THE INTERACTION OF LANGUAGES AND CULTURES AS AN OBJECT OF POLYPARADIGMATIC RESEARCH

2021 ◽  
Vol 4 (103) ◽  
pp. 118-125
Author(s):  
TATYANA E. VLADIMIROVA
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Native Speakers ◽  
Language And Culture ◽  
Self Development ◽  
Unity Of Language ◽  
Active Communication ◽  
The Trinity ◽  
The Way

The focus of this article is on the integral unity of language and culture, which predetermined the evolution of the person speaking . An appeal to the ancient holistic methodology revealed the trinity of psychological intention and speech itself in the correlation with cultural values. Consequently, teaching a foreign language, focused on active communication with native speakers, is also an object of polyparadigmatic research, which should precede the development of new teaching technologies. The undertaken consideration made it possible to single out a synergetic approach as combining the teaching of a foreign language, culture and the way of beingness formed on their basis with a personal need for self-development and self-realization.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

Light verb constructions in spoken L2 English

2019 ◽  
Vol 5 (2) ◽  
pp. 181-206 ◽  
Author(s):  
Gaëtanelle Gilquin
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Advanced Level ◽  
Proficiency Levels ◽  
Light Verb Constructions ◽  
Light Verb ◽  
Verb Constructions ◽  
Different Types ◽  
Native Speakers Of English ◽  
The Trinity

Abstract Light verb constructions (LVCs), that is, combinations like take a walk or make a choice, are often claimed to be problematic for non-native speakers of English. In this paper, spoken data from the Trinity Lancaster Corpus are used to explore the use of these constructions across different sections of the corpus, representing different proficiency levels (from lower intermediate to upper advanced) as well as different types of acquisitional contexts, namely English as a Foreign Language (EFL) and English as a Second Language (ESL). The results of the study reveal a tendency towards an increased frequency of LVCs, as well as more complex and abstract uses, as we move from an intermediate to an advanced level and from an EFL to an ESL context. For the EFL speakers, this development corresponds to a better approximation to native English. For the ESL speakers, on the other hand, LVCs seem to have become ‘constructional teddy bears’, used more often than by the native speakers themselves.

scholarly journals A Contrastive Study of English and Igala Segmental Phonemes: Implications for ESL Teachers and Learners

2019 ◽  
Vol 6 (6) ◽  
pp. 31-43
Author(s):  
Abraham Sunday Unubi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speakers ◽  
College Of Education ◽  
Esl Teachers ◽  
Language And Culture ◽  
Contrastive Study ◽  
Secondary Sources ◽  
State College ◽  
Efl Teachers

This paper investigated a contrastive study of English and Igala segmental phonemes: implications for English as a Foreign Language (EFL) teachers and learners. A contrastive analysis is a linguistic tool used in comparing two unrelated languages, and the main objective of it is to bring out the differences in the two languages compared with a view to emphasising on the effects which such differences have on both EFL teachers and learners. This research appealed only to the secondary sources of data, which included the orthographies of both languages under study. The Igala orthography was obtained from the department of Igala Language and Culture, Kogi State College of Education Ankpa, in addition to other material in Igala. The consonant and vowel phonemes of the two languages were placed contiguously in a tabular form and given appropriate heading to be able to observe their level of differences and similarities easily. Then words in which these phonemes occur in the Igala language were supplied and the phonemes indicated. Some of the findings of this research revealed the following: (i) that the consonant phonemes such as /ð/, /θ/, /s/, /ʃ/, /ʒ/, /v/ and /z/, and the vowel phonemes /ǝ/ and /ʌ/, which are present in English are however absent in Igala, just as  /kp/, /gb/, /ny/, /kw/, /gw/ and /nw/ that are present in Igala are absent in English; (ii) English has twelve pure vowels (monophthongs) and eight diphthongs, while Igala has fourteen monophthongs and eleven diphthongs; (iii) that these differences have posed certain teaching and learning difficulties to both EFL teachers and learners who are native speakers of the Igala language; and (iv) that while English has twenty-four consonant phonemes, Igala has twenty-three.

scholarly journals An Analysis of Interference from Javanese in the Pronunciation of ,  and  in English by the Students of Faculty of Letters in Gajayana University.

