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.Bachelors
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Chahal, Badaoui. "A translation into arabic of Ronald Sutherland's second image: comparative studies in Québec/Canadian literature with an introduction to the text comprising linguistic and cultural parallels and differences between Canada and the Arab world that bear directly on this translation." Thèse, Université de Sherbrooke, 1987. http://hdl.handle.net/11143/10084.
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My dissertation aims at contributing in an immediately practical fashion to a trans-cultural dialogue and broader understanding between Canada and the Arab world. The trans-lation of Ronald Sutherland's Second Image: Comparative Studies in Quebec/Canadian Literature will fan an already lively interest in Canadian and Australian literatures, as well as the literature produced by the third world coun-tries, in Lebanon and other countries of the Arab world. There are parallels in the political and cultural tensions in Canada and in Lebanon, which are reflected in the litera-tures of the two countries, parallels which Sutherland's book should bring to the mind of the Arabic-speaking reader. Indeed, even the local controversies aroused by Sutherland's study are certain to suggest to the knowledgeable reader of Arabic literature controversies of a similar nature in the literary milieu of Lebanon and the Arab world more general-ly. There is no question that Second Image can contribute to a fuller understanding of the Canadian literatures among Arabic readers, but chances are it will do more: it will generate a shock of recognition in minds that had not antic-ipated it, thereby contributing in some degree to interna-tional understanding. Secondarily, the exercise of trans-lating Second Image illuminates some of the problems of comparative literature and translation.
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Haupt, Genevieve Ruth. "The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9489_1297764429.
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South Africa&rsquo
s Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Muñ
oz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers...
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Совпенко, Маргарита Олексіївна. "Лінгвокультурний та прагматичний аспекти перекладу політкоректної лексики в англомовних медійних текстах." Master's thesis, Київ, 2018. https://ela.kpi.ua/handle/123456789/25779.
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Магістерська дисертація складається зі вступу, трьох розділів, висновків до кожного з них, загальних висновків, та списку використаної літератури, який налічує 100 джерел, 4 додатки. Загальний обсяг роботи 223 сторінок.
Однією з актуальних проблем сучасного мовознавства залишається дослідження співвідношення мови та культури, оскільки мова є дзеркалом культури, в якому відбивається суспільна самосвідомість, спосіб життя, традиції, мораль, система цінностей і світогляд. Протягом останніх десятиліть в світі, зокрема в англомовних країнах, надзвичайної популярності набув новий культурний і мовний феномен «політична коректність».
Актуальність теми роботи зумовлена інтересом до дослідження політкоректної лексики в сучасній англійській мові, що, своєю чергою, пояснюється зростаючими процесами глобалізації та міжнародної інтеграції і співпраці в суспільстві.
Теоретичною основою нашого дослідження є теорії та положення, розроблені сучасними вітчизняними та закордонними мовознавцями та перекладознавцями: М. Бауманом, С. Г. Тер-Мінасовою, О. Б. Сінькевичем, В. Б. Великородою, Т. Р. Кияком, О. В. Завадською, З. С. Трофімовою, Я. С. Бондарук, Р. Й. Вишнівським, Т. Лоусоном, Д. Герродом, М. Г. Комлєвим та Ф. Беквітом. Об’єктом дослідження є політкоректна лексика в англомовних медійних текстах.
Предметом дослідження виступають лінгвокультурологічні та прагматичні особливості функціонування та перекладу політкоректної лексики в англомовних медійних текстах.
Мета роботи полягає у вивченні функціональних особливостей політкоректної лексики в англомовних медійних текстах та шляхів її відтворення українською мовою з огляду на лінгвокультурологічні розбіжності.
Досягнення поставленої мети передбачає вирішення таких завдань:
1) з’ясувати соціокультурні передумови виникнення явища політкоректності та розглянути політкоректність як лінгвістичний феномен;
2) вивчити особливості загального поняття «медійний текст»;
3) обґрунтувати вживання політкоректної мови в англомовному медійному тексті;
4) дослідити класифікації політкоректних одиниць та їхнє функціональне призначення в англомовних медійних текстах;
5) проаналізувати шляхи відтворення англомовних політкоректних термінів українською мовою.
Наукова новизна дисертаційного дослідження полягає в комплексному описі політкоректних одиниць медійних текстів, зокрема в детальному аналізі їх перекладу. Вперше досліджено прагматичний потенціал політкоректної лексики за допомогою корпусного методу.
Практичне значення здобутих результатів полягає у тому, що дисертація збагачує дослідницький досвід сучасної германістики новими знаннями про політкоректність її репрезентацію в сучасній англійській мові. Отримані результати поглиблюють уявлення про закономірність функціонування англомовних політкоректних одиниць, особливості їх перекладу українською мовою та можуть бути використані в освітньому процесі, зокрема в теоретичних та практичних курсах теорії та практики перекладу, мовної комунікації та лінгвокультурології (розділ ІІІ. Шляхи перекладу політкоректної лексики сучасних англомовних медійних текстів українською мовою).
Матеріалом дослідження є 470 політкоректних дібраних методом суцільної вибірки з 90 медіатекстів, зокрема видань The Economist, The Guardian, The Daily Mail, Princeton Info, The Washington Post, The American Prospect, The Bolton News та текстів BBC та СNN.
Методи дослідження. У роботі застосовано загальнонаукові (аналіз, синтез, індукція, дедукція, узагальнення) та власне лінгвістичні методи. За допомогою методу суцільної вибірки були виокремлені одиниці аналізу. Описовий метод дозволив здійснити таксономію та інтерпретацію політкоректних одиниць. Контекстуальний метод допоміг у визначенні лінгвальних і позалінгвальних особливостей мовних одиниць; кількісний аналіз – у встановленні частотності застосування перекладацьких трансформацій; корпусний – в обґрунтуванні прагматичного потенціалу політкоректної мови в медійному тексті, визначенні лексичних та семантичних особливостей політкоректних термінів та встановленні сучасних тенденцій вживання політкоректних слів.
