Relevant bibliographies by topics / Linguistic and cultural differences

Academic literature on the topic 'Linguistic and cultural differences'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Linguistic and cultural differences"

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Saner, Lelyn D., and Brook Hefright. "Cross-cultural Differences in Linguistic Reference Tracking." Procedia Manufacturing 3 (2015): 4022–27. http://dx.doi.org/10.1016/j.promfg.2015.07.969.

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Tan, Dali. "Negotiating Cultural and Linguistic Differences in Translation Through Transformation." Emily Dickinson Journal 6, no. 2 (1997): 50–55. http://dx.doi.org/10.1353/edj.0.0054.

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Barber Rioja, V., and B. Rosenfeld. "Addressing Linguistic and Cultural Differences in the Forensic Interview." International Journal of Forensic Mental Health 17, no. 4 (September 5, 2018): 377–86. http://dx.doi.org/10.1080/14999013.2018.1495280.

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Kiklewicz, Aleksander. "Polish and Russian School of Cultural Linguistics: Similarity and Differences of Approaches." Przegląd Wschodnioeuropejski 10, no. 2 (December 30, 2019): 273–92. http://dx.doi.org/10.31648/pw.5480.

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The author reviews contemporary cultural linguistics (as one of the fields of anthropological linguistics) in two Slavic countries: Poland and Russia. The first part of the article discusses the general theoretical foundations of cultural linguistics, as well as the circumstances in which it was established in Poland and Russia (USSR). In the second part, the author discusses the distinguishing features of both linguistic traditions. So he writes that in Russia, researchers are more interested in linguoculturology, in particular in the description of concepts and the so-called konceptosphere. In Poland there is a stronger tradition of researching folk culture, folk psychology and folk language, for this reason the methodology of Polish research is based to a greater extent on empirical procedures, such as field research and surveys.
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Vaughan, Liwen. "Visualizing linguistic and cultural differences using Web co-link data." Journal of the American Society for Information Science and Technology 57, no. 9 (2006): 1178–93. http://dx.doi.org/10.1002/asi.20398.

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Levey, Sandra. "Speech-Language Pathology Students’ Awareness of Linguistic and Cultural Differences." Perspectives on Issues in Higher Education 7, no. 2 (October 2004): 2–5. http://dx.doi.org/10.1044/ihe7.2.2.

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Woo, Boeui. "Linguistic and Cultural Differences in Korean and English Acceptance Speeches." Journal of the International Network for Korean Language and Culture 19, no. 1 (April 30, 2022): 61–85. http://dx.doi.org/10.15652/ink.2022.19.1.061.

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Clarke, David. "Gauguin, Linguistic Opacity, and Cultural Difference." Source: Notes in the History of Art 38, no. 2 (January 2019): 97–107. http://dx.doi.org/10.1086/702772.

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Williams, Ian A. "Cultural differences in academic discourse." International Journal of Corpus Linguistics 15, no. 2 (May 21, 2010): 214–39. http://dx.doi.org/10.1075/ijcl.15.2.04wil.

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This corpus-based study examines first-person verbs in Methods sections in English and Spanish. Quantitative analysis was based on rhetorical Move categories and qualitative analysis on linguistic profiles (collocation, colligation, semantic preference and semantic prosody). Both the English and Spanish subcorpora had more texts without first-person verbs than with this verb form. However, in the texts with this feature, the frequency was significantly higher in Spanish and the distribution of the rhetorical Moves associated with the first-person forms was also significantly different. The qualitative analysis revealed that in the English texts, the first-person signals the reasoned choice of a non-standard procedure (32 tokens) compared to only seven standard procedures, whereas in the Spanish texts the distribution was even (25 and 26 tokens, respectively). The results support cross-cultural differences in discourse functions that have implications for both translation and academic writing in cross-cultural contexts.
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Saravan, Vanithamani. "Gender differences in a bilingual Tamil-English community." Australian Review of Applied Linguistics 13, no. 2 (January 1, 1990): 97–113. http://dx.doi.org/10.1075/aral.13.2.05sar.

