Journal articles on the topic 'Language, communication and culture'
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Torop, Peeter. "Translation as communication and auto-communication." Sign Systems Studies 36, no. 2 (December 31, 2008): 375–97. http://dx.doi.org/10.12697/sss.2008.36.2.06.
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If one wants to understand translation, it is necessary to look at all its aspects from the psychological to the ideological. And it is necessary to see the process of translation, on the one hand, as a complex of interlinguistic, intralinguistic, and intersemiotic translations, and on the other hand, as a complex of linguistic, cultural, economic, and ideological activities. Translators work at the boundaries of languages, cultures, and societies. They position themselves between the poles of specificity and adaptation in accordance with the strategies of their translational behaviour. They either preserve the otherness of the other or they transform the other into self. By the same token, they cease to be simple mediators, because in a semiotic sense they are capable of generating new languages for the description of a foreign language, text, or culture, and of renewing a culture or of having an influence on the dialogic capacity of a culture with other cultures as well as with itself. In this way, translators work not only with natural languages but also with metalanguages, languages of description. One of the missions of the translator is to increase the receptivity and dialogic capability of a culture, and through these also the internal variety of that culture. As mediators between languages, translators are important creators of new metalanguages.
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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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Lambros, Anna V., Joel Walz, and Jean-Pierre Piriou. "Rapports: Language, Culture, Communication." Modern Language Journal 75, no. 2 (1991): 258. http://dx.doi.org/10.2307/328857.
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Seiitbekova, Surmakan Seiitbekovna, and Orozbubu Mirzakmatova. "LANGUAGE, CULTURE AND COMMUNICATION." Bulletin of Osh State University, no. 2 (2022): 200–206. http://dx.doi.org/10.52754/16947452_2022_2_200.
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Reboul, Anne. "Language: Between cognition, communication and culture." Pragmatics and Cognition 20, no. 2 (December 31, 2012): 295–316. http://dx.doi.org/10.1075/pc.20.2.06reb.
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Everett’s main claim is that language is a “cultural tool”, created by hominids for communication and social cohesion. I examine the meaning of the expression “cultural tool” in terms of the influence of language on culture (i.e. the Sapir-Whorf hypothesis) or of the influence of culture on language (Everett’s hypothesis). I show that these hypotheses are not well-supported by evidence and that language and languages, rather than being “cultural tools” as wholes are rather collections of tools used in different language games, some cultural or social, some cognitive. I conclude that the coincidence between language and culture is due to the fact that both originate from human nature.
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Kozak, Alla, and Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.
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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.
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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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Kim Won Hoi. "Culture, Language and Intercultural Communication." Korean Journal of Slavic Studies 24, no. 2 (December 2008): 277–98. http://dx.doi.org/10.17840/irsprs.2008.24.2.011.
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Jasinski, Tomasz J. "Language, Culture, and Psychological Communication." Jung Journal 2, no. 2 (April 2008): 21–29. http://dx.doi.org/10.1525/jung.2008.2.2.21.
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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.
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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.
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Ebrahimi, Mohammad Amin. "Cultural value of translation of proverbs and synopsis." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 4, 2020): 11484. http://dx.doi.org/10.20952/jrks1111484.
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Language is formed in the context of culture; on the other hand, the culture of a society is reflected in the language's mirror. Language has a cultural backbone as a communication tool. This cultural backing is in fact the basis for the emergence of vocabulary and its conceptual boundaries, as well as the decisive factor in the image and image reflected in the ords and proverbs. Because different ethnic groups have different cultures, there are problems on the path to the relationship between nations and the mutual understanding of languages. The methods of translating proverbs and synopsis as part of language and culture play a
significant role in communicating, despite the fact that some cultural reflections sometimes apply in the above interpretations because of the inappropriateness of the methods of translating neglected. Since one of the goals of translation is to create and promote communication between cultures, ignoring the cultural aspects of texts in translation can reduce the scientific and cultural values of translated works. The present paper seeks to explain this problem and provide some solutions.