Апробація результатів дослідження. Основні методологічні, теоретичні результати і концептуальні положення дослідження обговорювалися на: ІІ Всеукраїнській студентській науково-практичній конференції «Наука ХХІ століття: виклики, пріоритети, перспективи досліджень»; IV Всеукраїнській студентській науково-практичній конференції «Студент як суб’єкт процесу модернізації вищої освіти ХХІ століття: візії, цінності, пріоритетні завдання».
Публікації. Основні положення і результати дисертаційного дослідження висвітлено в 3 публікаціях, з яких: 1 стаття у науковому фаховому виданні України, 2 – у збірниках матеріалів всеукраїнських науково-практичних конференцій.The master's dissertation consists of an introduction, three chapters, conclusions to each chapter, general conclusions, and list of references that includes 100 points and 4 applications. The paper amounts to 223 pages. One of the current issues of modern linguistics is the study of the relation of a language and culture since the language is a mirror of the culture, which reflects the social consciousness, lifestyle, traditions, morals, the system of values and worldview. In the world, particularly in the English-speaking countries, a new cultural and linguistic phenomenon "political correctness" has gained immense popularity over the last decades. The significant topicality is presented by the interest in the study of politically correct vocabulary in modern English, which, in its turn, is explained by the fast-growing processes of globalization and international integration and cooperation in society. The theoretical basis of our research includes the theories and statements developed by modern domestic and foreign linguists and translators: M. Bauman, S. G. Ter-Minasova, O. B. Sinkevich, V. B. Velikoroda, T. R. Kiyak, O. V. Zavadskaya, S. S. Trofimova, J. S. Bondaruk, R. Y. Vishnevsky, T. Lewisohn, D. Gerrod, M. G. Komlev, and F. Beckwith. The object of the study is politically correct terms in English media texts. The subject of the study is linguocultural and pragmatic peculiarities of the functioning and translation of politically correct terms in English media texts. The aim of the research is to study the functional features of politically correct terms in English media texts and ways of their translation in Ukrainian with regard to the linguocultural differences. Achieving this goal involves the solution of the following tasks: 1) to determine socio-cultural preconditions of occurrence of the phenomenon of political correctness and consider political correctness as a linguistic phenomenon; 2) to study the features of the general notion of "media text"; 3) to substantiate the use of politically correct language in the English media text; 4) to classify the politically correct units and their functional purpose in English media texts; 5) to analyze the ways of English politically correct terms translation in Ukrainian. The scientific novelty of the dissertation research lies in the comprehensive description of the politically correct units of media texts, in a detailed analysis of their translation in particular. For the first time, the pragmatic potential of the politically correct vocabulary is studied with the application of the corpus method. The practical value of the obtained results is that the dissertation enriches the research of contemporary Germanic literature with new knowledge about political correctness and its representation in modern English. The obtained results deepen the comprehension of the functioning pattern of English politically correct terms and the peculiarities of their translation into Ukrainian and can be used in the educational process, particularly in the theoretical and practical courses of the theory and practice of translation, communication and linguocultural studies (Chapter III. The Ways of translation of the politically correct terms of modern English media texts in Ukrainian). The research material amounts to 470 politically correct terms selected from 90 media texts, including The Economist, The Guardian, The Daily Mail, Princeton Info, The Washington Post, The American Prospect, The Bolton News and BBC and CNN, by a multistage sampling approach. Research methods. In this work, general (analysis, synthesis, induction, deduction, generalization) and linguistic methods are applied. Units of analysis were determined by means of a continuous sampling method. The descriptive method allowed to present the taxonomy and interpretation of politically correct units. The contextual method helped in the determination of the linguistic and extra-linguistic features of politically correct units; quantitative analysis - in the determination of the frequency of translation transformations application; corpusmethod facilitated the study of the pragmatic potential of the politically correct language in the media text, determining the lexical and semantic peculiarities of politically correct terms, and establishing modern trends in the politically correctness. The main methodological and theoretical results and conceptualities of the study were discussed at: II All-Ukrainian Student Scientific and Practical Conference "The Science of the 21st Century: Challenges, Priorities, Perspectives of Research"; IV All-Ukrainian student scientific and practical conference "Student as a subject of the process of modernization of higher education of the XXI century: visions, values, priority tasks". Publications. The main statements and results of the dissertation research are presented in 3 publications, of which: 1 article in the scientific professional edition of Ukraine, 2 - in collections of materials of all-Ukrainian scientific and practical conferences.
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Giuranna, Alice. "Civil Law and Common Law: systemic differences or cultural contrast? Evaluating inconsistencies between the Italian, English and Welsh, Federal criminal procedures through the extensive media coverage of the Knox trial." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20931/.
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The dissertation, which is entirely drafted in English, hinges on a comparative study of both the Italian and British legal system - including some reference to the American jurisdiction - from the point of view of the criminal procedure rules. Through the analysis of a specific case study, namely the trial for the murder of Meredith Kercher, the paper aims to highlight what the substantial differences between civil law and common law are and the extent to which these divergencies can impact criminal proceedings. Therefore, particular attention is placed on the media coverage that the case has had, both in Italy and in United Kingdom and the United States, and on how this has - perhaps only apparently - influenced the trial and public opinion.
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SÉRVIO, Pablo Petit Passos. "Birdman, educação da cultura visual e diferença cultural." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/772.
