Kulturell geprägte Wörter zwischen sprachlicher Äquivalenz und kultureller Kompetenz. Am Beispiel deutsch-italienischer Wörterbücher

2020 ◽  
Vol 36 (1) ◽  
pp. 181-204
Author(s):  
Martina Nied Curcio
Keyword(s):  
Intercultural Competence ◽  
Cultural Knowledge ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Linguistic Level

AbstractMisunderstandings between speakers of different languages occur not only on a linguistic level but also on a cultural one. Consultation of a bilingual dictionary does not necessarily help in this case, as information on the cultural level is often missing. In this paper we will discuss how bilingual dictionaries can draw attention to cultural divergences so that the dictionary user acquires cultural knowledge and is able to build an intercultural competence. Examples from four bilingual dictionaries (German-Italian) are given to illustrate how culture-bound words are represented. For this purpose, a classification of culture-bound words is offered. Finally, the prerequisites and possibilities of an appropriate representation of culture-bound items in bilingual dictionaries will be proposed.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

PROBLEMS OF LEXICAL EQUIVALENTING OF RUSSIAN PARTICLES IN A BILINGUAL DICTIONARY

2019 ◽  
Vol 19 (4) ◽  
pp. 99-107
Author(s):  
Larisa Alimpieva ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Target Language ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Communicative Act ◽  
The Russian Language ◽  
Bilingual Lexicography

In the process of communicative act Russian particles concurrently fulfil different functions. It makes Russian particles an important unit of functional-pragmatic sphere of the Russian language which is characterized by its national specifics and connotativity. The problem of codification of Russian particles in bilingual lexicography is complicated. The main problem at compiling a dictionary lemma is filiation (division of meanings) of Russian particles and their rendering by lexical means of a foreign language. The existing lexicographic descriptions of Russian particles in bilingual dictionaries irrelevantly reflect the structure and contents of their meanings. The aim of the article is to consider some theoretical problems of description of Russian particles by means of a second (target) language in dictionary lemmas of bilingual dictionaries.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Tweetalig Woordenboek En Taalonderwijs Op Tertiair Niveau

1985 ◽  
Vol 21 ◽  
pp. 72-83
Author(s):  
Tine Greidanus
Keyword(s):  
Foreign Language ◽  
Good Knowledge ◽  
Special Group ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Syntactic Information ◽  
The Subject ◽  
University Level

All lexicographers agree that dictionaries should be designed with a view to a special group of users and their specific needs. The article deals with the question what requirements should be met by a bilingual dictionary made for learners of a language at university level. It reviews first the literature on the subject of the foreign student's use of monolingual and bilingual dictionaries. The general conclusion with regard to the reference skills of students is rather pessimistic. Existing bilingual dictionaries are made for users with a good knowledge of the foreign language, but are not explicit enough for learners. A bilingual learner's dictionary should take account of this. The following aspects are discussed: the macrostructure and the microstructure of such a dictionary, meaning discrimination, and the syntactic information that should be provided. Some concrete examples of dictionary entries illustrating the principles sketched are provided.

scholarly journals Using ParaConc to extract bilingual terminology from parallel corpora: A case of English and Ndebele

Literator ◽  
2016 ◽  
Vol 37 (1) ◽  
Author(s):  
Ketiwe Ndhlovu
Keyword(s):  
Media Law ◽  
Parallel Corpora ◽  
Parallel Corpus ◽  
African Languages ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Key Word ◽  
Science And Education ◽  
Frequency Feature

The development of African languages into languages of science and technology is dependent on action being taken to promote the use of these languages in specialised fields such as technology, commerce, administration, media, law, science and education among others. One possible way of developing African languages is the compilation of specialised dictionaries (Chabata 2013). This article explores how parallel corpora can be interrogated using a bilingual concordancer (ParaConc) to extract bilingual terminology that can be used to create specialised bilingual dictionaries. An English–Ndebele Parallel Corpus was used as a resource and through ParaConc, an alphabetic list was compiled from which headwords and possible translations were sought. These translations provided possible terms for entry in a bilingual dictionary. The frequency feature and ‘hot words’ tool in ParaConc were used to determine the suitability of terms for inclusion in the dictionary and for identifying possible synonyms, respectively. Since parallel corpora are aligned and data are presented in context (Key Word in Context), it was possible to draw examples showing how headwords are used. Using this approach produced results quickly and accurately, whilst minimising the process of translating terms manually. It was noted that the quality of the dictionary is dependent on the quality of the corpus, hence the need for creating a representative and clean corpus needs to be emphasised. Although technology has multiple benefits in dictionary making, the research underscores the importance of collaboration between lexicographers, translators, subject experts and target communities so that representative dictionaries are created.

scholarly journals Examples in Igbo-English Dictionaries

2020 ◽  
Vol 21 (1) ◽  
pp. 180-198
Author(s):  
Mbanefo Chukwuogor
Keyword(s):  
Target Language ◽  
Authentic Material ◽  
Source Language ◽  
Bilingual Dictionary ◽  
Amount Of Information ◽  
Bilingual Dictionaries ◽  
Information Amount