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Pradnya Pramita Dewi
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
The State ◽  
Target Language ◽  
Vocal Cords ◽  
English As Foreign Language ◽  
Source Language ◽  
Place Of Articulation ◽  
The Way

English as one of the international languages has been learned by the students of Faculty of Letters in Gajayana University. In learning English as foreign language, most learners have problem in pronunciation, especially in the way they pronounce the sound of the target language. Mispronunciations which are produce by the learners is caused by the interference of the source language or first language. The object of this research is the students of Faculty of Letters in Gajayana University 2005/2006 intake who are native speakers of Javanese and have been done phonology class. Some specific sounds are discussed in these research namely English sounds of inter-dental fricative,  and alveolar approximant. The finding of the research are some interferences occur in pronouncing those sounds, they are 1) voiceless inter-dental fricative  is pronounced using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 2).Voiced inter-dental fricative is pronounce using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 3).Voiced alveolar approximant  is pronounced using voiced alveolar trill. 4). the possible reasons for the interferences made are based on the similarity of characteristics in the state of vocal cords, place of articulation, and manner of articulations.

scholarly journals CROSS-CULTURAL PRAGMATIC STUDY OF APOLOGY STRATEGIES IN BALOCHI WITH REFERENCE TO CHINESE LANGUAGE

2020 ◽  
Vol 5 (2) ◽  
pp. 152-169
Author(s):  
Muhammad Hussain ◽  
Akhtar Aziz
Keyword(s):  
Cultural Values ◽  
Research Study ◽  
Native Speakers ◽  
Chinese Language ◽  
Cross Cultural ◽  
Language And Culture ◽  
Language Data ◽  
Completion Test ◽  
Cultural Pragmatics ◽  
Pragmatic Study

Background and Purpose: Cross-cultural studies help to reduce linguistic misunderstandings. Owing to the mastery of the grammar and vocabulary of any language, speakers who may be fluent in a second language, may still be unable to produce language that is socially and culturally acceptable, thus indicates the importance of pragmatics in general and cross-cultural pragmatics in particular. The development of the China-Pakistan Economic Corridor (CPEC) creates urgency for the Baloch and the Chinese people to know each other's language and culture, as the project is located in 'Gwadar', a Baloch region, where Balochi is widely spoken. The purpose of this paper is to explore apology strategies used in the Balochi language spoken in Balochistan, Pakistan with reference to Chinese, including Baloch cultural values which influence language.   Methodology: The data were collected through Discourse Completion Test from 30 native speakers of Balochi language enrolled in various departments at International Islamic University Islamabad Pakistan. On the other hand, the Chinese language data were adopted as a reference from a research study conducted by Chang (2016). The Balochi data were analyzed by employing the framework presented by Blum-Kulka, House, and Kasper (1989).   Findings: The findings show that the Baloch native speakers use indirect strategies of apology, explanation strategy, and taking and denying responsibility which are similar to the Chinese language.   Contribution: The paper may help to expand the scope of cross-cultural pragmatics to non-western languages. The paper may also be significant in the teaching curricula to design comparative courses in Chinese and Balochi.   Keywords: Apology, Balochi, Chinese, cross-cultural pragmatics, strategies.   Cite as: Hussain, M., & Aziz, A. (2020). Cross-cultural pragmatic study of apology strategies in Balochi with reference to Chinese language. Journal of Nusantara Studies, 5(2), 152-169. http://dx.doi.org/10.24200/jonus.vol5iss2pp152-169

scholarly journals Attitudes of English speakers towards thanking in Spanish

Pragmatics ◽  
2010 ◽  
Vol 20 (2) ◽  
pp. 149-170 ◽  
Author(s):  
Carlos de Pablos-Ortega
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Spanish Language ◽  
English Speakers ◽  
Language And Culture ◽  
Qualitative Analyses

The aim of this paper is to ascertain the attitudes English native speakers have towards the Spanish language and culture, specifically, in relation to the speech act of thanking and in connection with Brown and Levinson’s model of politeness ([1978] 1987). Two sources of data were used: First, a corpus of 64 course books which included 250 situations representing the speech act of thanking and, second, a questionnaire for the teaching of Spanish as a Foreign Language. The situations including the speech act of thanking were analysed and then categorized according to various criteria. The criteria were created by taking into consideration Coulmas’ (1981) proposal for the classification of thanking as well as the components of this specific speech act. The most frequent situations found in the course books were then used to devise the second source of data. The aim of this was to determine the attitudes of 300 participants, divided equally between the nationalities used in the investigation, Spanish, British and American. The questionnaire included 12 scenarios in which the thanking formula was omitted. Participants were prompted to answer questions based on their perceptions and to include other responses whenever they considered them to be appropriate. The main findings provided evidence of different facework values across the three groups of informants for some of the specific scenarios. Both quantitative and qualitative analyses of data showed that some of the responses were connected to the thanking formulae, but others to speech acts such as request formulae.