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Previous issue date: 2011-04-28This study explores and discusses how students from the teacher training program of the Visual Arts School of the Federal University of Goiás relate to the idea of cultural difference taking as reference the video clip Birdman, from Coca-cola. The study articulates three focus: 1) what students understand as cultural difference the phenomenon and the social actors with whom they identify this theme; 2) what values cultural difference has for their lives and for society; 3) what motivates them to discuss - or not - questions about cultural difference based on publicity images and how they would do it. The research promotes a discussion crossing the student s point of views, my own positions and the points of view of various authors (from cultural studies and visual culture education) building an analyses about repertoires, interests, conflicts and ambiguities that orientate such positionings. These focus were achieved through the choice of a qualitative approach guided by the expectation to work deeply the subjects perceptions and interpretations. The methodological procedures chosen to gather the data were individual and focal open interviews. Six students of the program participated on the investigation: two attending the fourth semester of the program, two attending the sixth and two attending the eighth. Using an advertising VT to discuss and analyze cultural difference, this study pretends to contribute for a critical visual culture education.
Esta dissertação explora e discute como alunos da Licenciatura em Arte Visuais da Faculdade de Artes Visuais da Universidade Federal de Goiás (FAV/UFG) se relacionam com a ideia de diferença cultural a partir do VT publicitário Birdman, da Coca-cola. O objetivo da pesquisa se articula através dos seguintes focos: 1) o que entendem por diferença cultural - quais os fenômenos e/ou atores sociais com os quais identificam este tema; 2) que valor(es) entendem que a diferença cultural tem para suas vidas e para a sociedade; 3) que motivos os levam a discutir ou não questões de diferença cultural a partir de imagens de publicidade e como fariam isso. Mais do que coletar informações dos colaboradores, a pesquisa promove uma discussão que entrecruza minhas posições sobre o tema e os pontos de vista de autores (dos estudos culturais e da educação da cultura visual) construindo uma reflexão acerca dos repertórios, interesses, conflitos e ambiguidades que pautam tais posicionamentos. Para que tais intenções fossem concretizadas, foram necessárias algumas decisões metodológicas. A escolha da abordagem qualitativa é consequência desta intenção de trabalhar com percepções e interpretações dos colaboradores e pensá-las em profundidade. Os procedimentos escolhidos para coleta de dados foram entrevistas, tanto individual quanto em grupo. Seis alunos participaram da pesquisa, sendo dois do quarto período, dois do sexto e dois do oitavo. Utilizando uma imagem publicitária para discutir o tema diferença cultural, esta dissertação almeja contribuir com a educação da cultura visual.
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Bojana, Komaromi. "Sinestezijska metafora u pridevima u engleskom i srpskom jeziku:kognitivnolingvistički pristup." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2014. http://www.cris.uns.ac.rs/record.jsf?recordId=100342&source=NDLTD&language=en.
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Sinestezijska metafora smatra se posebnom vrstom metafore kod koje je izvorni domen utisak primljen preko jednog čula, dok je ciljni domen utisak primljen preko drugog čula, npr. oštar ukus, sladak miris, tople boje i sl. Rezultati dosadašnjih istraživanja ukazuju na izvesne opšte tendencije vezane za smer metaforičkog preslikavanja kod sinestezijskih metafora: hijerarhijski „niža“ čula, kao što su dodir i ukus, preslikavaju se na „viša“ čula, kao što su zvuk i vid, odnosno, konkretniji i dostupniji čulni modaliteti preslikavaju se na apstraktnije. Primećeno je da ove tendencije postoje u različitim jezicima i različitim diskursima i da su primenjive kako kod dijahronih tako i kod sinhronih istraživanja. S druge strane, utvrđene su i izvesne razlike između različitih jezika koje se mogu pripisati pre svega kulturološkim uticajima. S obzirom na to da su u sinestezijskim metaforama oba domena čulna, posebna pažnja se posvećuje i specifičnoj perceptivnoj ali i kognitivnoj osnovi ovih metafora.Cilj istraživanja u ovoj disertaciji je da se kroz kontrastivnu analizu izuče sinestezijsko-metaforički prenosi značenja u engleskom i srpskom jeziku i ukaže na univerzalne tendencije kao i međujezičke varijacije, dok se posebna pažnja posvećuje upravo perceptivnim, kognitivnim i kulturološkim aspektima ove pojave.Istraživačka građa sačinjena je od sinestezijskih prideva, odnosno prideva koji imaju dva ili više značenja u različitim čulnim domenima. Istraživanje je rađeno na osnovu rečničke analize, dok su konsultovani i elektronski korpusi. Za svaki čulni domen (a ukoliko je moguće i za poddomene nekih čula) ustanovljene su tendencije u smerovima metaforičkog preslikavanja. Rezultati su obrađeni deskriptivnom i kontrastivnom metodom i obrazloženi uz pomoć saznanja iz oblasti kognitivne lingvistike ali i drugih naučnih oblasti.Synaesthetic metaphors are considered to be a special type of metaphor in which one sensory modality is described in terms of another, e.g. sharp taste, sweet smell, warm colours etc. Research conducted in different languages indicates that there are certain tendencies concerning the directionality of metaphoric mapping: that hierarchically “lower” senses, such as touch and taste tend to map onto “higher” modalities, such as sound and sight; alternatively, we can say that more concrete and more accessible modalities tend to map onto more abstract ones. The determined tendencies proved to be applicable even to linguistically unrelated languages, different registers and to both diachronic and synchronic studies. On the other hand, there are certain differences among different languages, which can be attributed to cultural influences. Also, since both domains in synaesthetic metaphors are sensory modalities, a special emphasis in studies is placed on the particular perceptive as well as cognitive bases of this phenomenon.The research in this thesis is a contrastive analysis of synaesthetic transfers of meaning in English and Serbian. The aim of the research is to point to universal tendencies of synaesthetic metaphors and cross-linguistic variations between the two languages, while special emphasis is placed on the particular perceptive and cognitive bases of this phenomenon, as well as the influences of culture on the formation of these expressions.The language material is composed of synaesthetic adjectives, i.e. adjectives that have two or more meanings in different sensory domains. The research is based on the analyses of dictionary entries of English and Serbian sensory adjectives, while additional examples are collected form electronic corpora. The directionality of mapping is determined for each sensory domain (and, if possible, for sensory subdomains). The research results are analysed using descriptive and contrastive methods and explained using findings from the field of cognitive linguistics as well as other relevant scientific fields.
