The Globalisation of Communication and the African Foreign Language User

2004 ◽  
pp. 50-58
Author(s):  
Remi Sonaiya
Keyword(s):  
Foreign Language ◽  
Language User

Znaczenie intuicji językowej w procesie antycypacji – na przykładzie komunikacji obcojęzycznej

2021 ◽  
Vol 2 (24 A) ◽  
pp. 137-149
Author(s):  
Wioletta A. Piegzik
Keyword(s):  
Speech Perception ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Future Research ◽  
Speech Comprehension ◽  
Cognitive Schema ◽  
Language Communication ◽  
Language User ◽  
The Right ◽  
Selection Of

This paper presents the phenomenon of anticipation which is one of the manifestations of linguistic maturity and language user rationality. Anticipation, taking place essentially in implicit structures and based on evolutionary old intuition, improves speech comprehension and increases the efficiency of cognitive processes. The phenomenon in question is presented on the example of foreign language communication, because it is there that the mechanisms governing the formulation of accurate hypotheses about form and content are particularly evident. The first part of the article discusses speech perception, and with it the categorization and selection of an appropriate cognitive schema conditioning accurate anticipation. The second part presents factors that facilitate and hinder the right hypothesis. Finally, conclusions and directions for future research on anticipation are formulated.

Het Drempelnivomodel als Afspiegeling van Taalgebruik.

1977 ◽  
Vol 3 ◽  
pp. 87-96 ◽  
Author(s):  
G.L.J. Nas
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Threshold Level ◽  
Factual Information ◽  
Language User ◽  
Level Model ◽  
Source Of Information ◽  
Linguistic Means ◽  
The Way

The Threshold Level model: a mirror of language use. This paper investigates the speaking and listening potential of a foreign language user of the proposed Threshold Level. Van Ek 1975 serves as the main source of information for this study. In order to carry out this investigation the following procedure vas adopted: 1. for each topic listed in chapter 8 of van Ek 1975 it was determined what course a conversation on that topic was likely to take. 2. subsequently van Ek 1975 was consulted to find out if the words and structures needed for these imaginary conversations would be available to a Threshold Level speaker. If a word could not be found in the lists of words it was paraphrased and the words needed for that paraphrase also looked up in van Ek 1975. 3. for the remaining words listed under each topic in van Ek 1975 it was determined what possible use a Threshold Level speaker could make of them in a conversation on that topic. Some examples of results of this procedure are given. These examples show that Threshold Level speakers will be able to begin a conversation on a topic but will not be capable of carrying on such a conversation. From this it is concluded that there is a clash between one of the main objectives of the Threshold Level ( the objective of Threshold Level speakers being able to carry on a conversation in the foreign language) and the linguistic means provided for it. Some other examples are given to show that in developing the model no effective account has been taken of the situations in which a Threshold Level language user will have to figure as a listener. The rest of the examples quoted from van Ek 1975 serve to show that a Threshold Level speaker will probably be able to: 1. speak in clichés when engaged in activities connected with tourism or 'going out' (buying tickets, making hotel reservations, asking the way etc.). 2. give some factual information about himself (age, family, job, home etc.).

scholarly journals The Concept of Genre in The English Language Class: Implications for the Students’ Intercultural Competence

2014 ◽  
Vol 11 (1) ◽  
pp. 237-243
Author(s):  
Mihaela Cozma
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Ethnic Groups ◽  
Intercultural Competence ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Class ◽  
Cultural Expectations ◽  
Language User

Abstract In order to communicate effectively with people belonging to different social or ethnic groups, any language user is supposed to have not only a good command of the language code involved, but also what is generally known as “intercultural knowledge.” As a consequence, the development of the students' cultural competence is perceived today as a major aim of the foreign language education. Starting from this hypothesis, the paper discusses the manner in which the concept of genre can provide students with insights into cultural expectations of creating a text in both spoken and written English.

scholarly journals Face-to-Face Communication and Social Positioning in the Experience World of Finnish Technical Professionals

2012 ◽  
Vol 3 (12) ◽  
pp. 404-414
Author(s):  
Niina M.E. Valtaranta
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Oral Communication ◽  
Face To Face ◽  
Social Positioning ◽  
Engineering Company ◽  
Meaning Structure ◽  
Language User ◽  
General Meaning ◽  
The Individual