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Abstract In this paper the relationship between socio-cultural, socio-economic factors and linguistic variables in a bilingual community in Singapore is examined. The results show that education and socio-economic status correlate significantly with linguistic variables. Socio-economic status and socio-psychological factors best help to explain gender differences in linguistic variation.
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Dissertations / Theses on the topic "Linguistic and cultural differences"

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Carballo, Miriam. "Teacher Attitude and Self-Efficacy Differences Regarding English Language Learners and Disabled Learners." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7484.

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There has been little research combining both groups of students who were English Language Learners (ELLs) and Exceptional Student Education (ESE) students in relation to teacher attitudes and self-efficacy. The purpose of this study was to compare teacher attitudes and self-efficacy related to instructing either ELLs with or without disabilities in elementary schools Teachers from six elementary schools in the XYZ Excellence School District participated in a 52-item comprehensive survey. Two questionnaires and the demographic form were combined to create one comprehensive questionnaire totaling 52 questions for the purposes of this study. Teachers were solicited to participate in the study by email, which generated 92 responses for analysis. The results of this study indicated there were no significant differences between the perceptions of individuals when instructing English Language Learners (ELLs) and Exceptional Student Education (ESE) students. If people feel confident teaching ELLs, they probably feel confident teaching ESE. Equally, if they do not feel confident teaching ESE students, they are more than likely to not feel comfortable teaching ELLs. Thus, there were no significant differences between beliefs and attitudes in both groups. Still, data gathered from the regression analysis demonstrated training in ELL and ESE were strong indicators regardless of which other variables were added to teacher attitudes and self-efficacy when instructing ELLS or students with or without disabilities. The results of this study also indicated teachers felt they needed additional training in special education and communication was the greatest barrier between teacher and students, since many teachers could not speak Spanish and students could not comprehend or speak English very well. The results also indicated some teachers felt resources available to them in teaching a lesson were a positive component for ELLs, with or without disabilities, to be able to grasp content. The findings from this study could serve as positive change for reform of a multi-culturally and diverse climate in public schools. States, school districts, and on-site school administrators could support teachers by creating professional development programs in the learning of learning profiles, preferences, interests, and readiness proficiency levels are essential to multicultural diverse education. The states could also encourage these actions by restructuring certification policies recognizing multicultural diverse education.
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Mathoho, Evelinah. "Cultural differences in using a telephone answering machine : views on conveying information or maintaining relationships." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1989.

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Flander, Rebecca. "Where Did All the Double Entendres Go? : A study of televised double entendres’ linguistic similarities and differences in connection to social norms and cultural differences between the United Kingdom and the United States." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31114.

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This essay will examine fourteen selected clips of double entendres, also referred to as sexual innuendoes, from English-speaking films and TV-shows between the 1960s/1970s and 2010s. The aim was to determine whether the double entendres’ linguistic similarities and differences could be connected to generational differences and/or cultural differences between the United Kingdom and the United States. The linguistic focus of this study is mainly semantics and pragmatics. It includes the semantic aspects of meaning, ambiguity and puns in terms of homonyms, homophones, homographs, polysemes, oronyms, metaphors and, the pragmatic aspects regarding the generation and recovery of implicatures by audiences. The results have shown that many of the double entendres’ similarities are connected to linguistic aspects. For instance, both semantic meaning and pragmatics aspects, such as context, influence the double entendres. However, the result reveals differences in the double entendres’ degree of explicitness; such differences may be connected to generational changes and cultural variation. The study has also indicated that the usage of double entendres as a comedic device has become outmoded and, in some cases, politically inappropriate due to changes in the social climate.
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Furner, Emily Kay. "Cultural Differences in Russian and English Magazine Advertising: A Pragmatic Approach." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6730.