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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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Sadiku Manaj, Lorena. "Intercultural Translation and Communication." European Journal of Social Sciences Education and Research 11, no. 1 (June 10, 2017): 99. http://dx.doi.org/10.26417/ejser.v11i1.p99-106.
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The accuracy of translation and interpretation in intercultural communication is a primary element in the exchange of messages between two or more cultures. When it comes to precision in translation, it is imperative to put in the foreground the precision of finding the equivalence or correspondence appropriate to the communication of two different identities. That precision is entirely in the hands of the translator, but not only. Accurate translation is related to the role of translator in this communication, but also the recognition of jogging elements, as well as the social context in which the process takes place. It is well known that intercultural communication has been achieved through translation science, as it is clear that without this science intercultural exchanges could not happen. There is no way to get used to all the languages of the world. Since the creation of human life, various verbal and nonverbal interpretations between different communities had to be communicated. Intercultural communication relies heavily on translation and interpretation, which are two very important tools for creating a bridge of meaning-crossing, from one language to another, and from one culture to another. Translation is one of the most ancient linguistic phenomena. It was seen as the necessary solution that brought the great number of languages around the world at a time when mankind had just started extending widely to the planet called Earth. Translation has a special merit in communicating between two speakers who speak different languages and have different cultures. Merit relates to the exchange of words that carry the meaning and accurate transmission of the message between two interlocutors or between two different identities with unmatched tradition, culture and habits. In intercultural communication, during the translation process, translators are left free to choose words to describe the concepts from source language to sign language, but this free hand is allowed only by being faithful to the meaning. An important role plays a social context as the interpreter should be attentive to distinguish which culture is being translated and is always ready to find the right linguistic and cultural parameters for the sole purpose of realizing communication. The work of an interpreter can not be done by anyone who knows two languages. The interpreter should be a good connoisseur of the language and culture of the source language and the sign language. Also, the interpreter must necessarily be a very good connoisseur of the social context, which translates or interprets. In intercultural communication, the work of an interpreter can not be left to linguistic equivalence alone, as it is highly riskful to convey the meaningful message. The sender transmits signals to the receiver. For a man who does not know the language - the source of the message, these signals find no sense, so it is imperative for the interpreter to intervene, who, besides being able to embody them, makes meaningful sense to the recipient of the message. How does he do this? Of course, finding the correct verbal and nonverbal parameters as well as necessarily calculating the time or social context in which the translation takes place. Given all the above elements, the interpreter should always be keen to achieve an accomplished communication. He should have a very good knowledge of the language and culture of the source language and quite well the language and culture of the sign language. You should also know the social period or context for which you are translating well. You can not overlook the inner state or curiosity of the interpreter himself.
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Gladkova, A. N., and T. V. Larina. "Anna Wierzbicka, language, culture and communication." Russian Journal of Linguistics 22, no. 4 (2018): 717–48. http://dx.doi.org/10.22363/2312-9182-2018-22-4-717-748.
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Fayer, Joan M., Stella Ting-Toomey, and Felipe Korzenny. "Language, Communication, and Culture: Current Directions." Modern Language Journal 74, no. 2 (1990): 222. http://dx.doi.org/10.2307/328127.
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Lukac-Zoranic, Amela. "Culture and language in business communication." Ekonomski izazovi 2, no. 3 (2013): 161–69. http://dx.doi.org/10.5937/ekoizavov1303161l.
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Collier, Mary Jane. "Language, communication, and culture, current directions." International Journal of Intercultural Relations 14, no. 2 (1990): 267–70. http://dx.doi.org/10.1016/0147-1767(90)90011-k.
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Shafira, Putri, Wulandari Siregar, Sirmi Rezeki, and Muhammad Hasyimsyah Batubara. "Cross-Cultural and Language Understanding of IAIN Takengon Students." Journal of Linguistics, Literature, and Language Teaching (JLLLT) 1, no. 2 (August 8, 2022): 82–87. http://dx.doi.org/10.37249/jlllt.v1i2.366.