The objective of the research was to examine the experience world of professionals in the field of technology as users of foreign languages to illustrate the general meaning structure in the agency of a foreign language user. The theoretical framework of this research was phenomenological. The fieldwork was carried out through thematic interviews with seven interviewees in a medium-sized Finnish engineering company with international operations. Through a phenomenological method of analysis the individual meaning units were identified. Out of these individual meaning units a common meaning structure that reflected the experiences of all the interviewees was uncovered. Face-to-face communication and social positioning manifested as common meaning units, significant elements forming this structure in the accounts of the interviewees. Thus the findings of this research project suggest that in foreign language education special attention should be paid on establishing oral communication and thereby nurturing interactive communication skills in the students, instead of focusing on providing web-based language education.

On Translational Language Competence

Babel ◽  
1996 ◽  
Vol 42 (4) ◽  
pp. 231-238 ◽  
Author(s):  
Deborah Cao
Keyword(s):  
Foreign Language ◽  
Empirical Studies ◽  
Research Project ◽  
Language Competence ◽  
Essential Requirement ◽  
Il Y A ◽  
Language User ◽  
High Level ◽  
Langue Maternelle

Abstract This paper presents some of the results from the empirical studies carried out for a research project on translation proficiency. Data were collected from interviews with Chinese/English translators in Australia. The investigation focuses on translational language competence of translators. It identifies translational language competence as one of the components of translation proficiency. It holds that the high level of language competence of both the SL and TL, equivalent to university educated language user is an essential requirement of any translator. It argues that the language competence of translators in both the first and foreign language should be emphasised. Résumé Cet article présente des résultats d'études empiriques menées dans le cadre d'un projet de recherche sur la compétence en matière de traduction. Les données ont été fournies par des interviews de traducteurs chinois/anglais en Australie. Ces études, qui se sont concentrées sur la compétence linguistique traductionnelle des traducteurs, révèle que la compétence purement linguistique est indispensable en matière de traduction et qu'elle exige, de la part du traducteur, un niveau de connaissances linguistiques supérieur — l'équivalent d'une formation linguistique universitaire — aussi bien dans la langue source que dans la langue cible. L'auteur défend la thèse suivant laquelle il y a lieu d'insister sur l'importance des compétences purement linguistiques des traducteurs aussi bien dans la langue maternelle que dans la langue étrangère.

scholarly journals O roli kodu kulturowego i jego komponentów w procesie konstytuowania znaczenia w języku obcym

2020 ◽  
pp. 57-71
Author(s):  
Adam Szeluga
Keyword(s):  
Foreign Language ◽  
Negative Impact ◽  
Native Language ◽  
First Language ◽  
Cultural Relations ◽  
Native Culture ◽  
Foreign Culture ◽  
Language User ◽  
Cultural Code

The article analyses the notion of the so-called cultural code, understood as a complex interweaving of culturally and socially conditioned elements, through the prism of which we give (most often unconsciously) things and phenomena their particular meanings. The native language user acquires this code in the process of upbringing and socialisation in the society and during acquisition of the first language. However, the process of mastering a foreign language is subject to far greater constraints. Hence, the main problem addressed in the text is the issue of ‘learnability’ of the cultural code, which is specific for each language. Although the foreign-language specific elements have a negative impact on the processes of understanding and expressing the intended meanings in the foreign language, they can at the same time positively shape the awareness of native culture as well as the bi-cultural relations between the native and the foreign culture.

scholarly journals Multi-word Lexical Items and the Advanced Foreign Language User: Awareness Raising in the Context of Oral and Written Translation Training

2020 ◽  
pp. 151-164
Author(s):  
Alisa Mitchel-Masiejczyk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Speaker ◽  
Primary Role ◽  
Language Performance ◽  
Classroom Training ◽  
Multiword Units ◽  
Grammar Rules ◽  
Language User ◽  
Native Speakers Of English

The paper has two main objectives: the first is to present an overview of the phenomenon of multi-word items in English, and discuss their prevalence in native speaker usage. The second is to discuss how proficient non-native speakers of English, and in particular those who are training to become translators, may benefit from classroom training that increases awareness of the primary role of chunks and other multiword units in native-like speech. It is argued that classroom training may tend to emphasise grammar rules and lexis over building a repertoire of multi-word items; more practise in this area may improve fluency, conserve energy, and enhance long-term language learning among adult foreign language users with nuanced foreign language performance goals.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

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