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Many American companies looking to increase sales and achieve growth targets consider expanding the reach of their product lines to other countries. However, expansion on a global scale often requires much trial and error as English-speaking companies try to market their goods to a foreign audience. In order to ease this process, localization experts are often hired to "localize" or change advertisements in order to make them more culturally relevant to consumers. Because the field of localization is relatively new, there is little research done on the degree and extent to which advertisements are localized. The purpose of this study is to explore the cultural differences in advertising between Russia and the United States of America. Two different samples of print magazine advertisements were taken from beauty magazines published in Russia and America to determine how much, if any, localization is occurring in Russian media. In order to compare the different advertising strategies of Russia and the United States, 235 non-localized Russian advertisements and 128 localized advertisements were coded for several different pragmatic features that Simpson (2001) included in his "reason" and "tickle" advertising framework. The results were then analyzed through content analysis and Chi-square statistics to find what pragmatic features are characteristic of localized and non-localized Russian ads. The study found that non-localized Russian advertising places more emphasis on reason-based persuasion strategies—most notably celebrity endorsement and extensive listing of reasons to buy a particular product. Localized Russian advertising, in contrast, uses more tickle-based persuasion tactics such as metaphor and implicature. 80% of localized Russian advertisements had little to no change in their advertising text from the English version of the advertisements, which means that the rate of localization in Russian advertising is currently low. Low rates of localization and differing persuasive techniques among the two samples signify the need for better cultural awareness in international marketing campaigns.
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Kitano, Hiroko. "Cross-cultural differences in written discourse patterns : a study of acceptability of Japanese expository compositions in American universities." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4084.

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Since Kaplan started the study of contrastive rhetoric, researchers have investigated Japanese and English compositions and have found some differences between them. However, few studies have investigated how these differences are perceived by native English readers when the different rhetorical patterns are transferred to English writing. Drawing from Hinds' study, this research focuses on the following: how the Japanese style of writing is evaluated by Japanese and American readers, especially in academic situations, how Japanese rhetorical patterns are perceived by American readers, and how a change of organization affects the evaluation by American readers.
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Wlazlak, Paraskeva. "Integration in global development projects : A study of new product development and production relocation projects." Licentiate thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Industriell organisation och produktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29337.

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In today’s constantly changing environment globalization offers opportunities as well as threats to manufacturing companies. One trend in industry is that to meet customer demands and global competition, manufacturing companies need to frequently introduce new products to the market at the right time and cost. Another trend is that manufacturing companies relocate their production sites abroad. Therefore, in this thesis the context is global development projects, which includes both new product development and production relocation projects. The global dimension implies that team members are located in different countries. Integration between team members, which in this thesis refers to interaction processes involving information exchange on the one hand and collaboration or cooperation on the other, is therefore a challenge. Even if much research exists with regard to integration, integration across national borders in global development projects has not been addressed to a greater extent. Therefore, the purpose of this thesis is to expand the analysis of integration in global development projects in order to gain insights regarding the use of different integration mechanisms. The thesis specifically addresses the influence of national cultural and linguistic differences on integration as well as the use of various integration mechanisms. The results originate from one longitudinal case study of a global new product development project and two retrospective case studies including global new product development and production relocation projects. In general, it is concluded that in global development projects national cultural and linguistic differences amplify integration difficulties among project team members who belong to different functions. The comparison of the three global development projects indicated that some of the integration mechanisms worked and were used to integrate team members from different functions, while others did not work as intended. Therefore, this thesis argues that there is a need for a diverse set of integration mechanisms that depend on the context of a global development project and specifically on national cultural and linguistic differences.
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Pereira, Jose Francisco Patrício. "Formação superior do professor indígena: uma proposta intercultural." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7153.

