Thematische Bibliographien / Language and Culture

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Auswahl der wissenschaftlichen Literatur zum Thema „Language and Culture“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Language and Culture"

Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan und Shamala Paramasivam. „Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners“. Journal of Language and Education 6, Nr. 4 (31.12.2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.

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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Chen and the categorizations of types of culture proposed by Cortazzi and Jin and Chao were employed to investigate the extent to which cultural elements (knowledge-culture or communicative-culture) and types of culture (source, target, international cultures or intercultural interaction) are represented in these textbooks. The analysis found that both knowledge-culture and communicative-culture are embodied in the textbooks. Furthermore, most of the cultural elements identified in the textbooks represent source and target cultures which refer to learners’ own culture and culture of the target language. The presence of international cultures and intercultural interaction, on the other hand, is lower in these textbooks. This study contributes towards a better understanding of how Malaysian authors of Mandarin as a second language textbooks for Malaysian learners incorporate cultural elements in the books they write. It highlights the importance of integrating cultural elements and representing a diversity of cultures in textbooks for teaching Mandarin as a second language.

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Kramsch, Claire. „Language and Culture“. AILA Review 27 (31.12.2014): 30–55. http://dx.doi.org/10.1075/aila.27.02kra.

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This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.

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Grigorieva, Irina Andreevna. „Language and culture as a field of study of Cultural Linguistics“. Uchenyy Sovet (Academic Council), Nr. 4 (16.03.2023): 230–37. http://dx.doi.org/10.33920/nik-02-2304-05.

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The article shows that each person belongs to a certain national culture, including national traditions, language, history, and literature. Economic, cultural, and scientific contacts of countries and their peoples make relevant the topics related to the study of intercultural communication, the relationship of languages and cultures, and the study of linguistic personality. The author presents Cultural Linguistics as coming from the spirit of the language or from certain phenomena associated with the linguistic mentality, as well as studies nationally and culturally specific rules for the organization of language/culture. The main conclusion of the article is that the main purpose of culture is to be a means of spiritual enrichment of the individual. A person plunges into the "world of culture", mastering many languages specific to material and spiritual culture. The national character of culture presupposes the interaction of languages and cultures of different peoples and their mutual enrichment to a holistic "basic foundation" - world culture, the achievement of all humankind. Culture as a creation of the people is the unity of the national (specific) and the general (international).

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Omeri, Arti. „Teaching Foreign Languages Through Culture“. European Journal of Multidisciplinary Studies 1, Nr. 2 (30.04.2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another

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Diana Haokip, Alphonsa Diana Haokip. „The Challenges of Language, Culture, and Translation in a Global Society“. Dera Natung Government College Research Journal 6, Nr. 1 (2021): 27–33. http://dx.doi.org/10.56405/dngcrj.2021.06.01.03.

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Language and culture are like the two sides of the same coin. A language is part and parcel of any community, society, or ethnic group that embodies the culture and traditions of that community. Language, as a part of the cultural core, is at the heart of culture. It is the dominant tactic through which the members relate and interact. The translation occupies a significant role in reaching out to different languages and cultures as an acceptable medium through which to reach out to other cultures beyond the set limits. We know that translation plays a significant role in a voyage through different cultures and communication. Therefore, it is an effective and important means of sharing and reaching out from one culture to another, even amid many obstacles and constraints. The process of translating the cultural elements of one culture to another culture is a herculean task in spite of every effort from the translator, as each culture has its own unique meanings and symbols associated with the language they originated from. Translation serves as a bridge between languages and connects all units of the world in the global network. Further, the diversity of culture and language is so immense that it is challenging to do justice while engaging in translation. It entails that a keen devotion should be accorded to various aspects that exist in each culture and language while initiating and progressing in the translation without attenuating and garbling the original meaning. This paper attempts to study the challenges encountered in language, culture, and translation in a globalized society.

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Chen, Shen. „Cultural components in the teaching of Asian languages“. Australian Review of Applied Linguistics. Series S 12 (01.01.1995): 153–68. http://dx.doi.org/10.1075/aralss.12.10che.