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Papapatou-Pastou, Marietta. "Sex differences in praxic and linguistic lateralisation." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497066.
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Eklund, Alexander. "La diferencia cultural entre Suecia y España con respecto a las organizaciones económicas : Los factores culturales que se deben tener en cuenta al establecer un negocio en España." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-68942.
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El propósito de esta investigación es identificar los factores culturales de los suecos y los españoles, en su encuentro dentro de una organización, que pueden intervenir en el establecimiento económico en España. Estudios anteriores han identificado la problemática de los encuentros culturales dentro de las organizaciones, y postulan que en realidad existen diferencias culturales claras entre las naciones, que pueden conducir a un resultado económico negativo. Los participantes de la investigación ya están familiarizados con el concepto principal del estudio, la cultura organizacional, puesto que son estudiantes de negocios. Estos respondieron a una encuesta, llevada a cabo tanto en español como en sueco, que trata de medir las actitudes, y el promedio obtenido por la importancia que pone el encuestado en cada afirmación, entre un intervalo de uno hasta cinco, de los participantes. Según las respuestas de 67 participantes, podemos responder a la pregunta de investigación, es decir, que sí existen diferencias culturales entre los suecos y los españoles hoy en día. En este trabajo se sacan además conclusiones acerca de cuáles de éstas pueden impedir un establecimiento económico exitoso en España.
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Visanich, Valerie. "Generational differences and cultural change." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10876.
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Young people are arguably facing complex life situations in their transition into adulthood and navigating their life trajectories in a highly individualised way. For youth in post-compulsory education, their training years have been extended, their years of dependency have increased and they have greater individual choice compared to previous youth generations. This study develops an understanding of the process of individualisation applied to youth in late modernity and explores it in relation to the neo-liberal climate. It compares the life situation of this youth generation with youth in the early 1960s, brought up with more predefined traditional conditions, cemented in traditional social structures. The processes that led to generational changes in the experiences of youth in the last forty-five years are examined, linked to structural transformations that influence subjective experiences. Specifically, the shifts of the conditions of youth in post-compulsory education are studied in relations to socio-economic, technological and cultural changes. This study discusses the Western Anglo-American model of changes in youths life experiences and examines how it (mis)fits in a more conservative Catholic Mediterranean setting. The research investigates conditions in Malta, an ex-colonial small island Mediterranean state, whose peculiarities include its delayed economic development compared to the Western setting. The core of the research comprises of primary data collection using in-depth, ethnographical interviews, with two generations of youth in different socio-historical context; those who experienced their youth in the early 1960s and youth in the late 2000s. This study concludes that the concept of individualisation does indeed illuminate the experiences of youth in late modernity especially when compared to the experiences of youth forty-five years ago. However the concept of individualisation is applied in a glocalised manner in line with the peculiarities of Malta that has lagged behind mainstream developments in Western Europe and still retained traditional features. Building on the individualisation concept, I use an empirically grounded concept of compromised choices to describe the increase in the bargaining of choice happening at different fronts in the life experiences of youth, especially in the life biography of women, choices in education and the job market and choices in consumption.
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Carlson, Krista Disa. "Cultural Differences in Affordance Perception." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1529690776159751.
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Alotaibi, Albandari. "Cultural differences in scene perception." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31965/.
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Do individuals from different cultures perceive scenes differently? Does culture have an influence on visual attention processes? This thesis investigates not only what these influences are, and how they affect eye movements, but also examines some of the proposed mechanisms that underlie the cultural influence in scene perception. Experiments 1 & 2 showed that Saudi participants directed a higher number of fixations to the background of images, in comparison to the British participants. British participants were also more affected by background changes, an indication of their tendency to bind the focal objects to their contexts. Experiments 3 & 4 revealed a higher overall number of fixations for Saudi participants, along with longer search times. The intra-group comparisons of scanpaths for Saudi participants revealed less similarity than within the British group, demonstrating a greater heterogeneity of search behaviour within the Saudi group. These findings could indicate that the British participants have the advantage of being more able to direct attention towards the goals of the task. The mechanisms that have been proposed for cultural differences in visual attention are due to particular thinking styles that emerge from the prevailing culture: analytic thinking (common in individualistic cultures) promotes attention to detail and a focus on the most important part of a scene, whereas holistic thinking (common in collectivist cultures) promotes attention to the global structure of a scene and the relationship between its parts. Priming methodology was used in Experiments 5, 6 & 7 to cue these factors, although it did not reveal any significant effects on eye movement behaviours or on accuracy at recognition of objects. By testing these explanations directly (Experiment 8), findings have mainly suggested the holistic-analytic dimension is one of the main mechanisms underlying cultural diversity in scene perception. Taken together, these experiments conclude that the allocation of visual attention is also influenced by an individual’s culture.
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Golets, T. "Cultural differences in the international." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8539.
