scholarly journals An Examination of Translingual Practices on a Mobile Application

2020 ◽  
Vol 1 ◽  
pp. 54-72
Author(s):  
Yoo Young Ahn
Keyword(s):  
Mobile Application ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Meaning Construction ◽  
Linguistic Knowledge ◽  
Vowel Quality ◽  
Active Involvement ◽  
Pronunciation Instruction ◽  
Naturally Occurring ◽  
Korean And English

This article reports Korean speakers’ experiences with naturally occurring translingual transliterations in a noneducational online contact zone to support improvement of English pronunciation. Use of the Korean and English alphabets in pronunciation transliterations and application users’ meaning-making are analyzed using Canagarajah’s (2013) macrotranslingual strategies for negotiation. Findings show that the nonstandard transliterations could easily deliver pronunciations to a broad audience and stimulate the participation of users, who draw on diverse resources to strategically negotiate their footings to make meaning, often referring to their linguistic knowledge or experiences in certain countries. Patterns around transliteration and negotiation suggest two major implications for classroom pronunciation instruction: using students’ existing resources to address crucial features of intelligibility such as vowel quality and suprasegmental features in transliterations, in addition to segmentals, and eliciting students’ active involvement in meaning construction. Furthermore, English teachers might challenge their students’ acceptance of prevalent monolingual standards in pronunciation and establish their translingual sensitivity to cultural/linguistic diversity.

scholarly journals Text Cohesion in English Scientific Texts Written by Saudi Undergraduate Dentistry Students: A Multimodal Discourse Analysis of Textual and Logical Relations in Oral Biology Texts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Linguistic Knowledge ◽  
Bachelor Of Science ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices ◽  
Analysis Scheme

This qualitative study examined multimodal cohesive devices in English oral biology texts by eight high-achieving Saudi English-as-a-foreign-language students enrolled in a Bachelor of Science Dentistry program. A Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the textual and logical cohesive devices in oral biology texts was conducted, employing Halliday and Hasan’s cohesion analysis scheme. The findings showed that students used varied cohesive devices: lexical cohesion, followed by reference and conjunctions. Although ellipsis was minimally employed in the oral biology texts, its discipline-specific uses emerged: the use of bullet points and numbered lists that facilitate recall. The SF-MDA of cohesion in multimodal semiotic resources highlighted the processes underlying construction of conceptual and linguistic knowledge of cohesive devices in oral biology texts. The results indicate that oral biology discourse is interdisciplinary, including a number of subfields in biology. The SF-MDA of pictorial oral biology representations indicates that they include instances of cohesive devices that illustrate and complement verbal texts. The results indicate that undergraduate students need to be provided with a variety of multimodal high-cohesion texts so that they can successfully extend underlying conceptual and logical meaning-making relations.

Conceptualizing Culture: Possibilities for Political Science

2002 ◽  
Vol 96 (4) ◽  
pp. 713-728 ◽  
Author(s):  
Lisa Wedeen
Keyword(s):  
Identity Formation ◽  
Political Science ◽  
Meaning Making ◽  
Meaning Construction ◽  
Ethnic Identity Formation ◽  
Work Habits ◽  
Political Effects ◽  
Theoretical Category ◽  
Causal Variable ◽  
Oriented Approach

This essay makes a case for an anthropological conceptualization of culture as “semiotic practices” and demonstrates how it adds value to political analyses. “Semiotic practices” refers to the processes of meaning-making in which agents' practices (e.g., their work habits, self-policing strategies, and leisure patterns) interact with their language and other symbolic systems. This version of culture can be employed on two levels. First, it refers to what symbols do—how symbols are inscribed in practices that operate to produce observable political effects. Second, “culture” is an abstract theoretical category, a lens that focuses on meaning, rather than on, say, prices or votes. By thinking of meaning construction in terms that emphasize intelligibility, as opposed to deep-seated psychological orientations, a practice-oriented approach avoids unacknowledged ambiguities that have bedeviled scholarly thinking and generated incommensurable understandings of what culture is. Through a brief exploration of two concerns central to political science—compliance and ethnic identity-formation—this paper ends by showing how culture as semiotic practices can be applied as a causal variable.

