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Journal articles on the topic 'Language and Culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (December 31, 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 (December 31, 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), no. 4 (March 16, 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, no. 2 (April 30, 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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5

Diana Haokip, Alphonsa Diana Haokip. "The Challenges of Language, Culture, and Translation in a Global Society." Dera Natung Government College Research Journal 6, no. 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 (January 1, 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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7

Li, Chenxi. "Language Differences between Chinese and Western Cultures." Journal of Education and Educational Research 8, no. 3 (May 27, 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, no. 2 (June 10, 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, no. 1 (October 2, 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, no. 7 (July 22, 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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Niu, Zhenyu. "Learning a New Language, Taking up a New Culture: Language and Culture Differences between Scottish Highland and Lowland in the 18th Century Reflected in R. L. Stevenson’s Kidnapped." Studies in English Language Teaching 4, no. 4 (November 18, 2016): 573. http://dx.doi.org/10.22158/selt.v4n4p573.

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<p><em>R. L. Stevenson’s novel Kidnapped takes Scottish Jacobite rebellions as its background and reflects resistance of Scottish people under British rule in the first half of the 18th century. Though within the same Scottish nation, the two heroes, Lowland boy David and Highland rebel Alan, have shown sharp contrasts in languages, political stands, moral standards and cultural values. Their contrasts reveal the binary opposition of Lowland and Highland cultures in the 18th century and can be explained by Fanon’s theory about language and culture differences within the same nation. In Kidnapped, the Lowland characters despise their own native culture, and regard the Highlanders who still keep traditional Scottish culture and language as “savage”. Therefore, they reject their own native culture and language, and have to completely depend on the English language and culture. The main goal of this article is to illustrate that learning a language also means taking up a culture, and it is essential to cultivate cultural awareness for English language teaching and culture teaching for foreign languages learners.</em></p>

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12

Zygmunt, Tomasz. "Language and Culture Interconnectedness." Language, Culture, Politics. International Journal 1 (December 9, 2021): 117–26. http://dx.doi.org/10.54515/lcp.2021.1.117-126.

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Numerous criticism directed at the Sapir-Whorf Hypothesis called forth the viewing of the hypothesis through the prism of language and culture interconnection and check to what extent the linguistic determinism is an applicable and useful tool in foreign language studies. For this reason, the present paper carries out a discussion to construct a somewhat modified version of the linguistic determinism idea by adding to the language–culture unit a third element such as expressiveness. To make the proposed here version of linguistic determinism comprehensible, it has been decided to describe and explain the notions of language, culture, and expressiveness to make them clear and digestible for the purpose of the present discussion. In the course of the discussion, strengthened by quotations from the literature, the main stress is put on the language-culture interconnectedness viewed as the key element determining successful language studies, especially in the foreign languages domain. Finally, the attention is directed at the role of creativity and expressiveness as factors responsible for the level of the language user’s competence, which, in turn, is viewed as creative communicative competence.

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13

De Swaan, Abram. "Language and culture in Transnational society." European Review 7, no. 4 (October 1999): 507–18. http://dx.doi.org/10.1017/s1062798700004440.

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The modern world system also comprises a global constellation of languages, arranged in hierarchies and linked by multilingual individuals. The communication value of a language depends on the proportion of the people who speak it, multiplied by the proportion of multilingual speakers. The special characteristics of languages make them into hypercollective goods. In the West language is identified with state. A language of supercentral communication will permit the nations of the European Union to communicate and will exist in a dynamic, precarious balance with the indigenous languages.

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14

Bayramova, Ayten Mahammad. "Interrelation of Language and Culture." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1940. http://dx.doi.org/10.17507/tpls.0610.07.

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The present article deals with the mutual influence of constituent components of language - culture interrelation. It also studies the revealing of the forms and principles of occurrence of cultural factors in the language and provides a short insight into the history and setting of the problem. The attitude of a human being towards reality phenomena as well as to the realization of time, quantity, gender, and case categories depend on the life style, daily routine, customs / traditions and mentality of the ethnos. The ways of defining common and distinguishing features of expressing the linguo- cultural factors in multi – system languages are investigated in the paper. It is stated in the research that cultural factors are reflected not only in the lexical and phraseological units of the language system, but also in its grammatical categories. Being a bearer and a transmitter of information, language is a specific means of realization of the culture.Accordinly, cultural factors are encoded and decoded in the language depending on the mentality and outlook of the ethnos. The mutual influence of language and culture occurs in communication process between the bearers of multi – system languages and evinces quite differently.