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SILVA, Luiza Machado da. "Alteridade e resistência a estereótipos culturais: pelo direito de ser exceção." Universidade Catolica de Pelotas, 2017. http://tede.ucpel.edu.br:8080/jspui/handle/jspui/695.
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Cultural differences produce processes of subjectivation and new signs that identify individuals, as Bhabha (2005) remarks. The relation I / other assumes an appointment in which I and Other constitute one another through their differences, the principle of alterity. Culture, differences and alterities not always are respected by the establishment, which all those the population assigns power, among them the media, are part. This work analyzes cultural stereotypes imposed by the media to the Brazilian tourists who travel abroad, in articles dated from the period in which Brazil hosted great athletic events – from the Confederations Coup, in 2013, to 2017, a year after the Olympic Games Rio 2016. This analysis is preceded by a bibliographical revision on culture, and it distinguishes alterity from representation, contemplating these notions from different areas of knowledge that are part of cultural studies. These theoretical assumptions dialogue with the different cultural aspects mentioned by foreigners who visited Brazil during the FIFA World Coup 2014 and the Olympic Games Rio 2016, aiming at contributing to the discussions and the understanding of alterity and cultural difference. In the analysis of media texts, titles happen to be are much more imposing regarding Brazilian tourists, than concerning cultural behaviors of other countries to be followed by them. The way the media operate discursively, in their articles addressed to the Brazilians who travel in other countries, allows to think that they can request compliance to cultural behaviors for contributing to the construction of global cultures, economically much more important for capitalism, as an agenda set by the media. Another possible reading is about the ignorance by journalists who write on tourism and travels on cultural studies, and this leads to the reproduction of cultural stereotypes – without their knowing that they do it – of neocolonial subjects’ discourses.
As diferenças culturais produzem processos de subjetivação e novos signos que identificam o indivíduo, como assinala Bhabha (2005). A relação Eu/Outro pressupõe um encontro marcado no qual o Eu e o Outro se constituem a partir de suas diferenças, o princípio da alteridade. A cultura, as diferenças e as alteridades nem sempre são respeitadas pelo establishment, do qual fazem parte todos aqueles a quem a população confere poder, dentre eles a mídia. Este trabalho trata da análise dos estereótipos culturais impostos pela mídia aos turistas brasileiros que viajam para o exterior, em artigos datados no período em que o Brasil sediou grandes eventos desportivos – período compreendido deste a Copa da Confederações, em 2013, até 2017, um ano após os Jogos Olímpicos Rio 2016. Essa análise é precedida por uma revisão bibliográfica sobre cultura, diferença, alteridade e representação, que contempla essas noções a partir de diferentes áreas do conhecimento que fazem parte dos estudos culturais. Esses pressupostos teóricos dialogam com os diferentes aspectos culturais mencionados pelos estrangeiros que visitaram o Brasil durante a Copa do Mundo FIFA 2014 e os Jogos Olímpicos Rio 2016, de forma a contribuir para as discussões e a compreensão sobre alteridade e diferença cultural. Na análise dos textos da mídia, fica claro que seus títulos são muito mais impositivos em relação aos turistas brasileiros do que os comportamentos culturais de outros países a serem seguidos por eles. A forma como a mídia opera discursivamente, em suas reportagens destinadas aos brasileiros que viajam para outros países, permite pensar que ela pode exigir comportamentos culturais de maneira a contribuir para a construção de culturas globais, economicamente muito importantes para o capitalismo, como um programa da própria mídia. Outra leitura que se pode fazer é do o desconhecimento dos jornalistas que escrevem sobre turismo e viagens sobre os estudos da cultura, o que reflete nas reproduções de estereótipos culturais – sem saber que o fazem – dos discursos do sujeito neocolonial.
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Couper-Kuhlen, Elizabeth. "Affectivity in cross-linguistic and cross-cultural perspective." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5372/.
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Radojkovich, Leanne. "The literary benefits of linguistic and cultural hybridity." AUT University, 2010. http://hdl.handle.net/10292/868.
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The objective of this exegesis is to show how linguistic and cultural hybridity create a unique prose style, and how my stories sit within that style. I will use Grace Paley and Lucia Berlin to demonstrate the distinctive narrative techniques. These include the use of sensuous details (instead of descriptions) to make place and character palpable; dialogue that convincingly evokes living speech; plots which emanate from the characters, rather than the other way round; and open-ended resolutions, as in real life. I will then show how I use these narrative techniques in my collection Happiness and other stories.
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Harris-Haywood, Sonja. "MEASURING CULTURAL AND LINGUISTIC COMPETENCY OF HEALTH PRACTITIONERS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1422394993.
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Buchanan, Sarah. "Remapping Galatians in new cultural and linguistic contexts." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705652.
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This study brings together insights from translation studies, linguistics, church history and biblical studies in a comparative analysis of keywords from the New Testament book of Galatians. The overarching question of this work is: how do concepts travel? The main theoretical catalyst for this research is Raymond Williams' "Keywords: a vocabulary of culture and society" (1976), in which Williams recognises the importance of certain words in key debates and subtle connections between words that may exhibit ideological positions and worldviews. The subsequent research questions are: how are keywords translated to reveal ideological positions? And, how might the mapping and remapping of keywords from Galatians serve to reflect and indeed effect religious identities and inter-confessional relations today? Nine keywords are explored in terms of their mappings and remappings in both pivotal moments in Church history (such as the Reformation and the emergence of Liberation Theology and Pentecostal ism) and in the practice of contemporary Bible translation. The corpus comprises sixteen Bible translations written for a variety of purposes across French, German, Spanish and English.
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Tkachenko, Y. Y. "Linguistic and cognitive dimensions of cross-cultural units." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/39979.