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Understanding culture and language is a communication instrument that is often used in communicating with other people, especially when we speak a foreign language with foreigners. Good communication will be seen when we talk with good words. This study is to know the understanding of 6th and 2nd-semester students regarding cross culture and language. The research used a qualitative descriptive method with an observation and interview approach for 6th and 2nd-semester English Language Study Program students at IAIN Takengon. The results that can be concluded show that students' understanding of cross-cultural language is in a position of knowing enough. Students in semesters 2 and 6 believe that communication is important, culture is important, and language is also essential to learn and understand. Because learning culture, and a foreign language makes it easier to communicate with foreigners, not only easy but allows us to not have any complications with people because of the misunderstanding of other people's cultures.
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Kabakchi, Victor V., and Zoya G. Proshina. "Lexico-semantic relativity and versatility in translation and intercultural communication." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 165–93. http://dx.doi.org/10.22363/2687-0088-2021-25-1-165-193.
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The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.
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Sadovets, Olesia. "The Relevance of Applied Linguistics in Relation to Language and Communication Studies: A Worldwide Overview." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 29–36. http://dx.doi.org/10.2478/rpp-2019-0026.
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Abstract The paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.
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Vienievtseva, Y. V., and I. M. Medvedska. "The rationale for the formation of bilingual communication culture in the context of second language acquisition." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 178–85. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-178-185.
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The present article deals with bilingual communication culture as a multifaceted problem. Theoretical analysis of the content, peculiarities of bilingual communication culture and other key notions, makes it possible to reveal the essence of bilingual communication culture and define it as a constituent part of the general culture of communication necessary for cross-cultural interaction and information exchange between bilingual individuals by means of native and foreign languages. There are two main concepts considered in the paper, namely bilingual communication culture and second language acquisition (SLA). The former is used to denote special knowledge and communication skills requisite for gaining positive experience in productive bilingual communication within multicultural interaction and sharing this experience with the representatives of other nations. The latter is a complex process of a spontaneous mastering a foreign language under the influence of linguistic, psycholinguistic, contextual, developmental and individual factors that predetermine language transfer, language level and the duration of second language acquisition. The research emphasises the necessity to form bilingual communication culture within the framework of second language acquisition.
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Kolbina, Tetyana. "FORMATION of STUDENTS' "WORLD VIEW” of ANOTHER CULTURE in PROCESS of STUDYING FOREIGN LANGUAGE." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 306–12. http://dx.doi.org/10.36550/2522-4077-2021-1-193-306-312.
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A new view has been formed on studying foreign languages nowadays: the aim is to make students aware of peculiarities concerning consciousness and culture of another people, that is reflected in its language. The result of studying foreign languages is the acquired intercultural competence based on the formed «world view» of another people, that provides efficient interaction among communicators from various cultures. The article deals with the ways offorming students ’ «world view» of another people in the process of studying a foreign language on the grounds of the concept regarding a person’s cultural development and the theory of activity, that is worked out by representatives of cognitive psychology (L. Vygotsky, О. Leontiev, P. Galperin, І. Zymnia and others). The results of their scientific search have proved that that the language is inseparably connected with the people’s culture; its studying should be realised in a sociocultural context; a sufficient level of mastering a language, which allows using it as a means of communication, confirms the fact ofperceiving the peculiarities of culture reflected in the language. The main method of studying a foreign language is contrasting and comparing realia in a wide context of different cultures. The pedagogical practice justifies the scientists ’ conclusion: studying foreign languages should be built on culturological and communication- and activity approaches, and focused on formation of each student - a future participant of the process of intercultural communication. Students’ consciousness is enriched and their level of communicative culture is improved through perception of realia of another culture, peculiarities of its representatives ’ world outlook.
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Mortensen, C. David. "Communication, Conflict, and Culture." Communication Theory 1, no. 4 (November 1991): 273–93. http://dx.doi.org/10.1111/j.1468-2885.1991.tb00021.x.