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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu os desafios na implementação do Curso de Pedagogia Intercultural, ofertado pela Universidade do Estado do Amazonas/Programa de Formação de Professores da Educação Básica (UEA/PARFOR) no município de São Paulo de Olivença (AM), para 79 alunos indígenas das etnias ticuna, kambeba e kokama. Os objetivos definidos para este estudo foram analisar os desafios na implementação do curso de Pedagogia Intercultural e propor ações capazes de corrigir ou minimizar os entraves detectados. A escolha por esta temática se deu pelo interesse do pesquisador enquanto trabalhou como professor-colaborador do curso, tendo observado que alguns alunos da etnia ticuna estavam desistindo. Assumimos como hipóteses que a dificuldade apresentada reside na compreensão da língua portuguesa, pois a maioria dos alunos é falante somente na língua materna (ticuna). Os pressupostos teóricos estão alicerçados em Kahn (1994), Candau (2000), Secchi (2001), Yin (2001), Ângelo (2002), Fleuri (2003), Cavalcante (2006), Grupioni (2006), Luciano (2012) e outros documentos oficiais pertinentes ao caso. Esta pesquisa tem caráter qualitativo, tendo sido utilizado como instrumento de coleta de dados as entrevistas semiestruturadas com a coordenação do curso, com a professora da disciplina Tópicos Especiais, com professoras de outras disciplinas e com alunos das etnias contempladas no curso, buscando dialogar sobre as questões pertinentes ao tema proposto.
The present dissertation was developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case to be studied will discuss the challenges in the implementation of the Curso de Pedagogia Intercultural (Intercultural Pedagogy Course), offered by Universidade do Estado do Amazonas/Programa de Formação de Professores da Educação Básica, in São Paulo de Olivença city, in the state of Amazonas, for 79 indigenous students of the ticuna, kambeba and kokama ethnic groups. The objectives defined for this study were to analyze the challenges in the implementation of the Curso de Pedagogia Intercultural and propose actions to correct or minimize the obstacles detected. The choice for this subject was due to the interest of one of the researchers while working as a teacher-collaborator of the course, having observed that some ethnic ticuna students were giving up. We assume as hypotheses that the difficulty presented lies in the understanding of the Portuguese language, because most of the students are only native speakers (ticuna). The theoretical assumptions are based on Kahn (1994), Candau (2000), Secchi (2016), Yin (2001), Ângelo (2002), Fleuri (2003), Cavalcante (2006), Grupioni (2006), Luciano (2012) and others official documents pertinent to the case. This research has a qualitative feature, having used as a data collection instrument semi-structured interviews with the coordination of the course, with the teacher of the discipline Tópicos Especiais, with teacher from other disciplines and with students of the ethnicities contemplated in the course, seeking to discuss the issues relevant to the proposed theme.
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Petersen, Jodi Mikolajcik. "Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6764.

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Self-assessment as a placement measure or accurate assessment of skill has been scrutinized in previous research. Findings have shown a general human tendency towards overconfidence in performance (Kruger & Dunning, 1999). This study looks at performance self-appraisals in an ESL population, with participants from varying cultural backgrounds. Performance self-appraisal calibration is a measure of the relationship between an examinee's perceived skill (or confidence) and their actual skill (or ability) on a given exam item (Phakiti, 2016). Being well-calibrated is an indication that test takers know their strengths and weaknesses and thus the difference between confidence and ability is minimal, whereas poorly calibrated examinees may be oblivious to their weaknesses. While some research has explored self-appraisal calibration in first language (Hassmén & Hunt, 1994; Gutierrez & Schraw, 2015; Stankov & Lee, 2014) and foreign language contexts (Bastola, 2016; Phakiti, 2016), the language research has been limited to the performance of native language speakers on norm-referenced tests. It still needs to be determined how test takers would perform on a criterion-referenced exam with items of differing difficulty parameters administered to examinees from different language backgrounds. To that end, a proficiency-based criterion-referenced reading comprehension test was administered to 96 ESL students with 8 different language backgrounds. To measure confidence, a pre- and post-test questionnaire was administered in addition to a confidence slider bar that was embedded into each test item. We investigated correlations between cultural background and item difficulty on the students' self-appraisal calibrations. Our results showed that ESL students were overconfident in their self-calibrations, and their overconfidence was more pronounced as item difficulty increased. There were significant differences based on native language background. Implications will be discussed.
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Johnson, Kyle F. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2860.

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To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.
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Rome, Lisa. "Settling differences : a comparative study of Yorkshire and East Anglia, focusing on the Scandinavaian influence on place-names and coins." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1489.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
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Books on the topic "Linguistic and cultural differences"

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A comparative and dialectical lexicon of variations in modern Spanish vocabulary: Tracking linguistic differences across cultural, national, and dialectical boundaries. Lewiston: Edwin Mellen Press, 2011.