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15

Кадыралиева, Д. Ж. "ФОРМИРОВАНИЕ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ: ЛИНГВОКУЛЬТУРНЫЙ ПОДХОД." Vestnik Bishkek state university af K Karasaev 2, no. 68 (June 30, 2024): 33–37. http://dx.doi.org/10.35254/bsu/2024.68.06.

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The article explores the interaction between language and culture in intercultural communication. It analyzes linguocultural aspects and factors influencing communication between different cultures. Successful intercultural communication requires foreign language proficiency and the ability to interpret the communicative behavior of other cultures. Understanding and respecting cultural differences is crucial. Teaching a foreign language should include developing intercultural competence for effective interaction in a multicultural society. Language reflects a community's mentality, culture, and way of life. Knowing the cultural component and its codes prevents communication issues and promotes understanding the diversity of worldviews through languages and cultures.

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Spanu, Michael. "Sacred Languages of Pop: Rooted Practices in Globalized and Digital French Popular Music." Open Cultural Studies 3, no. 1 (February 1, 2019): 195–206. http://dx.doi.org/10.1515/culture-2019-0018.

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Abstract Nowadays, popular music artists from a wide range of cultures perform in English alongside other local languages. This phenomenon questions the coexistence of different languages within local music practices. In this article, I argue that we cannot fully understand this issue without addressing the sacred dimension of language in popular music, which entails two aspects: 1) the transitory experience of an ideal that challenges intelligibility, and 2) the entanglement with social norms and institutions. Further to which, I compare Latin hegemony during the Middle Ages and the contemporary French popular music, where English and French coexist in a context marked by globalisation and ubiquitous digital technologies. The case of the Middle Ages shows that religious control over Latin led to a massive unintelligible experience of ritual singing, which reflected a strong class divide and created a demand for music rituals in vernacular languages. In the case of contemporary French popular music, asemantical practices of language are employed by artists in order to explore alternative, sacred dimensions of language that challenge nationhood.

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Kövecses, Zoltán. "Culture and Language." Studia Slavica Academiae Scientiarum Hungaricae 55, no. 2 (December 2010): 339–45. http://dx.doi.org/10.1556/sslav.55.2010.2.20.

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Miljkovic, Miljan. "Language and culture." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 153–64. http://dx.doi.org/10.5937/zrufpl1509153m.

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Nida, Eugene A. "LANGUAGE AND CULTURE." Entreculturas. Revista de traducción y comunicación intercultural, no. 1 (March 27, 2009): 25–32. http://dx.doi.org/10.24310/entreculturasertci.vi1.11815.

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El presente artículo recoge la conferencia plenaria que el profesor Eugene A. Nida pronunció en el V Congreso Internacional “Traducción, Texto e Interferencias” sobre Traducción y mediación cultural, celebrado entre el 13 y el 15 de diciembre de 2006 en la Universidad de Córdoba, donde relata que, a lo largo de su trayectoria como traductor, le resultó crucial conocer los valores de las distintas culturas que visitó para poder comprender cómo se comunicaban entre sí y, por ende, ser capaz de ayudar a los traductores de estas culturas en su labor de traducción de la Biblia.

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Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>

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NIDA, Eugene A. "Language and Culture." Hikma 5, no. 5 (October 1, 2006): 171. http://dx.doi.org/10.21071/hikma.v5i5.6690.

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En este trabajo presento mis periplos a lo largo de una serie de países y de una gran variedad de pueblos del mundo, principalmente de África, Filipinas, Asia, el Pacífico Central, América Central, incluido México y Sudamérica. Mi experiencia con las distintas culturas ha hecho que me reafirme en la postura que hoy día mantengo, y que subraya el papel que ha jugado la antropología. El conocimiento cultural tanto como el lingüístico es imprescindible en todos los estudios de traducción. En mi larga experiencia por todo el mundo he llegado a esta convicción.

