cultural Transfer

1989 ◽  
Vol 24 (1) ◽  
pp. 85
Author(s):  
Jurgen Oelkers ◽  
R. Murray Thomas ◽  
Victor N. Kobayashi
Keyword(s):  
Educational Technology ◽  
Cross Cultural ◽  
Cultural Transfer

“How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ming-Fang Lin ◽  
Miao-Hsia Chang ◽  
Yu-Fang Wang
Keyword(s):  
Chinese Americans ◽  
Strategy Use ◽  
Cross Cultural ◽  
Cultural Transfer ◽  
Efl Learners ◽  
Pragmatic Transfer ◽  
Completion Task ◽  
Similarities And Differences ◽  
Interlanguage Development ◽  
Individual Strategies

Abstract The present study aimed to examine the speech act of correction produced by Chinese, Americans, and Chinese EFL learners. A total of 120 participants were asked to fill in a questionnaire with two major parts: a Scaled Response Questionnaire (SRQ) and a Discourse Completion Task (DCT). Elicited data were analyzed in terms of three perspectives: perception of face-threat, overall correction strategy use, and the use of external modifications. The results showed some similarities and differences between Chinese and Americans’ corrections. As for the EFL learners, they exhibited their interlanguage development in the perception and overall strategy use. In addition, instances of L1 pragmatic transfer were found in the learners’ use of some individual strategies and external modifications. Learners’ interlanguage development and L1 socio-cultural transfer demonstrated the multi-competence of the learners. The present study suggests that further instruction should be implemented to enrich L2 learners’ pragmatic repertoire for successful ELF communication.

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