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The end of the twentieth and the beginning of the twenty first century became to the world a stage of rapid development of science and technology. The dynamic course of events of our time and intensity of the international contacts caused strengthening of interest to the problems of international and cross-cultural communication and influenced its efficiency. Now researchers consider cultural competence as the main part of communication. Human activity is a complex interaction with society. The direct social contacts, influence of microenvironment and microenvironment, make certain culturological features, peculiar for each nation of the country. Language and culture have common and distinctive features [4, 148]. The connection between language and culture is defined ontologically, as a language and a culture are the result of person‘s creative activity. It is important to pay attention to that fact that one of the actual directions of modern linguistics is studying of language and culture interrelation.
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Alcala, Lucia. "Cultural differences in children's collaborative processes." Thesis, University of California, Santa Cruz, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630641.
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This study examined cultural differences in children's collaborative processes and explored the relationship between these collaborative processes and the children's collaboration in household work. 30 6- to 10-year-old sibling pairs from Mexican-heritage and middle-class European-heritage backgrounds participated in the study. Home visits were conducted using a planning task where dyads planned five grocery-shopping trips using a model store, first creating individual plans and then working together to create a combined plan. After participants completed their individual plans, the research assistant asked them to work together and help each other to make the shortest route to pick up all the items on their shopping list. Using 10-second segments, data were coded in four main categories; fluid ensemble, coming to agreement, one child leads activity, or dividing separate roles (which had several subcategories). Mexican Indigenous-heritage siblings collaborated as an ensemble in a higher proportion of segments than middle-class European-heritage siblings, who spent more segments dividing roles. Specifically, when European-heritage pairs were dividing roles they spent a higher proportion of segments being bossy to their sibling with the sibling implementing their plan, and ignoring their sibling while working on the plan. There was a positive relationship between siblings' collaboration at home and collaboration in the planning task. Siblings who were reported to collaborate with initiative in household work, based on mothers' reports, were more likely to collaborate as fluid ensemble with their sibling in the planning task. In contrast, children that were reported to do household work only when adults managed their chores were more likely to collaborate by being bossy to their sibling or by ignoring their sibling while working on the plan. Findings may help us better understand how cultural practices contribute to children's tendencies to collaborate with others in different contexts, including in the classroom setting where collaboration might be discouraged or managed by adults.
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Atkinson, Mark David. "Sociocultural determination of linguistic complexity." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25431.
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Languages evolve, adapting to pressures arising from their learning and use. As these pressures may be different in different sociocultural environments, non-linguistic factors relating to the group structure of the people who speak a language may influence the features of the language itself. Identifying such factors, and the mechanisms by which they operate, would account for some of the diversity seen in the complexity of different languages. This thesis considers two key hypotheses which connect group structure to complex language features and evaluates them experimentally. Firstly, languages spoken by greater numbers of people are thought to be less morphologically complex than those employed by smaller groups. I assess two mechanisms by which group size could have such an effect: different degrees of variability in the linguistic input learners receive, and the effects of adult learning. Four experiments conclude that there is no evidence for different degrees of speaker input variability having any effect on the cross-generational transmission of complex morphology, and so no evidence for it being an explanation for the effect of population size on linguistic complexity. Three more experiments conclude that adult learning is a more likely mechanism, but that linking morphological simplification at the level of the individual to group-level characteristics of a language cannot be simply explained. Idiosyncratic simplifications of adult learners, when mixed with input from native speakers, may result in the linguistic input for subsequent learners being itself complex and variable, preventing simplified features from becoming more widespread. Native speaker accommodation, however, may be a key linking mechanism. Speakers of a more complex variant of a language simplify their language to facilitate communication with speakers of a simpler language. In doing so, they may increase the frequency of particular simplifications in the input of following learners. Secondly, esoteric communication | that carried out by smaller groups in which large amounts of information is shared and in which adult learning is absent | may provide the circumstances necessary for the generation and maintenance of more complex features. I assess this in four experiments. Without a learnability pressure, esoteric communication illustrates how complexity can be maintained, but there is generally no evidence of how smaller groups or those with greater amounts of shared information would develop comparatively more complex features. Any observable differences in the complexity of the languages of different types of groups is eliminated through repeated interaction between group members. There is, however, some indication that the languages used by larger groups may be more transparent, and so easier for adult learners to understand.
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Cappelletto, Lara. "Italia e Russia a confronto: le differenze culturali che emergono durante l’interpretazione nelle trattative commerciali." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021.
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In questo elaborato vengono descritti gli aspetti culturali che distinguono e accomunano l’Italia e la Russia nell’ambito delle trattative commerciali in un contesto aziendale e si cerca di dimostrare come l’essere a conoscenza di essi possa migliorare la performance dell’interprete e di conseguenza rendere la comunicazione tra i partecipanti più naturale e comprensibile.
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Zhang, Yue. "Pour une approche interculturelle de l'enseignement du français comme spécialité en milieu universitaire chinois." Phd thesis, Université du Maine, 2012. http://tel.archives-ouvertes.fr/tel-00793142.