A bilingual dictionary example is a verbal or non-verbal phrase or a grammatically complete sentence that includes the lemma and is translated from the source language to the target language or vice versa (Toope 1996). The use of examples in bilingual dictionaries has been an issue of discussion for many lexicographers like Al Kasimi (1977), Zofgen (1991), Jacobsen et al (1991), and Nielsen (2014) among others. This issue includes questions like ‘What is an effective example?’, ‘Should examples be based on authentic material or should they be written (invented) by the lexicographer? This paper reviews metalexicographic literature on examples in bilingual dictionaries while focusing on two Igbo-English dictionaries with a view to finding out if certain considerations were taken into account in the use of examples. Consequently, it is observed that factors such as availability of space, dictionary type as well as idiosyncratic information, amount of information to be given and the need for generalization all influence the use of examples in both dictionaries thereby leading the researcher to conclude that the use of examples in Igbo-English dictionaries does not deviate but aligns with the norms reviewed in the literature. Keywords: Bilingual Dictionary, Metalexicography, Lemma, Examples

scholarly journals Pragmatičke informacije u dvojezičnim rečnicima za jezički par nemački i srpski (ili hrvatski)

2021 ◽  
Vol 18 (1) ◽  
pp. 159-180
Author(s):  
Jovana Stojanović ◽  
Keyword(s):  
Native Speakers ◽  
Target Group ◽  
German Language ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Pragmatic Information ◽  
Communicative Effect ◽  
Pragmatic Aspects ◽  
Average User ◽  
Selection Of

Summary: This paper examines pragmatic information in the more extensive general German–Serbian (or Croatian), and Serbian (or Croatian)–German dictionaries: Osnovni rečnik nemačko-srpski i srpsko-nemački sa nemačkom i srpskom gramatikom (Đukanović et al. 2006); PONS. Univerzalni nemačko-srpski rečnik (Nikolić et al. 2010); NSSN. Nemačko- srpski i srpsko-nemački rečnik sa gramatikom (Vladović et al. 2008) and Njemačko-hrvatski univerzalni rječnik (Hansen-Kokoruš et al. 2005). Under pragmatic features of lexemes that should be marked in dictionaries, the author includes the following categories: 1) diachron- ic; 2) diatopic; 3) dia-integrative; 4) diamedial, 5) diastratic; 6) diaphasic, 7) diatextual, 8) diatechnical, 9) diafrequent, 10) diaevaluative, and 11) dianormative. The analysis points to the following: lexemes and their quoted equivalents often bear the same meaning at the lexical level, while not at the pragmatic – their use does not result in the same communicative effect with a collocutor. Poor lexicographic processing and lack of pragmatic information are distinctively visible in cases when some lexeme in the German language is marked in a diastratic and diaphasic manner. It is not only the indicators that are applied inconsistently, but other categories of information within the dictionary article do not show the marked lexemes to the user (except in the dictionary Njemačko-hrvatski univerzalni rječnik). Furthermore, culture-specific lexemes and culture-conditioned differ- ences in the use of lexical units are marginally treated in the analysed bilingual dictionaries. Although the selection of language tools depends on the context and perspective of the speaker, a good-quality general bilingual dictionary should pay more attention to informing users about the pragmatic aspects of lexemes and their typical use in accordance with the purpose of such a dictionary and target group. The key moment is that the general bilingual dictionary is directed only toward native speakers of some language – in this case the speakers of the Serbian language (or Croatian) with L2 in the German language, in order to make the information in the dictionary relevant to the target group. Additionally, the author suggests the implementation of other lexicographic means, such as examples, paraphrases, collocations, encyclopedic information, and open pragmatic comments that are transparent for the average user of the general bilingual dictionary.

scholarly journals Text in modeling the language consciousness of foreign students

2020 ◽  
pp. 177-193
Author(s):  
Olga Zlotnyk-Shagina
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Foreign Students ◽  
Writing Skills ◽  
Main Tool ◽  
Professional Activity ◽  
Main Task ◽  
Great Opportunity ◽  
The Relationship

The article considers the text as the main tool in the process of learning the Ukrainian language for foreign students. The text helps not only in learning the foreign language, but also in learning the mentality and the formation of intercultural competence. That is why the initial postulate of the theory of linguistics in Ukraine is the focus on the study of Ukrainian culture in the process of learning the language through various media and sources of national and cultural information, for example, through the text. For this purpose, texts and tasks for them have been developed, which will later be included in the educational and methodological development intended for foreigners studying the Ukrainian language. The article presents a classification of tasks that accompany the texts by stages of their implementation and examples of such tasks for the rapid study of Ukrainian as a foreign language. The main task of a teacher of Ukrainian as a foreign language is to make the most of the material of the textbook for the development of grammar and language skills and abilities of students, because they need to encourage them to express themselves and prepare for natural communication. The purpose of training always determines the choice of methods. For foreigners studying the Ukrainian language, the motivation is mainly constructive communication with Ukrainian-speakers, official correspondence in the Ukrainian language, i.e. professional activity. And in this aspect, the creative approach to working with the text is an effective solution to educational problems, which is based on the analysis of the relationship between language and speech, speech and thinking, thinking and communication. Therefore, the article presents a practical part of working with the text to learn the Ukrainian language. The textbook for learning Ukrainian as a foreign language is not only a means of teaching foreign students to read in Ukrainian, but also a great opportunity to form and develop their speaking, listening and writing skills, so in the arsenal of every teacher of Ukrainian as a foreign language should be different texts which correspond to the cultural theme as well as the interests and abilities of students.