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Commission, European. Overcoming intercultural and linguistic barriers in Continuously accessible vocational guidance and counselling: Report on cultural and linguistic differences in career guidance and counselling systems in France, Lithuania, Spain and United kingdom. Luxembourg: Office for Official Publications of the European Communities, 2004.

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Borin, Lars, and Anju Saxena. Approaches to measuring linguistic differences. Berlin: De Gruyter Mouton, 2013.

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Borin, Lars, and Anju Saxena, eds. Approaches to Measuring Linguistic Differences. Berlin, Boston: DE GRUYTER, 2013. http://dx.doi.org/10.1515/9783110305258.

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Harris, Philip R. Managing cultural differences. 6th ed. Amsterdam: Elsevier/Butterworth-Heinemann, 2004.

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1938-, Moran Robert T., ed. Managing cultural differences. 5th ed. Houston, TX: Gulf Pub., 2000.

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Redding, S. G. International cultural differences. Aldershot, England: Dartmouth, 1995.

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1938-, Moran Robert T., ed. Managing cultural differences. 4th ed. Houston: Gulf Pub. Co., 1996.

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Reed, Hall Mildred, ed. Understanding cultural differences. Yarmouth, Me: Intercultural Press, 1989.

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Moran, Robert T. Managing cultural differences. 7th ed. Amsterdam: Elsevier/Butterworth-Heinemann, 2007.

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Book chapters on the topic "Linguistic and cultural differences"

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Lin, Han, and Lin Qiu. "Two Sites, Two Voices: Linguistic Differences between Facebook Status Updates and Tweets." In Cross-Cultural Design. Cultural Differences in Everyday Life, 432–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39137-8_48.

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Reagan, Timothy. "Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences." In Handbook on Promoting Social Justice in Education, 1479–510. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_108.

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Reagan, Timothy. "Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences." In Handbook on Promoting Social Justice in Education, 1–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_108-1.

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Arkadas-Thibert, Adem, and Roberta Ruggiero. "Article 30: Cultural, Religious, and Linguistic Rights of Minority or Indigenous Children." In Monitoring State Compliance with the UN Convention on the Rights of the Child, 271–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84647-3_28.

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Paul, Peter. "Cultural and Social Differences: The Context of the Message." In Linguistics for Language Learning, 59–83. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15182-0_6.

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Wood, Courtney, and Adam Virzi. "Teachers Navigating Cultural and Linguistic Differences: Building Empathy Through Participation in Immersive Experience." In Redefining Teaching Competence through Immersive Programs, 183–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24788-1_7.

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Lähdesmäki, Tuuli, Jūratė Baranova, Susanne C. Ylönen, Aino-Kaisa Koistinen, Katja Mäkinen, Vaiva Juškiene, and Irena Zaleskiene. "Conclusions: Cultural Literacy in Action." In Learning Cultural Literacy through Creative Practices in Schools, 135–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89236-4_9.

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AbstractIn this chapter, the authors emphasize how even very young children can deal with complex and abstract ideas and emotions through creative practices and how the differences between people are not an issue for children. The analysis indicates that children have a multifaceted capacity for empathy. The authors stress that image-making is an important mode of communication through which children and young people shape their understanding of the world. This is a constructive and dialogic process of thinking in action. It allows children and young people to develop their imagination, emotional responses, personality, and position in the community, in relationship with others, and with the external world. The “dialogic chain of thinking” occurs not only in linguistic, but also in visual communication.
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Jaszczolt, Katarzyna M. "5. Cross-linguistic differences in expressing time and universal principles of utterance interpretation." In Space and Time in Languages and Cultures, 95–122. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/hcp.36.07jas.

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Marini, Maria Giulia. "Narrative Medicine Across Countries: Bridging the Gap of Cultural Differences Through Linguistic Methodology, from Universal to Local Cultural Scripts of Illness. The Narrative of an Intercontinental Collaboration on Linguistics." In Languages of Care in Narrative Medicine, 25–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94727-3_3.

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Bertulessi, Chiara, Emma Lupano, Bettina Mottura, Natalia Riva, and Yunqi Zhou. "The languages of wine: negotiating intercultural exchanges through translation." In Studi e saggi, 143–60. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-506-6.13.