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Cheng, Yanhua. "A primer on language, culture and communication." Linguistics and Education 49 (February 2019): 96–97. http://dx.doi.org/10.1016/j.linged.2018.01.003.
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Gashimov, Elchin. "Interference in a Language and Culture Communication." Allure Journal 3, no. 1 (January 25, 2023): 56–63. http://dx.doi.org/10.26877/allure.v3i1.14156.
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International communication is one important aspect in a dialogue of culture and in a process of communication we should concentrate in a problem of the interrelated phenomena of language and culture within the context of bilingual communication. Language and culture interference are important aspect to be considered with regard to teaching of plurilingual learners, whose communicative competence is formed on the basis of several linguistic and cultural systems that interact with each other and exert mutual influence. Interference is an important aspect not only in linguistic, not only in the method of teaching but also in culture too. And after pandemic era we practically have a new view of communication - Online communication, that is defined as perceptual-verbal interaction connected with acts of cognition and creation of meaning-forming systems, manifested in a whole set of principles, among which there are: 1) dialogueness and communicability; 2) visual-perceptual experience; 3) interpersonal communication; 4) a tool for cross-cultural dialogue; 5) a linguistic component.
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Akhmedova, Matluba Akhmedovna. "EDUCATION OF SPEECH CULTURE IN RUSSIAN LANGUAGE LESSONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 152–57. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-28.
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The article examines the level of proficiency in the culture of speech in the lessons of the Russian language. The main purpose of the article is to improve the skills of the skillful and effective use of the wealth of the language; vocabulary, derivational grammatical, phonetic; develop the ability to find an adequate language form in the language system; instill aesthetic norms of communication.
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Guseva, R. G. "PROBLEM OF MULTILINGUAL SKILLS FORMATION OF STUDENTS OF A NON-LINGUISTIC UNIVERSITY BASED ON GAME SITUATIONS." Educational Psychology in Polycultural Space 57, no. 1 (2022): 72–82. http://dx.doi.org/10.24888/2073-8439-2022-57-1-72-82.
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The article presents the specifics and peculiarities of the formation of multicultural skills of a future specialist in the conditions of professional foreign language education. The emphasis is placed on the fact that in foreign language classes in the context of multilingual education, it is necessary to focus on preparing students for the future dialogue of cultures, to compare native and foreign cultures, as well as to develop the ability to present their culture to a partner in intercultural professional communication. The author has established that the multicultural skills of students of a non-linguistic university are the ability to: 1) define yourself as a multicultural subject with a specific place and role in a multicultural professional society; 2) present your native culture in contact with a representative of another culture in a particular intercultural professional communicative situation; 3) interpret communicative situations from the standpoint of their own culture and the culture of the country of the foreign language; 4) take into account the socio-cultural characteristics of the country of the language being studied in the process of choosing verbal and non-verbal means of professional communication; 5) identify and predict areas of potential conflicts in contacting cultures; 6) to determine the facts of misunderstanding in various communicative situations with representatives of foreign cultures; 7) overcome misunderstandings in various communication situations with representatives of foreign cultures. Cases are offered on the basis of which these skills are formed. Through the development of multicultural skills in the study of several foreign languages, the student has the opportunity not only to learn other languages and cultures, but also to penetrate deeper into the world of their own language and native culture, to become a professional in their field.
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Resat, Filiz Akkilinc. "The Body Language of Culture." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 32–39. http://dx.doi.org/10.31686/ijier.vol7.iss8.1639.
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AbstractBody language is an element of our lives that is inextricably incorporated into all spheres of human interactions and functioning. It may happen that the same gesture in diverse cultures may have a completely different meaning so researchers from all over the world are recommending to gain as much insight into the concept of nonverbal communication as possible so as not to miss out on certain critical elements that could expose a person to unwanted circumstances. The current article dwells on the importance of learning the essentials of body language and then switches to reviewing the key elements of nonverbal communication such as handshakes, hand gestures, eye contact, head movements, physical contact, and sitting position. After a thorough overview of the key elements of body language, the author discusses the most interesting ways of learning body language. The paper is closed by an in-depth conclusion reiterating the importance of nonverbal communication and its role for the development of human community.