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Jungrye Chun. "Language and Culture." Korean Language Research ll, no. 24 (July 2009): 195–217. http://dx.doi.org/10.16876/klrc.2009..24.195.

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Fulford, George. "Language and Culture." Ethnologies 25, no. 2 (2003): 5. http://dx.doi.org/10.7202/008045ar.

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Akramova, G., and N. Mullaeva. "Language and culture." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 4 (2021): 1212–15. http://dx.doi.org/10.5958/2249-7137.2021.01184.8.

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Salzmann, Zdenek, David L. Shaul, and N. Louanna Furbee. "Language and Culture." Language 75, no. 3 (September 1999): 609. http://dx.doi.org/10.2307/417077.

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Leontiev, A. A. "Personality, Culture, Language." Journal of Russian & East European Psychology 44, no. 3 (June 2006): 47–56. http://dx.doi.org/10.2753/rpo10610405440304.

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Ponorac, Tatjana. "Culture and language." Defendology 9, no. 29-30 (2011): 85–88. http://dx.doi.org/10.5570/dfnd.201101085.

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Kashima, Emiko S., and Yoshihisa Kashima. "Culture and Language." Journal of Cross-Cultural Psychology 29, no. 3 (May 1998): 461–86. http://dx.doi.org/10.1177/0022022198293005.

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Farrow, Steve. "Language and culture." Language & Communication 24, no. 3 (July 2004): 269–74. http://dx.doi.org/10.1016/j.langcom.2003.11.001.

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Lazear, Edward P. "Culture and Language." Journal of Political Economy 107, S6 (December 1999): S95—S126. http://dx.doi.org/10.1086/250105.

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Sack, Peter. "Law, Language, Culture." Journal of Legal Pluralism and Unofficial Law 30, no. 41 (January 1998): 15–35. http://dx.doi.org/10.1080/07329113.1998.10756504.

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Bernárdez, Enrique. "Language and Culture." Review of Cognitive Linguistics 8, no. 2 (October 28, 2010): 376–85. http://dx.doi.org/10.1075/rcl.8.2.07ber.

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Eastman, Carol M. "Language in Culture." Anthropology News 32, no. 3 (March 1991): 36. http://dx.doi.org/10.1111/an.1991.32.3.36.1.

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Ortiz, Alba A., María E. Fránquiz, and Gilberto P. Lara. "Co-editors’ introduction: Culture is language and language is culture." Bilingual Research Journal 43, no. 1 (January 2, 2020): 1–5. http://dx.doi.org/10.1080/15235882.2020.1741303.

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Monaghan, Leila. "Linguistic Culture and Language Policy.:Linguistic Culture and Language Policy." Journal of Linguistic Anthropology 7, no. 2 (December 1997): 245–47. http://dx.doi.org/10.1525/jlin.1997.7.2.245.

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Mizamkhan, B., and T. Kalibekuly. "THEORETICAL AND PRACTICAL PECULIARITIES OF TRANSLATING CULTURE-SPECIFIC TERMS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 494–97. http://dx.doi.org/10.51889/2020-4.1728-7804.97.

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The term “culture-specific vocabulary” appeared in the 1980s. Problems of translating culture-specific terms from one language to another have always been a serious issue for translators. It causes even more problems if the languages being compared belong to different language groups and represent different cultures. Nevertheless, the study of culture-specific vocabulary helps to achieve the adequacy of translation, which in turn helps speakers of different languages and cultures to achieve mutual understanding. The above emphasizes the relevance and timeliness of the study of translation from the point of view of cultural linguistics. This paper will examine the peculiarities of translating culture-specific terms from Kazakh into English. It provides different methods of translating cultural connotations, taking into account the ways of living and thinking, as well the historical and cultural backgrounds embedded in the source language (hereafter SL) and target language (hereafter TL). These methods will be analyzed using specific examples, originals and translations of such works as “The Path of Abai” by Mukhtar Auezov and “Nomads” by Ilyas Yessenberlin. Therefore, the main aim of the paper is to try to explain main approaches and theories needed for adequate understanding of different cultures through translation.