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This paper discusses the cultural and linguistic mediation strategies involved in the compilation of a terminological tool aimed at facilitating the intercultural exchanges between Italy and China in the field of oenology, by taking the Dictionary of Italian wines and grape varieties (Italian - Chinese) (Bosc et al. 2019) as a case study. The main objectives of the dictionary compilation were the popularization of specialized wine language, the standardization of the names of Italian wines and grape varieties, and the translation of the Italian lexicographical definitions in Chinese. For this process to be effective in terms of intercultural communication and mediation, the negotiation of standardization and translation strategies needed to take into account the differences between the two cultures and languages involved as well as the constraints of the lexicographical genre. After delineating the historical background and presenting the purpose of the dictionary from the lexicographical perspective, the paper delves into the choices made in the compilation of the Chinese text.
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Conference papers on the topic "Linguistic and cultural differences"

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Asmus, Nina. "Linguistic Features Of Gender Differences In Blog Communication." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.6.

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Kralisch, A., A. W. Yeo, and N. Jali. "Linguistic and Cultural Differences in Information Categorization and Their Impact on Website Use." In Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06). IEEE, 2006. http://dx.doi.org/10.1109/hicss.2006.254.

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Mahaputri, Ratna Andhika, Friska Rofianti Dewi, and Pupung Purnawarman. "Evaluating EFL Students’ Attitudes Towards Cultural Differences." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.068.

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Qi, Zhang, and Ang Lay Hoon. "Subtitle Translation Strategies of Dish Name in the Chinese Documentary-A Bite of China 1." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-2.

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With the implementation of “go globally” strategy of Chinese culture, a large number of Chinese films and TV programs have been produced to go abroad. As a medium and carrier of cultural communication, the quality of documentary subtitle translation determines whether Chinese culture can be appropriately disseminated or not. This paper aims to investigate the translation strategies of culture-specific items with special focus on name of dishes. The object of study in this paper is A Bite of China 1 produced by CCTV in 2012, which is not only about Chinese foods but also geography, local customs and dietary habit. Firstly, by using comparative approach, the linguistic characteristics are discussed to identify the similarities and differences between source and translated dish names. Then the translation strategies for dish name are examined. Next, such factors affecting translation strategies as cultural ideology is analyzed. The objective of this paper is to study what translation strategies are possibly adopted when translating Chinese dish name into English in the documentary. The findings show that in the process of dish name translation of Chinese documentaries, domestication and foreignization are two frequently used strategies which is complementary to each other.
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Mori, Keika, Takuya Watanabe, Yunao Zhou, Ayako Akiyama Hasegawa, Mitsuaki Akiyama, and Tatsuya Mori. "Comparative Analysis of Three Language Spheres: Are Linguistic and Cultural Differences Reflected in Password Selection Habits?" In 2019 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW). IEEE, 2019. http://dx.doi.org/10.1109/eurospw.2019.00025.

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Trofimov, Artem. "Multilingualism in the heroic poem by Feofan Prokopovich “Epinicion”." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.32.

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The paper focuses on three versions of Feofan Prokopo-vich’s heroic poem “Epinikion” (in Slavonic, Polish and Latin). These different versions are analyzed in their correlation with Russian and European linguistic and cultural context. Differences in the functioning of ancient and chistian cultural elements of the three texts have been revealed in the research.
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D. Goncharova, Elena. "Cultural Differences in Worldviews and Languages (Russian and English)." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.28.

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Birr-Tsurkan, L. F., and P. A. Biryukova. "REFLECTION OF THE DICHOTOMY “OWN VS FOREIGN” IN GERMAN AND RUSSIAN PHRASEOLOGY: CULTURAL LINGUISTIC ANALYSIS." In NEMECKIJ JaZYK V TOMSKOM GOSUDARSTVENNOM UNIVERSITETE: 120 LET ISTORII USPEHA. Publishing House of Tomsk State University, 2021. http://dx.doi.org/10.17223/978590744247/5.