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Sirait, Albert Donatius, Noor Efni Salam, and Yasir. "Family Communication in Mixed Marriage Couples Between Indonesia-Australia." International Journal of Media and Communication Research 1, no. 2 (July 30, 2020): 24–33. http://dx.doi.org/10.25299/ijmcr.v1i2.5237.
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The way each person communicates depends on culture; language, rules, and norms of each. Culture has the responsibility for all communicative behavior and meaning that everyone has. Communication difficulties faced by the individuals involved are caused by differences in their respective cultural expectations. Differences in cultural expectations can lead to fatal risks, one of which is a misunderstanding. In intermarried family life there will be a misunderstanding of intercultural communication, which involves all family members. This situation can lead to an agreement to recognize one culture that will dominate or develop another culture which is a fusion of the two cultures (third culture), or even both cultures can go together in one family. This study discusses family communication in mixed marriage couples between Indonesia and Australia. The research carried out is intended to find out and analyze the negotiation of self-identity in interactions, conflict management mediated by face and culture, family communication processes, inhibiting factors, and supporting family communication in mixed marriage couples between Indonesia and Australia. Using advanced negotiation theory and symbolic interaction theory. In this study, the authors used a descriptive qualitative method. The data collection techniques used are through observation, interviews, and documentation. Data obtained shows that Mindfulness: Acceptance of new cultures, in terms of language (using both languages), nature (Australia: Individualism-Indonesia: collectivism). Mindlessness: Stereotype, perspective, building tolerance, dealing with habits, opening up to accept a new culture.
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Kristinsson, Ari Páll, and Amanda Hilmarsson-Dunn. "Unequal language rights in the Nordic language community." Language Problems and Language Planning 36, no. 3 (December 7, 2012): 222–36. http://dx.doi.org/10.1075/lplp.36.3.02kri.
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The aim of this paper is to show the implications of using the notion of ‘common culture’ as a basis for a communication policy across language boundaries. There are eight different national languages in the Nordic area, from Greenland in the west to Finland in the east, from Sápmi — the traditional territories of the Sami people in Northern Scandinavia — in the north to Denmark in the south. Additionally, a dozen traditional minority languages and some two hundred immigrant languages are spoken in the area. Despite this linguistic diversity, a ‘Declaration on a Nordic Language Policy,’ signed in 2006 by ministers of education in the Nordic countries, recommends using one of the three ‘Scandinavian’ languages (Danish, Norwegian, or Swedish) for communication across language boundaries throughout the Nordic area, rather than using translation and interpretation, or speaking in English — which is common practice despite official policies. Moreover, recent empirical research indicates that there is good reason to seriously doubt that using a Scandinavian language is a practical communication solution for the Nordic peoples. For example, Greenlanders have poor skills in understanding Swedish. Similarly, Finnish-speaking Finns have poor skills in understanding Danish. Official Nordic language policy is based on an ideology of a common culture rather than linguistic practice. Thus, it appears that communication problems are seen as less important than the prevailing ideas of perceived common Nordic (linguistic) culture.
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Putu Budiyasa, I. Dewa Gede. "Komunikasi Antarbudaya dalam Tata Krama Budaya dan Bahasa." Widya Duta: Jurnal Ilmiah Ilmu Agama dan Ilmu Sosial Budaya 13, no. 1 (May 10, 2018): 11. http://dx.doi.org/10.25078/wd.v13i1.430.