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Kustati, Martin, Nurhamsi Deswila, Besral Besral, and Teuku Zulfikar. "Cross-Cultural Awareness: EFL Learners’ Barriers to Learning English." Journal of Innovation in Educational and Cultural Research 4, no. 1 (January 6, 2023): 98–108. http://dx.doi.org/10.46843/jiecr.v4i1.517.

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When one learns a certain language, he/she should also learn its culture. This is because languages and cultures are integrated. For example, to acquire meanings, language students need to understand the culture of the language they are learning. This study seeks to determine the challenges faced by English language learners in understanding Islamic beliefs and western cultures. This was a descriptive qualitative study that utilized semi-structured interviews to acquire data. Interviews were conducted with eight pupils from the Islamic boarding school Ar-Risalah in West Sumatra. The result of interviews showed that the majority of learners acknowledged that they experienced cross-cultural hurdles in English learning because of being culturally insensitive, misunderstanding of cultural contents in the language materials, and formal intervention regarding the textbook. Students are confused to differentiate cultures shared by Islamic values and Western cultures as those Islamic values are not vividly depicted in English textbooks. Therefore, students have difficulties understanding English. It is imperative that future research investigate this topic, since culture and language are inseparable, in which people learning a certain language are also required to learn its culture.

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Shanahan, Daniel. "Culture, culture and “culture” in Foreign Language Teaching." Foreign Language Annals 31, no. 3 (October 1998): 451–58. http://dx.doi.org/10.1111/j.1944-9720.1998.tb00588.x.

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Ahmed, Mohamed Mohi El-Din. "al-Bu’d al-Tsaqafi fi Ta’lim a;-Lughah al-Arabiyyah bi Jamiáh Brunei Darussalam." Tanwir Arabiyyah: Arabic As Foreign Language Journal 2, no. 1 (June 2, 2022): 21–38. http://dx.doi.org/10.31869/aflj.v2i1.3035.

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The relationship between language and culture is a close relationship that cannot be separated from each other. Knowledge of the culture of the Arabic language helps in learning it and mastering its skills and understanding its intellectual and cultural concepts, and learning a culture of cultures, can not only be studied a number of lessons about the customs and traditions of the owners of that language, but the student needs to diversify the sources of knowledge of the culture of native speakers, and this study aims to highlight the cultural dimension in the teaching of Arabic language at the University of Brunei Darussalam, and how to introduce students to Arab culture As a second language culture with respect for the culture of the learner, this study has been summarized by description and analysis of the historical sequence of the experience of the University of Brunei Darussalaam in caring about the cultural dimension in the teaching of Arabic language, the University has a special experience in dealing with Arab culture when teaching Arabic language at the University, and this experience boils down to four main themes, the first of which is: in 2003 the course was prepared in a way that combines arab and local cultures, secondly: In 2010, weekly activities for university students run by the Arab Culture Club began. Annual activities run by the Language Center through cultural language festivals, which began in 2004 in partnership with other languages in the Language Center, and then developed in 2014 where the first Arabic festival, and fourth: in 2015, additional reading aids based on local culture were launched through the translation of the Language Center for Barun folk stories into the languages present at the center, thus characterized by the experience of the University of Brunei Dar es Salaam with its interest in the cultural dimension of language education within and outside the classroom, This study recommends that cultural aspects be taken into account when developing or selecting courses and books implemented; establishing student clubs to introduce Arabic language culture; and organizing cultural festivals to support them.

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Niftulla qızı Qəribova, Mehbarə, and Zərif Qurban qızı Güləliyeva. "The role of culture and language in the teaching of intercultural communication." SCIENTIFIC WORK 70, no. 09 (September 21, 2021): 47–52. http://dx.doi.org/10.36719/2663-4619/70/47-52.