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Abstract The importance of understanding target cultures is an increasingly acknowledged aspect in the teaching of Asian languages. Yet how to incorporate the teaching of cultures with languages remains controversial. This paper will discuss a number of main paradigms of teaching target culture employed in Asian language programs and propose a concept of capacity which relates target cultures with the language learners’ own culture.

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Li, Chenxi. „Language Differences between Chinese and Western Cultures“. Journal of Education and Educational Research 8, Nr. 3 (27.05.2024): 180–82. http://dx.doi.org/10.54097/v5hgsa43.

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Although the general culture has the same basic elements and structure, but different cultural systems have their own different emphasis and the basic spiritual connotation. Culture is the basis of language, language is the carrier of culture, reflecting the culture. The national language behind any culture has kinship terms. Kinship appellation is not only a common language phenomenon, but also a cultural phenomenon, reflecting the cultural spirit and values of different nationalities. This paper will mainly from the perspective of Chinese and English appellation in Chinese and Western languages to explain and compare the differences between Chinese and Western cultures and analyze the reasons.

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Odilov, Yorqinjon. „Society, Language and Culture“. Uzbekistan: language and culture 4, Nr. 2 (10.06.2022): 6–17. http://dx.doi.org/10.52773/tsuull.uzlc.2022.4.2/ytde7874.

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This article is devoted to the study of the relationship of language with society and culture. It focuses on the role of language in society, the essence of culture, the definition of the term "culture", revealing the inter-action of language with culture and language, the scientific proof of the role of culture in the formation of language. The main content of article the fact that the constant interaction between language and culture are observed, as a result of which changes and innovations in culture are re-flected in language, and the view that the driving force of change is man, society are priority. The uniqueness of the people's way of identifying col-ours explained by the examples taken from the Uzbek, Russian and English languages. In this regard, the perception of colours in positive and negative evaluations are highlighted.

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Guessabi, Fatiha. „Language and Culture in Intercultural Communication“. Journal of Gender, Culture and Society 1, Nr. 1 (02.10.2021): 27–32. http://dx.doi.org/10.32996/jgcs.2021.1.1.5.

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Language is probably the best way of conveying a culture, both oral and written, in human societies. Language, written or oral, plays an essential role in developing a form of social knowledge, which is common sense thought, socially developed and shared by members of the same social or cultural characteristics. This common knowledge is sometimes called a social representation. Through language, man assimilates culture, perpetuates it or transforms it. Nevertheless, like every language, each culture implements a specific apparatus of symbols with which each society identifies. Culture is defined as the body of knowledge and behavior that characterizes a human society or a human group within a society. Different languages are necessary in order to preserve things such as culture; heritage and getting people from different cultures to dialogue may require intercultural mediation. These intercultural communications can be regarded as translation. Therefore, the relationship between language and culture is rather complex. Our article will discuss the relation between language and culture in intercultural communication which is translation in our case. Many ideas will be presented with examples to prove that language and culture are two faces to one coin. This research shows that language and culture are not competitors and not interdependent but complete each other.

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Samajdar, Dr Neerja. „Language in Multicultural Society“. SMART MOVES JOURNAL IJELLH 8, Nr. 7 (22.07.2020): 69–77. http://dx.doi.org/10.24113/ijellh.v8i7.10658.

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Learning a language, is not only learning sounds, alphabets and grammar, but it also means learning the customs and cultural norms. We all grow up in social circles, we informally learn how to use language expressions, gestures, tones. We get to learn the acceptable behaviors or language use in our society. We all speak Languages. We all imbibe Cultures. Language expresses a particular meaning that represents the culture of a particular social group. We interact with a language and culture becomes its reference point. Krober(1923) expresses, "Culture, then, began when speech was present, and from then on, the enrichment of either means the further development of the others". Hence, language and culture are complex, yet inseparable form of human interactions. Culture is complexly intertwined with language. Human interactions are defined as communication. The communicative force of culture works not only in representing aspects of reality, but also in connecting one context with another. According to the linguistic relativity principle, the way we think about the world, gets influenced by the language we use to express it and vice versa. Therefore, consciously or unconsciously, we show certain behaviors and carry certain language habits which are deeply rooted in our culture. Thus learning a language means learning and adopting that culture. This paper deals with this very relationship of language and culture with a cross-cultural interaction, how teaching and learning a foreign language plays a role in learning the target culture. This paper will make recommendations for effective culture education in foreign language classroom to develop intercultural competence.