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This paper discusses the dichotomy of the “own vs. foreign” in Russian and German phraseology. This binary opposition in phraseology reveals differences and similarities, as well as cultural features of Russian- and German-speaking countries. The authors of the article consider various typologies of the “own and foreign” and analyze their use in phraseology.
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Ha Thi Mai, Thanh. "Polysemy of Words Expressing Human Body Parts of The Four Limb Area in Thai Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-2.

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The nomenclature and polysemiosis of body parts has constituted a central part of linguistics, and of Linguistic Anthropology. The ramifications of such work make inroads into our understandings of many fields, including language contact, semiotics, and so forth, This current paper identifies the structures and emerging denotations of expressions of human body parts (HBPs) in Thai language, and ways in which these dimensions reflect polysemy. The study thus applies the following methods: Field research methods of linguistics, description, comparison, and collation. As sources of data, this study surveys Thai rhymes, fairy tales, riddles and riddle songs, rhyming stories, children’s songs and linguistic data of daily speeches in the northwest of Vietnam. The paper uses theories on word meaning and the transformation of word meaning. To aid analysis, this paper applies methods of analyzing meaning components so to construct significative meaning structures of words expressing HBPs in Thai language, thus identifying the semantemes chosen to be the basis for the transformation. In the polysemy of words expressing HBPs of the four limbs, the polysemy of words expressing the following parts were studied: khèn - tay, cánh tay (arm); mễ – tay, bàn tay (hand); khà - đùi (thigh); tìn - chân, bàn chân (leg, foot). Directions of semantic transformation of words expressing HBPs in Thai language are as diversified and as multi-leveled as Vietnamese. Furthermore, in Thai language, there occur differences in the four scopes of semantic transformation, as compared with Vietnamese, including “people’s characteristics,” “human activities,” “nomination of things with activities like HBPs’ activities,” and “unit of measurement.” This study contributes to Linguistic Anthropology by suggesting that the polysemy of words expressing HBPs of the four limb area in Thai language will outline a list of linguistic phenomena which serve as the basis to understand cultural and national features, in the light of perception and categorization of the reality of the Thai minority with reference to Vietnamese.
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Loveys, Kate, Jonathan Torrez, Alex Fine, Glen Moriarty, and Glen Coppersmith. "Cross-cultural differences in language markers of depression online." In Proceedings of the Fifth Workshop on Computational Linguistics and Clinical Psychology: From Keyboard to Clinic. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0608.

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Reports on the topic "Linguistic and cultural differences"

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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Galor, Oded, Ömer Özak, and Assaf Sarid. Geographical Roots of the Coevolution of Cultural and Linguistic Traits. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25289.

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Saucier, Gerard. Psychological Dimensions of Cross-Cultural Differences. Fort Belvoir, VA: Defense Technical Information Center, May 2013. http://dx.doi.org/10.21236/ada584353.

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Elfenbein, Daniel, Raymond Fisman, and Brian McManus. The Impact of Socioeconomic and Cultural Differences on Online Trade. Cambridge, MA: National Bureau of Economic Research, August 2019. http://dx.doi.org/10.3386/w26197.

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Erzen-Toyoshima, Mary. An exploration of cultural differences in Japanese/American intercultural marriages. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5479.

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DeLong, Marilyn, Seoha Min, and Yoonkyung Lee. Perception of Apparel Sustainability Based upon Cultural Differences among Design Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-756.

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Tully, Paul F., and John E. Merchant. The Potential Effect of Cultural Differences in a Culturally Diverse Work Environment. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada369454.

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Flores, Juan. Cultural Value Differences in Arguments Between Presidents Ronald Reagan and Oscar Arias. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5761.

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Kaminka, Gal. The Impact of Cultural Differences on Crowd Dynamics in Pedestrian and Evacuation Domains. Fort Belvoir, VA: Defense Technical Information Center, November 2011. http://dx.doi.org/10.21236/ada552369.

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Grabarz, Theodore L. The Development of Trust Similarities and Differences for Senior Leaders in Other Cultural Environments. Fort Belvoir, VA: Defense Technical Information Center, April 2009. http://dx.doi.org/10.21236/ada597809.

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