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The teaching of intercultural communication covers two broad areas of culture and language teaching. The ability to use different expressions is important in the teaching of intercultural communication, as discussions are conducted at a high language level. The teaching of intercultural communication in universities should facilitate intercultural cooperation and understanding among students. It is necessary to learn languages and cultures in the teaching of foreign languages in order to achieve intercultural communication and eliminate the misunderstandings that may arise as a result. Key words: intercultural communication, forms of behavior, language skills, culture and language, interactions

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Niftulla qızı Qəribova, Mehbarə, and Zərif Qurban qızı Güləliyeva. "The role of culture and language in the teaching of intercultural communication." SCIENTIFIC WORK 70, no. 09 (September 21, 2021): 47–52. http://dx.doi.org/10.36719/2663-4619/70/47-52.

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The teaching of intercultural communication covers two broad areas of culture and language teaching. The ability to use different expressions is important in the teaching of intercultural communication, as discussions are conducted at a high language level. The teaching of intercultural communication in universities should facilitate intercultural cooperation and understanding among students. It is necessary to learn languages and cultures in the teaching of foreign languages in order to achieve intercultural communication and eliminate the misunderstandings that may arise as a result. Key words: intercultural communication, forms of behavior, language skills, culture and language, interactions

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Alabi, Taofeek Olanrewaju, and Abimbola Folasade Abolarin-Egbebiola. "Language and Culture as Instruments for National Economic Advancement in Nigeria." INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES 8, no. 1 (October 14, 2023): 17–26. http://dx.doi.org/10.56201/ijelcs.v8.no1.2023.pg17.26.

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The aim of this paper is to examine how language and culture can be used as instruments for national economic advancement in Nigeria. This is based on the numerous important roles played by language and culture in human society. The paper adopted the theoretical views of Stubbs and Durkheim in discussing the functions of language in the society and the dynamics of culture; where people’s relationships predominate over individualism. It examines the contemporary socio- economic challenges facing the country and how they can be tackled through the instrumentalities of language and culture. The paper submits that indigenous languages and the people’s culture can serve as panacea to the numerous challenges facing the country. However, failure to romanticize our language and culture results in the neglect of the very effective tools for national advancement. To proffer a lasting solution to the nation’s socio-economic and political challenges, the paper recommends a paradigm shift from the crude notion of portraying Nigerian languages and cultures as local, undeveloped, uncreative and inefficient to quintessential elements needed for the nation’s advancement

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Mazlaveckiene, Gerda. "CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.

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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.

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Hartanti, Ade Eka Julia, Lena Lisviyana, Ulfi Yanti, and Dina Ayu Krisdayanti. "PEMERTAHANAN DAN PERGESERAN BAHASA DAERAH PADA MASYARAKAT DESA PENTINGSARI-YOGYAKARTA." Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar 1, no. 2 (August 12, 2019): 100. http://dx.doi.org/10.33603/.v1i2.2313.

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Abstrak. Indonesia sebagai bangsa yang beranekaragam mulai dari suku, ras, agama, bahasa dan adat istiadat. Karena dari hal tersebutlah muncul kebudayaan-kebudayaan yang diciptakan oleh masyarakat indonesia itu sendiri, bahasa memiliki jalinan yang sangat erat dengan budaya sehingga keduanya tidak dapat dipisahkan, karena begitu eratnya jalinan antara bahasa dan budaya. Tanpa bahasa, budaya kita pun akan mati. Hal ini bisa terjadi karena, sebagaimana dikatakan oleh Purwo (2000:3) bahasa adalah penyangga budaya, sebagian besar budaya terkandung di dalam bahasa dan diekspresikan melalui bahasa, bukan melalui cara lain. Ketika kita berbicara tentang bahasa, sebagian besar yang kita bicarakan adalah budaya. Ketika seseorang menggunakan bahasa untuk berkomunikasi dengan orang sekelilingnya, dan kemungkinan orang lain yang berbeda bahasa juga. Ada dua kemungkinan yang terjadi yaitu yang apakah seseorang itu mempertahankan bahasanya atau bahasa yang digunakannya mulai bergeser dengan bahasa lain.Â Banyak sekali faktor penyebab pergeseran dan pemertahanan bahasa.Kata Kunci : Pemertahanan, Pergeseran Bahasa Daerah Masyarakat Pentingsari Abstract. Indonesia as a diverse nation ranging from ethnicity, race, religion, language and customs. Because of the emergence of cultures created by Indonesian society itself, language has a very close relationship with culture so that they cannot be separated, because so closely the relationship between language and culture. Without language, our culture will die. This can happen because, as Purwo (2000: 3) says, language is a support for culture, most cultures are contained in language and expressed through language, not through other means. When we talk about language, most of what we talk about is culture. When someone uses language to communicate with people around him, and possibly other people with different languages too. There are two possibilities that occur, which is whether someone maintains his language or the language he uses begins to shift with other languages. There are many factors that cause shifting and language retention.Keywords: Defense, Shifting Regional Languages of the Pentingsari Society