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Dissertationen zum Thema "Language and Culture"

Goldstein, Julie. „Language and Culture in Perception“. Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.

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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4

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Ilieva, Roumiana. „Conceptualizations of culture, culture teaching, and culture exploration in second language education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.

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Poliakova, T., und P. Vasylenko. „Interaction of language, human being and culture when teaching foreign languages“. Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/37066.

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Dobson, Akemi. „Cultural nationalism and representations of Japanese culture in language textbooks /“. [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16825.pdf.

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Gallivan, Kathleen C. „Does culture translate can we make the words our own? /“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1164.

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Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains iv, 30 p. : ill. Includes abstract. Includes bibliographical references (p. 29-30).

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Jansen, Richo. „The language of arts and culture“. Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.
Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.

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Bird, Angela. „The emotions : biology, language and culture“. Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7596/.

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Philosophers, and theorists in other disciplines, have disagreed over the character, function and mechanisms of emotions. Amongst the persistent issues that have arisen is the question of what exactly emotions are. Are they a vivid perceptual awareness of physiological processes? Evaluative judgments? Dispositions? Neurophysiological states? Or perhaps an aggregate of some or all of the above? Typically, theorists who study the emotions have tended to divide into two camps. On the one hand there are those who adopt a broadly biological / adaptationist perspective, which emphasises the corporeal nature of emotions. On the other side of the divide are those who adopt a socio-constructivist perspective, which emphasises the cognitive nature of emotions. Proponents of the biological stance have tended to favour universal, basic emotions whilst socio-constructivists tend to favour the more exotic. In support of the latter approach a significant literature has emerged from ethnography, anthropology and cognitive linguistics. This literature adopts a “lexicocentric” perspective on the emotions. The biological/adaptationist perspective seems to capture something important and right about the essential nature of emotions. However, the aim of my thesis is to demonstrate that the basic emotions theory, as characterised by Ekman, is weakened by its failure to pay attention to, and fully to engage with, the literature regarding the effect of language on our emotional landscape, an area which has ostensibly been the domain of the social constructionist. I argue that what is required is a linguistically inclusive theory of emotion. Such a theory acknowledges that any coherent and comprehensive theory of emotion must include a robust linguistic and cultural element.

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Perez, Ambar A. „LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.

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Goodfellow, Anne Marie. „Language, culture, and identity, social and cultural aspects of language change in two Kwak'wala-speaking communities“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ38891.pdf.

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Wilhelmson, Mika. „What Culture? : Cultural representations in English as a foreign language textbooks“. Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.

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Bücher zum Thema "Language and Culture"

Elnashar, Narymane A. Language, culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Elnashar, Narymane A. Language culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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D, Manjali Franson, Hrsg. Language, culture, & cognition. New Dehli [i.e. Delhi]: Bahri Publications, 1998.

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Lazear, Edward P. Culture and language. Cambridge, MA: National Bureau of Economic Research, 1995.

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Shaul, David Leedom. Language and culture. Prospect Heights, Ill: Waveland Press, 1998.

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Poškienė, Audronė. Language and culture: Language studies as academic culture : monografija. Kaunas: Technologija, 2004.

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Ruqaiya, Hasan, Martin J. R und Halliday, M. A. K. 1925-, Hrsg. Language development: Learning language, learning culture. Norwood, N.J: Ablex Pub. Corp., 1989.

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P, Clark Virginia, Eschholz Paul A und Rosa Alfred F, Hrsg. Language: Readings in language and culture. 6. Aufl. New York: St. Martin's Press, 1998.

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Johnstone, Barbara. Language, culture and self in language learning. London: Thames Valley University, 1997.

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Sharifian, Farzad, René Dirven, Ning Yu und Susanne Niemeier, Hrsg. Culture, Body, and Language. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110199109.