Temporal-magnitudinal construal coding

2018 ◽  
Vol 16 (1) ◽  
pp. 128-151
Author(s):  
Mikołaj Deckert ◽  
Marek Molenda
Keyword(s):  
Qualitative Analysis ◽  
Cognitive Linguistics ◽  
Language Use ◽  
Meaning Construction ◽  
Major Objective ◽  
Use Patterns ◽  
Naturally Occurring ◽  
Coding Variants ◽  
Linguistic Coding ◽  
Shed Light

Abstract This article looks into the interface of temporality and quantification. Drawing on the principles of Cognitive Linguistics, we use experimental as well as corpus methods to provide evidence on how the conceptual organisation and linguistic coding of content can play a role in meaning construction. With that broad agenda in mind, a major objective is to shed light on the construct of conventionalisation. For that purpose, construal coding variants are examined with a focus on nominal phrases that express time quantities. The examination involves two construal types (termed “cumulative” and “fractional”) that differ primarily in their prominence configurations, across three granularity levels of time conceptualisation. Our main finding – that the fractional and cumulative constructions are asymmetrically conventionalised – is contextualised through a qualitative analysis of naturally-occurring data to identify additional language use patterns and offer explanatory hypotheses.

scholarly journals Visual explicitation in intersemiotic translation

2021 ◽  
Vol 1 (1) ◽  
pp. 103-122
Author(s):  
Anne Ketola
Keyword(s):  
Empirical Data ◽  
Meaning Making ◽  
Translation Studies ◽  
Meaning Construction ◽  
Source Text ◽  
Visual Form ◽  
Verbal Language ◽  
Image Translation ◽  
Words And Images

In Translation Studies, explicitation generally refers to an interlingual process where something that is implicit in the source text is made explicit in the target text. This article analyses the concept in an intersemiotic context, focusing on word-to-image translation, with the aim of determining whether word-to-image translation includes meaning construction that could be described as explicitation. The empirical data of the article is a comic contract, a verbal-only document that has been intersemiotically translated into a visual form, i.e. a comic. The analysis concluded that while some of the characteristics described for interlingual explicitation operate with verbal language-specific concepts and cannot be applied to word-to-image translation, other characteristics of explicitation – such as the specification of meaning in translation – seem well-suited for this type of intersemiotic analysis. The analysis also emphasized that distinguishing types of explicitation in word-to-image translation is complicated by the inherent differences of words and images as meaning making resources.

Are we making a difference?

2007 ◽  
Vol 30 (1) ◽  
pp. 3.1-3.14 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
Language Contact ◽  
Linguistic Diversity ◽  
Well Being ◽  
Indigenous Languages ◽  
Linguistic Knowledge ◽  
Professional Groups ◽  
Professional Societies ◽  
The World ◽  
Making A Difference ◽  
Special Responsibilities

Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society.Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists.Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.

Pronunciation Training Needs for Chinese and Korean Interpreters-in-Training

2013 ◽  
Vol 20 (3) ◽  
pp. 90-100
Author(s):  
Jean Turner ◽  
Audrey Gutierrez
Keyword(s):  
Language Learners ◽  
Speech Therapy ◽  
The United States ◽  
Language Pedagogy ◽  
Spoken English ◽  
Pronunciation Instruction ◽  
Self Study ◽  
Korean And English ◽  
Korean Chinese ◽  
Second Language Pedagogy

Professional interpreters working in the English-Korean and English-Chinese combinations work in both directions; they render spoken Korean/Chinese into English and spoken English into Korean/Chinese. Graduate programs in Interpretation Studies (IS) have proliferated in Korea and China and admission to programs in these countries and the United States is competitive; pronunciation accuracy is expected. However, some students fear their speech lacks the desired degree of fluency or accuracy, or they worry that the pressure of interpreting will degrade their pronunciation. Pronunciation instruction addressing the concerns of these advanced language learners should build both their confidence and substantial skills. In this article, we present the findings of an initial needs assessment. Interview data from 9 IS professors suggest that little systematic pronunciation instruction is currently provided, though individual students receive self-study direction. Interview and survey data from 3 IS graduates and 22 Korean and Chinese IS students reveal that their early language study included both intuitive-imitative and analytic-linguistic pronunciation techniques. In the final section of this article we synthesize the findings and propose practices from second language pedagogy and speech therapy that could be incorporated into pronunciation training addressing the specific needs of these language professionals.