scholarly journals The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials

2020 ◽  
Vol 10 (4) ◽  
pp. 125
Author(s):  
Kamonwan Charunsri
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Tertiary Education ◽  
First Language ◽  
Integrated Learning ◽  
Development Programs ◽  
Language And Culture ◽  
Material Development ◽  
Native Speakers Of English

The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners’ English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Thailand, including challenges of implementing CLIL in Thai context, CLIL materials, and steps to successful material development in the Thai context. Additionally, it explains the problems of using CLIL among Thai teachers and learners. The goal is to understand principles that should be considered when adapting or designing CLIL materials for teaching in classrooms. Consecutive steps to implement materials to CLIL class are alternative for teachers to create the successful teaching. It can incorporate elements of the learner’s first language and culture effectively. Furthermore, appropriate materials can be used in the classroom to help motivate learners.

scholarly journals Role of reading texts in teaching foreign languages (study of historical texts), reading strategies

2020 ◽  
Vol 2020 (2) ◽  
pp. 81-84
Author(s):  
Irina Gennadievna Ryabtseva ◽  
Naile Makhir gizi Magamedli
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Language And Culture ◽  
Historical Texts ◽  
Speech Activity ◽  
Self Development ◽  
Practical Development ◽  
Cognitive Activities ◽  
Learning Language

The article considers reading as one of the essential types of students' communicative and cognitive activities. Reading as a speech activity is focused on extracting information from the text and carries out different functions: it makes for the practical development of a foreign language; it is a way of learning language and culture, a means of information and educational activities and self-development. Reading is a means of acquiring knowledge in various spheres of speech activity in learning foreign language that can help to adapt in a foreign communicative environment. Reading strategies for successful application of a foreign language are considered. The classification of types of reading is given. It has been inferred that there is a need to introduce into the program of effective teaching a foreign language the aspect of reading various types of texts.

scholarly journals A contrastive study of apologies performed by Greek native speakers and English learners of Greek as a foreign language

Pragmatics ◽  
2014 ◽  
Vol 24 (4) ◽  
pp. 679-713 ◽  
Author(s):  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
English Learners ◽  
Native Speakers ◽  
Strategy Use ◽  
Language Learner ◽  
Verbal Reports ◽  
Pragmatic Development ◽  
Contrastive Study ◽  
Assessment Questionnaire

This paper investigates apologies produced by Greek native speakers and English learners of Greek as a foreign language in two informal (-P, -D) and two formal situations (+P, +D). Drawing on data elicited by means of an assessment questionnaire, a DCT and the participants’ verbal reports, the study attempts to explore the extent to which the two groups differ in their contextual assessments of the apology situations under examination and in strategy use. The results indicated that the learners of the study differed significantly from the native speakers in regard to their assessments of the contextual parameters (power, distance, severity of offence) involved in each apology situation. Furthermore, significant quantitative and qualitative differences were attested in relation of the two groups’ preferences in strategy use when performing apologies in Greek. On the basis of these results it is argued, that these learners interlanguage apology behavior is influenced both by their native cultural values and (negative) politeness orientation, as well as from lack of adequate socio-pragmatic development resulting mainly from their foreign language learner status.

scholarly journals The Role of Negative Politeness in Request: The Strategies that Non-Native Speakers Apply and Fail to Apply when Performing Request

1970 ◽  
pp. 82-90 ◽  
Author(s):  
Licenciada Romina Ariana Marazita
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Speech Acts ◽  
Native Speakers ◽  
Pragmatic Competence ◽  
Social Aspect ◽  
Speech Community ◽  
Teaching Implications ◽  
The Way

As native speakers of a particular language, we are aware of its use as one of the most powerful tools for communication. The way we use language not only conveys a social aspect- that we are part of a speech community and share a discourse accent- but also shows the way we are: our personality, our ambitions, our power, our solidarity, etc. All these aspects, among many others, come into play in a conversation. The aim of this article is to analyze if non-native speakers are aware of the concept of negative politeness and how many different strategies they apply or fail to apply when performing requests. The strategies to be observed will be useful to identify the possible absence of pragmatic ability and the feasible teaching implications to improve pragmatic competence in non-native speakers; and, at the same time, reflect upon new approaches for the teaching of English as a foreign language. Key words: Pragmatic competence, speech acts, politeness, negative politeness, face DOI: 10.3126/nelta.v14i1.3094  Journal of NELTA Vol.14, No 1&2, 2009 December Page: 82-90

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