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<p>Culture and communication are important links to understanding intercultural communication. Cultural resemblance greatly influences the customs, codes, and languages used. Communication and culture reveal individual communication behaviors cared for in a particular culture. Culture is a comprehensive lifestyle while language is a means of communication between members of the public in the form of sound symbols produced by human speech utensils. Through language, humans can adjust to the customs, behavior, public manners and at the same time easily mix themselves with all forms of culture that developed in society.</p>
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Askarova, S. "EDUCATION OF STUDENTS IN THE SPIRIT OF THE CULTURE OF INTERETHNIC COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES: POLITICAL ASPECTS." BULLETIN Series of Sociological and Political sciences 76, no. 4 (December 30, 2021): 88–95. http://dx.doi.org/10.51889/2021-4.1728-8940.03.
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In the modern world, language is a mechanism of intercultural communication, a means of peoples’ mutual understanding, self-development and enrichment of the inner world, a means of direct acquaintance with the achievements of foreign literature, culture and technology. The language functions within a certain culture, and the student of a foreign language should be familiar with the peculiarities of this culture, the specific use of language in this culture. The culture of interethnic communication is a person's respectful attitude towards people of different nations, respect for their culture, history, and national dignity. Education of students in the spirit of the culture of interethnic communication in the process of teaching foreign languages is carried out in the education system. The communication of knowledge, the implementation of skills and abilities at all levels of education is linked with the gradual formation of a personality whose ideals of interethnic culture become the content of his\her life. To combine teaching foreign languages and education in the spirit of the culture of interethnic communication, it is necessary to create a research, methodological and pedagogical system which provides a combination of these two processes.
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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.
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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.
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Fauziah Nasution and Elissa Evawani Tambunan. "Language and Communication." International Journal of Community Service (IJCS) 1, no. 1 (June 30, 2022): 01–10. http://dx.doi.org/10.55299/ijcs.v1i1.86.
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Language as a communication tool has an important role in human interaction. Language can be used by humans to convey their ideas, ideas, desires, feelings and experiences to others. Language is a form of embodiment of human civilization and culture, in the linguistic dictionary, language is an arbitrary sound symbol unit used by a member of society to work together, interact and identify themselves. The spoken language between one region and another is different which is called a dialect. In order to unite the language in the community from several regions, a national language is needed. In addition, in the process of communication, speech acts also occur. A communication process cannot be separated from speech acts or speech events. The importance of communication encourages people to be more creative in creating new media as a means to facilitate the communication process.
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Richerson, Peter J., and Robert Boyd. "Why Possibly Language Evolved." Biolinguistics 4, no. 2-3 (September 30, 2010): 289–306. http://dx.doi.org/10.5964/bioling.8793.
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Human language has no close parallels in other systems of animal communication. Yet it is an important part of the cultural adaptation that serves to make humans an exceedingly successful species. In the past 20 years, a diverse set of evolutionary scholars have tried to answer the question of how language evolved in our species and why it is unique to us. They have converged on the idea that the cultural and innate aspects of language were tightly linked in a process of gene-culture coevolution. They differ widely about the details of the process, particularly over the division of labor between genes and culture in the coevolutionary process. Why is language restricted to humans given that communication seems to be so useful? A plausible answer is that language is part of human cooperation. Why did the coevolutionary process come to rest leaving impressive cultural diversity in human languages? A plausible answer is that language diversity functions to limit communication between people who cannot freely trust one another or where even truthful communications from others would result in maladaptive behavior on the part of listeners.
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Nissan, Ephraim. "Emotion, culture, communication." Pragmatics and Cognition 5, no. 2 (January 1, 1997): 355–69. http://dx.doi.org/10.1075/pc.5.2.08nis.
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Oberst, Bethany S., Gilbert A. Jarvis, Therese M. Bonin, Diane W. Birckbichler, Melissa M. Gruzs, and Patricia Ann Myhren. "Invitation: Contextes, culture et communication." Modern Language Journal 74, no. 1 (1990): 106. http://dx.doi.org/10.2307/327968.