scholarly journals Kultúraközi szolgáltatásélmények vizsgálata a megalapozott elmélet módszerével

2015 ◽  
pp. 2-17
Author(s):  
Zsófia Kenesei ◽  
Zsófia Stier
Keyword(s):  
Grounded Theory ◽  
Cultural Differences ◽  
Service Provider ◽  
Intercultural Competence ◽  
Service Providers ◽  
Theoretical Framework ◽  
Cultural Knowledge ◽  
Service Encounters ◽  
Service Companies ◽  
Depth Interviews

A cikk fókuszában az interkulturális szolgáltatással való találkozás áll. A téma jelentősége kétségen kívül áll, hiszen a szolgáltatások egyre növekvő térhódítása, valamint a globalizáció terjedése fontossá teszi annak ismeretét, hogy a különböző nemzeti kultúrából érkező szolgáltató és fogyasztó számára hogyan érhető el a legfőbb cél, az elégedettség. A szerzők jelen kutatásukban annak megértését helyezték a középpontba, hogy melyek azok a tényezők, amelyek befolyásolják a felek erőfeszítéseit a találkozás során fellépő problémák megoldásában. Kutatásuk során mélyinterjúkat folytattak mind a szolgáltatói, mind a fogyasztói oldallal, majd a megalapozott elmélet (grounded theory) konstruktivista irányzatának segítségével elemezték ezen interjúkat, és azonosították azokat a tényezőket, amelyek fontossá válhatnak egy kultúraközi szolgáltatásélmény során. A kutatás eredményei rámutatnak, hogy melyek azok a kommunikációs és kulturális korlátok, amelyek problémát okozhatnak, s hogy az e problémák megoldására tett erőfeszítések visszavezethetők az interakció résztvevőinek személyes jellemzőire, tapasztalataira, kulturális nyitottságára és ismereteire. A kutatás eredményeinek egyik fontos menedzseri következtetése, hogy a szállodákban a probléma jelentősége ellenére nem helyeznek elegendő hangsúlyt a kommunikációs és kulturális korlátok leküzdésére irányuló képzésekre, tréningekre. _____ This paper presents an attempt to analyse the possible solutions to problems that can occur during intercultural service encounters (ICSE). Using grounded theory the authors provide a theoretical framework that identifies the factors that lead to ICSE barriers. Based on in-depth interviews with service providers and clients they have defined the relevant characteristics that influence intercultural competence. Intercultural competence with communication and cultural differences lead to problems during ICSE that can be handled by both parties: the service provider and the client, as well. An important finding is that service companies should provide adequate training that concentrates not only on the cultural knowledge but it should create capability in understanding and adapting to cultural differences.

scholarly journals THE EFFECT OF MULTICULTURAL APPROACH ON READING AND WRITING FOR ELEMENTARY STUDENT

2021 ◽  
Vol 2 (1) ◽  
pp. 40-50
Author(s):  
Nashrullah Nashrullah
Keyword(s):  
Reading Comprehension ◽  
Intercultural Competence ◽  
Teaching Method ◽  
Writing Skills ◽  
Cultural Knowledge ◽  
Elementary Student ◽  
Multiple Perspectives ◽  
School Students ◽  
Reading And Writing ◽  
Better Than

This study aimed at investigating the effect of multicultural approach on reading comprehension and writing   skills of grade V elementary school students in the South of Borneo. This is a quasi experimental research with nonequivalent-groups pretest and postest design. The participants experimental class was student of class VB MI Al-hamid Banjarmasin (n=38) and control class was students of class VA MI Al-Hamid Banjarmasin (n=36).   Using reading comprehension and narrative writing test scores of students, multicultural approach questionnaire, and teaching assignment. This study reveals that multicultural approach affects reading comprehension and writing achievement and also becomes the best predictor of their experience and cultural knowledge, such as develops multiple perspectives, cultural counsciousness, increases intercultural competence, combats racism, sexiesm, prejudice, discrimination, and develops social action skills. Furthermore, multicultural approach has a significant effect and better than conventional teaching on students’ reading comprehension skills, and on writing skills are also better than convensional approach of teaching.  As conclusion, multicultural approach can be considered as a teaching method in improving students’ reading comprehension and writing skills, from producing main idea and topik sentence, also writing non fiction text based on multicultural knowledge, awareness, skills and action. The research findings imply that teachers need to change their teaching model into multicultural approach and identify multicultural material to encourage students to do and bring up reading and writing activities related to tolerance.

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