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Hartanti, Ade Eka Julia, Lena Lisviyana, Ulfi Yanti, and Dina Ayu Krisdayanti. "PEMERTAHANAN DAN PERGESERAN BAHASA DAERAH PADA MASYARAKAT DESA PENTINGSARI-YOGYAKARTA." Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar 1, no. 2 (August 12, 2019): 100. http://dx.doi.org/10.33603/cjiipd.v1i2.2313.

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Abstrak. Indonesia sebagai bangsa yang beranekaragam mulai dari suku, ras, agama, bahasa dan adat istiadat. Karena dari hal tersebutlah muncul kebudayaan-kebudayaan yang diciptakan oleh masyarakat indonesia itu sendiri, bahasa memiliki jalinan yang sangat erat dengan budaya sehingga keduanya tidak dapat dipisahkan, karena begitu eratnya jalinan antara bahasa dan budaya. Tanpa bahasa, budaya kita pun akan mati. Hal ini bisa terjadi karena, sebagaimana dikatakan oleh Purwo (2000:3) bahasa adalah penyangga budaya, sebagian besar budaya terkandung di dalam bahasa dan diekspresikan melalui bahasa, bukan melalui cara lain. Ketika kita berbicara tentang bahasa, sebagian besar yang kita bicarakan adalah budaya. Ketika seseorang menggunakan bahasa untuk berkomunikasi dengan orang sekelilingnya, dan kemungkinan orang lain yang berbeda bahasa juga. Ada dua kemungkinan yang terjadi yaitu yang apakah seseorang itu mempertahankan bahasanya atau bahasa yang digunakannya mulai bergeser dengan bahasa lain.Â Banyak sekali faktor penyebab pergeseran dan pemertahanan bahasa.Kata Kunci : Pemertahanan, Pergeseran Bahasa Daerah Masyarakat Pentingsari Abstract. Indonesia as a diverse nation ranging from ethnicity, race, religion, language and customs. Because of the emergence of cultures created by Indonesian society itself, language has a very close relationship with culture so that they cannot be separated, because so closely the relationship between language and culture. Without language, our culture will die. This can happen because, as Purwo (2000: 3) says, language is a support for culture, most cultures are contained in language and expressed through language, not through other means. When we talk about language, most of what we talk about is culture. When someone uses language to communicate with people around him, and possibly other people with different languages too. There are two possibilities that occur, which is whether someone maintains his language or the language he uses begins to shift with other languages. There are many factors that cause shifting and language retention.Keywords: Defense, Shifting Regional Languages of the Pentingsari Society

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Nesset, Tore, and Svetlana Sokolova. "Compounds and culture." Review of Cognitive Linguistics 17, no. 1 (August 20, 2019): 257–74. http://dx.doi.org/10.1075/rcl.00034.nes.

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Abstract This study explores compounds from the perspective of conceptual blending (conceptual integration), and argues that the meaning of compounds arises through the interaction of three levels: (i) input spaces established for the head and non-head components, (ii) a blended space involving compression and emergent structure, i.e. elements not imported from the input spaces, and (iii) the language system as a whole and the culture this system is part of. With regard to (iii) we propose the “Culture-to-Compound Hypothesis”, according to which compounding can be recruited to represent culturally “novel” content in languages where compounding enjoys a peripheral status in the language system. The examples discussed in the article come from Norwegian (a Germanic language where compounding is a central word-formation mechanism) and Russian (a Slavic language where compounding is more marginal in the language system).