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A. A., Olaoye, and Yekeen BELLO. "Nigerian Dress Culture: an Anthropo-Linguistic Communication Tool." Nile Journal of English Studies 2, no. 2 (December 1, 2016): 12. http://dx.doi.org/10.20321/nilejes.v2i2.67.
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<p>This paper tries to put forward an anthropo-linguistic approach to the promotion of Nigerian dress culture in corporate institutions. Linguistic anthropology is a twin discipline which is concerned with the study of human society. It examines culture in its totality – traditions, customs, languages, dress, artifacts and technology, together with human social behaviour and relationships. Dress culture belongs to the sub-division of anthropology called ethnology, which looks at cultures in their traditional forms, and in their adaptation to the changing conditions in the modern world. Dress culture is therefore seen in this paper as a system of communication that functions just like any language functions. For instance, the related subject of Semiotics – the science of signs and significations, i.e. the study of symbols and their communicative meanings – has made dress culture an interesting and intriguing mode of communication. Dress is symbolic, iconic and symptomatic, and it is open to diverse interpretations and meanings. Dress code in corporate institutions just like any symbolic language, speaks volume. The authors therefore explore dress culture in its ramification – ethnic / national ceremonial dress, occasional/ festival dress, corporate/professional dress, religious / ritual dress, political dress, etc., the interpretations of colours, and the role of dress culture in the promotion of national identity. It is suggested that Nigerian dress culture must be sensitive to people’s taste, convenience, style, sex, religious belief, and must consider climatic or weather conditions and modernity if it is to serve as a veritable communication tool.</p>
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Mitra, Arijita, Nasim Ahmed, Payel Pramanik, and Sayantan Nandi. "Language Studies and Communication Models." International Journal of English Learning & Teaching Skills 3, no. 1 (October 1, 2020): 1776–94. http://dx.doi.org/10.15864/ijelts.3110.
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Language studies and communication is very important and precisely used in our daily lives. It’s not just about the grammar but learning language means learning expressions, learning about people and their culture. Language represents words when communication is verbal or written. We can conclude that Language is a method of Communication. The aim to put up this topic was to highlight the momentousness of communication on our life which can be achieved through the knowledge acquired by the study of languages. Shaping one’s ideas into reality requires proper transmission of idea which is where communication comes in handy. Adding onto this, nowadays it has been a very important aspect for every single child to be familiar to proper learning of language and communicate effectively in order to get success in future life and achieve high prestige positions.
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Jalolov, Sherali, and Nasiba Jakbarova. "NONVERBAL COMMUNICATION AND CULTURAL INTERPRETATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 88–92. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-16.
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This article describes the importance of learning culture and language simultaneously and explains the role of Nonverbal communication and cultural interpretation. The author tries to give detailed information about the types of Nonverbal communication.
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Hall, Bradford 'J'. "Theories of Culture and Communication." Communication Theory 2, no. 1 (February 1992): 50–70. http://dx.doi.org/10.1111/j.1468-2885.1992.tb00028.x.
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Lievrouw, Leah A. "Communication and the “Culture Wars”." Journal of Communication 46, no. 1 (March 1, 1996): 169–78. http://dx.doi.org/10.1111/j.1460-2466.1996.tb01467.x.
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Anchimiuk, Olga, and Maryna Michaluk. "Использование языковой игры для развития межкультурной компетенции у студентов-поляков." Linguodidactica 24 (2020): 7–17. http://dx.doi.org/10.15290/lingdid.2020.24.01.
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Mutual contacts between representatives of different cultures often lead to communication difficulties. The article attempts to verify language games which in the process of intercultural communication reflect the uniqueness of the national language and culture. The authors, on the basis of the cultural linguistic approach, offer various forms and ways of didactic work using jokes, puzzles, anecdotes and aphorisms. Teaching to understand the meaning of language games, which occupy an important place in everyday language contacts, using them in learning and teaching a foreign language, helps learners develop intercultural competence. Mastering them allows the avoidance of difficulties in relations with representatives of other languages and cultures.