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Buchteile zum Thema "Language and Culture"

Sarangi, Srikant. „Culture“. In Culture and Language Use, 81–104. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hoph.2.08sar.

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Goodson, A. C. „Language and Culture“. In On Language, 32–58. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26900-6_3.

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Weber, Jean-Jacques. „Language and Culture“. In Language Racism, 69–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_6.

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Smith, Paul C. „Foreign Language Learning“. In Getting Culture, 115–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445005-11.

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Soh, Kaycheng. „Language Learning and Culture Teaching: Culture in Language“. In Teaching Chinese Language in Singapore, 3–8. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_1.

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Stewart, Pamela J., und Andrew J. Strathern. „Language and Culture“. In Breaking the Frames, 69–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47127-3_8.

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Kreiner, David S. „Language and Culture“. In Cross-Cultural Psychology, 357–74. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119519348.ch17.

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Spring, Joel. „Culture and Language“. In Global Impacts of the Western School Model, 66–86. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351002745-4.

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Kohn, Hans. „Language and Culture“. In Nationalism in the Soviet Union, 86–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003344360-6.

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Bhattacharya, Tanmoy. „Language and Culture“. In The Routledge Companion to Northeast India, 284–91. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003285540-48.

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Konferenzberichte zum Thema "Language and Culture"

Guessabi, Fatiha. „Language and Intercultural Communication“. In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.5-3.

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Culture is defined as the body of knowledge and behavior that characterizes a human society, or more generally a human group within a society. Language is probably the best way of conveying a culture, both oral and written, in human societies. Language, written or oral, plays an essential role in the development of a form of social knowledge, such as common-sense thought, socially developed and shared by members of the same social or cultural characteristics. This common knowledge is sometimes called social representation. Through language, we assimilate culture, perpetuate it, or transform it. Nevertheless, like every language, each culture implements a specific apparatus of symbols with which each society identifies. Different languages are necessary in order to preserve fields such as culture; heritage and getting people from different cultures to dialogue may require intercultural mediation. These intercultural communications can be regarded as translation. Therefore, the relationship between language and culture is rather complex. Our article will discuss the relation between language and culture in intercultural communication, which is translation in our case. We will present ideas with examples to evidence that language and culture are two faces of one coin.

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Malamud, Monica. „Culture, Identity and Language Use in Morocco“. In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-2.

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From a functional perspective, language is human beingsâ€™ means of communication. In societies in which more than one language is used, and in which individuals themselves are multilingual, an interesting research question is: How do individuals and communities decide which language(s) to use for optimal communication? In Morocco, although language choices have been heavily influenced by its history, at present, the situation is far more complex and nuanced. Currently, Arabic and Berber are official languages, while French, Spanish, and English are also spoken by sizable proportions of the population, and are taught in schools and language institutes. However, there are varying degrees of proficiency and acceptance of these languages within Moroccan society. Through sociolinguistic interviews with informants from different socio-economic, geographical, religious, and educational backgrounds, my research aims to tease out the motives that lead them to prefer certain language(s) over others, for themselves, their families, and their communities. My paper also reviews language policy within the educational context, and the different approaches that are used in formal language socialization, depending on the language. My analysis shows how the intersection of languages and education is yet another reflection of cultural values and attitudes. Language use of Moroccans today is shaped by a complex web of factors, both internal and external to the country, personal and societal, and real and perceived. Ultimately, language and culture are intricately interconnected, and language choice in Morocco is an important expression of personal identity and group membership.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova und Elizaveta Iosifovna Getman. „Cross-Cultural Communication Issues of Educating Bicultural Students“. In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

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Abilgaziyeva, Z. K., und A. S. Seidolda. „LANGUAGE AND CULTURE“. In Республиканская научно-практическая онлайн-конференция «Жансугуровские чтения». Crossref, 2021. http://dx.doi.org/10.53355/r5619-7606-5075-d.

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Mouli, T. Sai Chandra. „Towards Understanding Identity, Culture and Language“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

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Gao, Bei, Wei Zhou und Wen Liu. „Politeness, Language and Culture“. In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.039.

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Dmitriev, Kirill. „Language-philology-culture. Arab Cultural Semantics In Transition“. In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.sspp0933.