Arts-Based Pedagogy and Gender Equity

2021 ◽  
Author(s):  
Mindi Rhoades
Keyword(s):  
Socioeconomic Status ◽  
Gender Equity ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Ability Level ◽  
Educational Approach ◽  
Multimodal Literacies ◽  
Learning Contexts ◽  
And Gender

Arts-based pedagogies hold incredible promise for education. Arts-based pedagogies provide unique, compelling pathways for teaching and learning that can permit entry to and support the success of all students regardless of gender, race, sexuality, religion, linguistic diversity, ability level, socioeconomic status, and other identity categories. Arts-based pedagogies can form the foundation of a transdisciplinary educational approach that centers contemporary understandings of multiple and multimodal literacies and meaning-making strategies useful to teachers across disciplines and in more integrated teaching and learning contexts. Crucially, when implemented through a critical framework, arts-based pedagogies can be equity-based pedagogies, allowing for the translation of research, teaching, and learning into awareness, understanding, creation, and activism.

scholarly journals Towards an embodied poetics of cinema

2012 ◽  
pp. 50-67
Author(s):  
Maarten Coëgnarts ◽  
Peter Kravanja
Keyword(s):  
Meaning Making ◽  
Meaning Construction ◽  
The Body ◽  
Human Beings ◽  
Conceptual Metaphor Theory ◽  
Cinema Studies ◽  
Image Schemas ◽  
Metaphor Theory ◽  
To Come ◽  
The Aesthetic

Central to Conceptual Metaphor Theory (CMT) is the notion of embodied mind, which states that cognition is shaped by aspects of the body. Human beings make metaphoric use of recurring dynamic patterns of perceptual interactions and motor programmes (image schemas) for abstract conceptualisation and reasoning. According to film scholar David Bordwell the poetics of cinema studies the film as a result of a process of construction. He presents the following key question: how do film-makers use the aesthetic dynamics of the film medium to elicit particular effects from spectators? In this article we want to address an abbreviated case of meaning construction in film, namely the construction of abstract meaning in film. By combining insights from Bordwell as well as CMT, we will demonstrate how the poetics of abstract meaning-making in film is embodied. What does it mean to say that the construction of higher meaning in film is rooted in bodily experience and how can this be grasped without resorting to the confinement of words and sentences? By analysing the stylistics and the visual patterning of particular film scenes we will demonstrate how film-makers often resort to image schemas to come to terms with abstract notions such as time, love and psychological content.

scholarly journals Superficial intersubjectivity in ELF university dormitory interactions

2018 ◽  
Vol 7 (2) ◽  
pp. 377-402
Author(s):  
Aki Siegel
Keyword(s):  
New York ◽  
Linguistic Knowledge ◽  
Academic Press ◽  
Lingua Franca ◽  
Naturally Occurring ◽  
The Social ◽  
Linguistic Ability ◽  
International University ◽  
The One ◽  
Newcastle Upon Tyne

AbstractThe current study investigates the phenomena of “superficial intersubjectivity” occurring in English as a lingua franca (ELF) interactions at an international university dormitory in Japan. “Intersubjectivity” (Rommetveit, Ragnar. 1976. On the architecture of intersubjectivity. In Ragnar Rommetveit & Rolv Mikkel Blakar [eds.],Studies of language, thought, and verbal communication, 93–107. New York: Academic Press) refers to the shared perspective of the social world by the interlocutors. In ELF interactions where shared perspectives cannot be presumed, efforts to achieve intersubjectivity are critical. ELF research has explicated speakers’ efforts and cooperativeness to achieve intersubjectivity or avoid misunderstandings during interactions (Kaur, Jagdish. 2011a. “Doing being a language expert”: The case of the ELF speaker. In Alasdair Archibald, Alessia Cogo & Jennifer Jenkins [eds.],Latest Trends in ELF Research, 53–75. Newcastle upon Tyne: Cambridge Scholars Publishing; Seidlhofer, Barbara. 2001. Closing a conceptual gap: The case for a description of English as a lingua franca.International Journal of Applied Linguistics11[2]. 133–158). However, few studies have investigated cases where speakers display mutual understanding during a repair sequence even when the understanding is not accurate.Approximately 37 hours of naturally occurring ELF interactions were collected and analyzed using a standard conversation analysis followed by a post-analytic researcher observation. Detailed analyses of repair sequences regarding a word suggest that in non-institutional ELF interactions the accuracy of intersubjectivity is not always prioritized. Rather, statements made by the speaker positioned as the one with relatively stronger linguistic ability seem to hold influence over the repair sequence, which prompts the interlocutor with relatively weaker ability to agree with inaccurate candidate understandings. The study suggests a connection between the positioning of speakers regarding linguistic knowledge and the construction of intersubjectivity in ELF interactions.

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