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Notre travail porte sur l'enseignement/apprentissage de la culture dans l'enseignement de la langue française et celui de la compétence interculturelle dans les départements de français des universités chinoises. Des incompréhensions et des malentendus apparaissent dans la communication entre les Chinois et les Français. Les étudiants chinois manifestent dans ce contexte d'enseignement / apprentissage du français des difficultés, autant d'ordre culturel que linguistique. A l'issue des entretiens réalisés en Chine et en France, nous nous sommes intéressée aux différences culturelles et aux dysfonctionnements relevés par les étudiants ainsi qu'à leurs attitudes et stratégies vis-à-vis de ces différences culturelles. Nous avons ensuite conduit une enquête auprès de l'équipe pédagogique en Chine et une analyse du manuel utilisé afin d'expliquer l'importance des différences constatées dans la méthode et les démarches d'enseignement. Nos deux hypothèses ont ainsi pu être validées : Les représentations des différences et des dysfonctionnements entre les étudiants chinois qui ont seulement un vécu scolaire du français (en Chine) et ceux qui ont vécu en France sont très différentes; l'importance de ces différences et l'intensité de ce décalage peuvent s'expliquer par le contenu et les démarches d'enseignement du français comme spécialité en milieu universitaire chinois qui préparent fort peu à la rencontre du milieu endolingue. Nous avons enfin proposé des pistes pédagogiques pour développer cette conscience interculturelle.
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Hall, Jessica Erin. "Individual differences in the use of distributional information in linguistic contexts." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6125.
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Statistical learning experiments have demonstrated that children and infants are sensitive to the types of statistical regularities found in natural language. These experiments often rely on statistical information based on linear dependencies, e.g. that x predicts y either immediately or after some intervening items, whereas learning to creatively use language relies on the ability to form grammatical categories (e.g. verbs, nouns) that share distributions. Distributional learning has not been explored in children or in individuals with developmental language disorder.
Proposed statistical learning deficits in individuals with developmental language delay (DLD) are thought to have downstream effects related to poorer comprehension, but this relationship has not been experimentally shown. In this project, children and adults with and without DLD and their same-age typically developing (TD) peers complete an artificial grammar learning task that employs a made-up language and an online comprehension task that employs real language. In the artificial grammar learning task, participants are tested to determine if they have learned the statistical regularities of trained stimuli and formed categories based upon these regularities. We hypothesize that if individuals with DLD have difficulty utilizing distributional information from novel input, then they will show less evidence of forming new categories than TD peers. Our second hypothesis is that if regularities are learned based on experience, then adults and children will show similar learning because they will have the same exposure to the artificial language. In the online comprehension task, participants use a computer mouse to choose a preferred interpretation of a sentence that is ambiguous, but that most adults interpret a certain way due to linguistic experience. We hypothesize that if individuals with DLD have overall poorer linguistic experience compared to TD individuals, then they will show weaker effects of biases than peers. Finally, we use measurements from both tasks to verify correlation between them, for the additional goal of showing that language comprehension and statistical learning are related. This study provides information about differences between individuals with DLD and their TD peers and between adults and children in the ability to use distributional information from both accumulated and novel input. To this end, we reveal the role of input and experience in using distributional information in linguistic environments.
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Williams, Cristan. "Engaging differences linguistic diversity and critical literacy pedagogy in the classroom." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10816.
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Includes bibliographical references.This study developed out of my own experiences as a high school English teacher and my engagements with the intertwined issues of language and diversity in the classroom.The study foregrounds the nature of students' and teachers' engagements with linguistic diversity and the role of the teacher in critical literacy. In South Africa there is very little classroom based research which shows how students and teachers are engaging with issues of diversity, power and inequality, post-apartheid. This research focuses on how my students and I interact with issues of linguistic diversity in an English Home Language, Grade 8 classroom context using critical literacy pedagogy as the means by which to engage with these issues.
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Mendoza, Karol Jineth. "Applying the cultural-linguistic interpretive matrix to neuropsychological assessment /." Full-text of dissertation on the Internet (663.32 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mendozkj/mendozkj_masters_04-22-2010.pdf.
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Benassi, Giuliano. "Political Correctness and ideology a cross-cultural linguistic study /." [S.l.] : Universität Konstanz , Philosophische Fakultät, Fachgruppe Sprachwissenschaft, 1997. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB8501063.
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Gray, Tyler. "Measuring Linguistic and Cultural Evolution Using Books and Tweets." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1130.
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Written language provides a snapshot of linguistic, cultural, and current events information for a given time period. Aggregating these snapshots by studying many texts over time reveals trends in the evolution of language, culture, and society. The ever-increasing amount of electronic text, both from the digitization of books and other paper documents to the increasing frequency with which electronic text is used as a means of communication, has given us an unprecedented opportunity to study these trends. In this dissertation, we use hundreds of thousands of books spanning two centuries scanned by Google, and over 100 billion messages, or ‘tweets’, posted to the social media platform, Twitter, over the course of a decade to study the English language, as well as study the evolution of culture and society as inferred from the changes in language.
We begin by studying the current state of verb regularization and how this compares between the more formal writing of books and the more colloquial writing of tweets on Twitter. We find that the extent of verb regularization is greater on Twitter, taken as a whole, than in English Fiction books, and also for tweets geotagged in the United States relative to American English books, but the opposite is true for tweets geotagged in the United Kingdom relative to British English books. We also find interesting regional variations in regularization across counties in the United States. However, once differences in population are accounted for, we do not identify strong correlations with socio-demographic variables.
Next, we study stretchable words, a fundamental aspect of spoken language that, until the advent of social media, was rarely observed within written language. We examine the frequency distributions of stretchable words and introduce two central parameters that capture their main characteristics of balance and stretch. We explore their dynamics by creating visual tools we call ‘balance plots’ and ‘spelling trees’. We also discuss how the tools and methods we develop could be used to study mistypings and misspellings, and may have further applications both within and beyond language.