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Buluc, Ruxandra, Luiza Costea und Speranza Tomescu. „THE ROLE OF ONLINE FOREIGN LANGUAGE COURSES IN DEVELOPING INTERCULTURAL AND CROSS-CULTURAL COMPETENCE“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-088.

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The given paper is aimed at tackling the on-going aspects of the culture of communication as an indicator of the individual's general knowledge. This type of culture should be taught and generated during foreign language classes through verbal stereotypes typical of bearers of other cultures. The ability to identify and to appropriately react to the verbal stereotypes of the dialog partners allows the expert on intercultural communication to approach the communication act in its entire linguistic and content structure, and this will be in line with the cultural idiosyncrasies of the native speaker and will lead to a significant increase of the interactive power of the communication. Within the online learning of the intercultural communication, learners have started showing a growing interest in acquiring the culture elements of the country whose language are learning, and in contrasting and comparing such elements with the cultural elements of their own country. Taking into account the given context, the language teacher should be ready to creatively integrate the most productive learning technologies into the online language courses, thus gaining future quality experts in intercultural communication within foreign language study programs run in universities. This is one of the most important current trends in learning foreign languages and intercultural communication. The Internet, as the global information net, requires, besides communication skills, self control skills in alternating activities, in attention, in task fulfilling so as not to get lost in the great pool of information and data. While learning foreign languages online, getting a solution to the above mentioned issues is in the hands of the teacher (tutor), who should carefully organize the steps the learner has to follow in their tasks.

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Sulistyorini, Dwi, Bani Sudardi, Warto Warto und Mahendra Wijaya. „Culture Tourism to Pesarean Kawi Mountain as A Culture of Cultural Products“. In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.25.

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Cirnu, Carmen elena, und Nazime Tuncay. „METAPHORS IN DIGITAL GAME CULTURE“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-119.

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METAPHORS IN DIGITAL GAME CULTURE Nazime Tuncay, PhD. Ministry of Education, Youth and Sports, North Cyprus, drnazimetuncay@gmail.com, Carmen Elena Cirnu, PhD National Institute for Research & Development in Informatics Bucharest, Romania carmen.cirnu@ici.ro Abstract A nation's culture is in the soul of its digital games. In this century, nearly all of the teenagers use digital devices. Digital games play an innovative method in sharing global cultural awareness among the teenagers. What are the differences in students' choices of digital games? Is there a relation between students' digital game choices and their sex or their culture? How much digital games are indispensable for students? How much of their time they spend using digital machines? Most importantly what are their metaphors? Nonetheless, metaphors help people to talk about the inner thoughts and sometimes the unspeakable ones. This research study aims to find out Turkish and Romanian students digital game metaphors and the relationship of these with their cultural values. Online questionnaire was prepared in English language and translated to two different cultures native language: Turkish and Romanian. About 500 questionnaires were distributed to lyceum students, ages between 15 and 17, and students answered 400 questionnaires. As a result of this study, some of the students metaphors were not changing according to the culture and some were remarkably different. Differences about two different cultures digital games were explored, and reasoning has followed in the article. Keywords: Game Culture, Romanian Students, Cypriot Students, Metaphors Keywords: Game Culture, Romanian Students, Cypriot Students, Metaphors

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Berichte der Organisationen zum Thema "Language and Culture"

Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, Mai 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, und Romain Wacziarg. Ancestry, Language and Culture. Cambridge, MA: National Bureau of Economic Research, Juni 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward und Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, Februar 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, Februar 2010. http://dx.doi.org/10.21236/ada634222.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters und Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7167.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface und Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2010. http://dx.doi.org/10.21236/ada634193.

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Bhavsar, Kartik, Reanna Poncheri Harman, Kathryn Nelson, Amber Harris, Eric A. Surface und Stephen J. Ward. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2010. http://dx.doi.org/10.21236/ada634194.

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Brandt, Lauren M., Milton V. Cahoon, Reanna Poncheri Harman, Jenna Hartinger, Eric A. Surface, Stephen J. Ward und Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Language Resources And Self-Study. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada634203.

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