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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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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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Fajrie, Mahfudlah. "BUDAYA KOMUNIKASI WARGA MADURA." Wahana Akademika: Jurnal Studi Islam dan Sosial 3, no. 1 (May 31, 2016): 37. http://dx.doi.org/10.21580/wa.v3i1.871.
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<p>Abstract</p><p>Th e diversity of the existing cultures in an area emerged the di? erences of communication cultures as well. Th e communication cultures of Madura’s people with especially Javanese in Jepara are certainly di? erent. Th e formulations of the problem in this study are (1) how are the communication cultures in aspect of language use conducted by Madura’s people who worked as the barber in Tahunan Jepara regency? (2) How are the symbols in the communication process conducted by Madura’s people in Tahunan Jepara regency?. Th is research used ? eld research method and ethnograpy approach. Th e data in this research were gained through observation, interview, and documentation. Th e data analysis used cultural theme analysis. Th e data validity in this research used the triangulation technique of data (source). Th e results of this research are: (1) the communication cultures of Madura’s people who worked as the barbers in Tahunan Jepara are loudly and clearly intonation in communication. In addition, they directly express the intention and purpose of their speaking. Languages used by the barbers from Madura with the customers are Javanese and Indonesia language. However, they use Madura language to communicate with their fellows. (2) Th e symbols used by the Madura’s barbers in communicating are verbal symbol called oral communication and non-verbal symbol called body language. Th e symbol of body language is the shaking of the head as the sign that they do not understand what the customers mean. Th e other way, the body language by pitching of the head is as the sign of agreement and understanding of communication purpose.</p><p>Keyword: <em>Culture, Communication, Madura.</em></p>
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Zhang, Weiwei. "Language, Culture, and Ecology: An Exploration of Language Ecology in Pragmatics." English Language Teaching 15, no. 6 (May 19, 2022): 80. http://dx.doi.org/10.5539/elt.v15n6p80.
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This paper discussed the relationship between language, ecology, and culture, and claimed that the study of linguistic communication as pragmatics should not be confined to the traditional context, but should focus on a broader ecological environment. It analyzed the context of practical communication from the perspective of language ecology beginning with the discussion of the ecological crisis in communication and found that language, like plants and animals in nature, needed the support of the external environment with certain “soil fertility”. This paper classified ecological context into two types: internal ecological context (psychological-cognitive context) and external ecological context (natural environment and social environment). Based on this classification, the ecological context of pragmatics was further divided into environment-friendly context, addressee-friendly context, and speaker-friendly ecological context. This paper was an exploratory analysis of language ecology in pragmatics, aiming at helping communicative participants find their ecological niche and adopt appropriate strategies to maintain the ecological balance in pragmatic communication.
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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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Gulyamova, O. "Non-verbal Means of Communication in the Turkish Language and Their Corresponding Expressions." Bulletin of Science and Practice 6, no. 6 (June 15, 2020): 373–77. http://dx.doi.org/10.33619/2414-2948/55/50.
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The article attempts to describe the gestures used by the representatives of Turkish culture and to classify them by comparing them with Russian gestures. While analyzing gestures, the principle of lacunarity, the absence of a phenomenon in a comparable language, was taken into account. The material of the study was the observation of the process of communication of representatives of various cultures with native speakers of the Turkish language, an analysis of literature, from which one could draw descriptions of certain gestures, materials of modern media. The research methodology is based on a comparative analysis of two languages in an asynchronous context. The study of gestures led to the following results: 1) the vast majority of gestures are lacunas (which have no analogs in another culture) for a representative of Russian culture; 2) gestures close in execution have distinctive features that do not allow them to be equated to Russian gestures in full. The possible coincidence of gestures in the aspect of execution, an increase in the number of borrowed gestures from Western cultures, once again proves that it is a nonverbal culture that is a ‘living substance’, influenced by cultural and socio-political changes in society. Nevertheless, in spite of this, today it is possible to establish and describe purely Turkish gestures, which are an integral part of communication with representatives of Turkish culture.