Finally, we take a closer look at the English Fiction n-gram dataset created by Google. We begin by explaining why using token counts as a proxy of word, or more generally, ‘n-gram’, importance is fundamentally flawed. We then devise a method to rebuild the Google Books corpus so that meaningful linguistic and cultural trends may be reliably discerned. We use book counts as the primary ranking for an n-gram and use subsampling to normalize across time to mitigate the extraneous results created by the underlying exponential increase in data volume over time. We also combine the subsampled data over a number of years as a method of smoothing. We then use these improved methods to study linguistic and cultural evolution across the last two centuries. We examine the dynamics of Zipf distributions for n-grams by measuring the churn of language reflected in the flux of n-grams across rank boundaries. Finally, we examine linguistic change using wordshift plots and a rank divergence measure with a tunable parameter to compare the language of two different time periods. Our results address several methodological shortcomings associated with the raw Google Books data, strengthening the potential for cultural inference by word changes.
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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.
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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.
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Romo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.
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The focus of this study was to manipulate factors to determine whether mental representations of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g. arranging objects that differ in a "line" mentally) whereas Hispanic and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
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Miskovitz, Michele Susan. "Cultural differences in art concepts of children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.Source: Masters Abstracts International, Volume: 45-06, page: 2750. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves [89-91]).
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Cash, Deborah Dyer. "Cultural differences on the children's memory scale." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1621.
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Moon, Chanki. "Cultural differences in responses to hierarchical pressures." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61052/.
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Social hierarchy is one of the most fundamental features of human social interaction and has important psychological consequences. How hierarchies function and impact psychological processes, however, varies across cultures. Social interactions in Korea are more hierarchical and collectivistic compared to those in the UK, which are less hierarchical and individualistic. This is reflected in the Power Distance cultural dimension (Hofstede, 1980, 2001), according to which the UK is lower on this dimension than Korea. Social norms enforce hierarchies such as deference, respect, honour and politeness which operate as an invaluable virtue in Korean society. The current research examines consequences of social hierarchy in the UK and Korea and asks the following questions: a) are there any differences between Korea and the UK in terms of how individuals' interactions are governed by the status of the interaction partner; b) how does the impact of rude behaviours exhibited by people occupying different ranks differ in Korea and the UK, focusing on the level of distress caused and individuals' evaluations of the perpetrator; and c) are there any differences between Korea and the UK in terms of how hierarchical relations are embedded in objective organisational prescriptions? Findings from Studies 1 and 2 demonstrated that Korean participants' communication was affected to a greater extent by hierarchical relations showing that Korean participants wrote longer emails to decline a request by a senior colleague compared to a junior colleague; in contrast, the length of the emails written by British participants were not affected by the status of the recipient. Furthermore, across three studies (1-3), findings indicated that Koreans (compared with British) found it less stressful and more acceptable to be exposed to uncivil behaviours (rude and discourteous actions) of a senior colleague compared to a junior colleague. Study 4 confirmed that a similar pattern of hierarchical differentiation can be observed in organisations structured vertically (mirroring Korean culture), but not in organisations structured horizontally (mirroring British culture). Furthermore, in Studies 2, 3 and 4, mediational analyses showed that the observed cultural differences in reported levels of hierarchical relational stress (discomfort) can be explained by group differences in prescriptive norms (acceptability), but not by differences in descriptive norms (likelihood of occurrence). Finally, Study 5 examined how hierarchies are manifested in objective institutional regulations in the form of Code of Ethics adopted by Korean and British organisations. Findings revealed that relative to British organisations, Korean organisations endorsed Code of Ethics that places greater emphasis on hierarchical relations, consistent with prevalent cultural values and beliefs. Together, Studies 2 and 3 have highlighted cross-cultural variations in individuals' subjective mental representations of norms related to the behaviours of high and low ranking individuals and Study 5 demonstrated cross-cultural variations in how hierarchies are embedded in objective organisational prescriptions in Korea and the UK. I discuss the implications of these findings for literatures on social hierarchies/status, social norms, organisational behaviour and culture.
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Alexandersson, Elin, and Rasha Matlak. "Cultural Differences in Fashion Magazines : Targeting Vogue." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12715.
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The purpose of this study is to examine how different cultures within clothing and fashion are featured in the magazine Vogues fashion reportages. The aim is to enlighten editors with infashion media of these cultural differences in order to increase diversity. To pursue the purpose of the study a qualitative approach was chosen where photographs were used as the data that later on was studied through an image analysis. The study looks at six different editions of the fashion magazine Vogue, which indicates a chosen research design as multiple case studies. The six Vogue editions are: US, Japan, Paris, Arabia, India and Brazil, in which clothes, color and context have been analyzed in each editions reportages. The editions Vogue US, Vogue Japan, Vogue Paris, Vogue Arabia, Vogue India and Vogue Brazil reportages wa sanalyzed and compared, and distinct cultural differences was seen in terms of color, cultural clothing and fashion contexts. While Vogue US, Vogue Japan and Vogue Brazil had a widerange in diversity regarding models with different appearance, which were light-skinned anddark-skinned, Vogue Arabia, Vogue India and Vogue Paris had not. Vogue Arabia, Vogue India, Vogue US and Vogue Japan were however diverse in the cultural clothing, where clothes that was shown in the reportages was a mix of different cultural clothes. The researchers therefore found Vogue US and Vogue Japan the most diverse.
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Cho, Heeryon. "Analysis of Cultural Differences in Pictogram Interpretations." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/123848.
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Ulicki, Alanna. "Linguistic and cultural transfer in Michel Tremblay's "Les Belles-Soeurs"." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq20958.pdf.
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Whitman, Marilyn V. Permaloff Anne. "An examination of cultural and linguistic competence in health care." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WHITMAN_MARILYN_10.pdf.
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Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.
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Smith, Marion Valerie. "Language and pain : private experience, cultural significance, and linguistic relativity." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335243.
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Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.
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With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training
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Al, Ghussain Reem Abed Al Latif. "Areas of cultural and linguistic difficulty in English-Arabic translation." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/1416/.
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