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Failasofah, Failasofah, Amirul Mukminin, Masbirorotni Masbirorotni, Mukhlash Abrar, Nunung Fajaryani, Fortunasari Fortunasari, Marzul Hidayat, and Akhmad Habibi. "Culture, language, and multilingual education:." Bordón. Revista de Pedagogía 74, no. 3 (September 30, 2022): 121–37. http://dx.doi.org/10.13042/bordon.2022.90900.

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INTRODUCTION. In a multilingual classroom, teachers play an essential role in encouraging and fostering a multilingual attitude and behavior at the school, as their actions can considerably influence their students. This study is intended to explore the teachers’ attitudes towards multilingual policy and multilingual pedagogy. Therefore, theories on language educational policy and multilingual pedagogy and practices are discussed as guidance. METHODS. The study used a survey research design, and the questionnaires were sent online to gather the data. The participants were 100 foreign language teachers who teach at high schools in an Indonesian province. They were asked to voluntarily respond to three main themes: Multilingual education knowledge, language education policy in Indonesia, and multilingual classroom practices in the questionnaire in the questionnaire. T-test and MANOVA were employed to investigate the difference between variables. RESULTS. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers having a positive attitude. Out of 18 statements, the high mean scores are related to the belief that learning another language could foster openness to other people’s language and culture and learning different languages can build students’ ability to use languages within a context. DISCUSSION. Taking for granted that participants have different ages, teaching experience, gender, and foreign language, there is no significant difference in their attitude towards multilingual education and practices. Most of the participants of this study believe that multilingual education contributes to some benefit for their students. Yet, the results also show that participants also view that the government has neither provided nor accommodated proper support for multilingual education.

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Chang, Chen-Chi. "Integrated Culture and Language Learning with Hakka Culture-Specific Items Annotation Platform." International Journal of Languages, Literature and Linguistics 2, no. 4 (December 2016): 201–4. http://dx.doi.org/10.18178/ijlll.2016.2.4.95.

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Astawa, I. Nyoman Temon. "Bahasa Daerah dalam Kebhinekaan Bangsa Indonesia." Dharma Sastra: Jurnal Penelitian Bahasa dan Sastra Daerah 1, no. 2 (October 16, 2021): 98. http://dx.doi.org/10.25078/ds.v1i2.2789.

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<em><span lang="EN-US">Language is very important, especially seen from the function of culture and social functions in addition to other functions. It is very important for a country to have a national language which functions as a unifying tool for various ethnic groups with different backgrounds. Likewise, the function of regional languages is very important for the survival of a particular regional culture. Regional languages as one of the nation's wealth have a function as a means of communication for the supporting community. Apart from being a means of intra-ethnic communication, regional languages also function as supporters of the national language, namely Indonesian. On the basis of this function, regional languages should continue to be fostered and developed in order to strengthen the resilience of the nation's culture. Regional languages should no longer be treated as one of the cultures whose functions can be replaced by the functions of other languages. Article 36 of the 1945 Constitution states, among other things, that regional languagesthat are well maintained by their speakers will be respected and preserved by the state because these regional languages are part of the living Indonesian culture. The National Language Policy formulates that in relation to the development of state life in Indonesia towards regional autonomy and the importance of fostering and preserving regional culture, regional languagesneed to be given the widest opportunity to play a bigger role. Strengthening the existence and continuity of regional languages aims to protect regional languages which are one of the nation's wealth. Indonesian <em><span lang="EN-US">as a dynamic language can take advantage of local language vocabulary as an enrichment of Indonesian vocabulary. This attitude not only strengthens regional culture, but also strengthens national culture.</span></em></span></em>

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Antonova, Angelique M. "FOREIGN CULTURE-ORIENTED LITERATURE: THE ART OF THE POSSIBLE." Humanities And Social Studies In The Far East 19, no. 1 (2022): 105–11. http://dx.doi.org/10.31079/1992-2868-2022-19-1-105-111.

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Globalization has made it necessary for all nations to employ international languages, and primarily English, to promote their cultures. Employing the latest achievements in “interlinguoculturology”, we look at original English-language texts about Russian culture, and explore what qualities a reader should possess in order to make a sober assessment of an English-language text about Russian culture.

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