Teses / dissertações sobre o tema "Language and languages Cross-cultural studies"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Language and languages Cross-cultural studies".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja as teses / dissertações das mais diversas áreas científicas e compile uma bibliografia correta.
Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.
Texto completo da fonteOtsuji, Emi. "Performing transculturation : between/within 'Japanese' and 'Australian' language, identities and culture /". Electronic version, 2008. http://hdl.handle.net/2100/598.
Texto completo da fonteThis thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.
Ecke, Peter 1964. "Cross-language studies of lexical retrieval: Tip-of-the-tongue states in first and foreign languages". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282099.
Texto completo da fonteMatviyenko, Olena. "The role of culture in the translation of advertisements: a comparative investigation of selected texts with German as source language and South African English as target language". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1187.
Texto completo da fonteAndriana, D. M., e n/a. "Seeking and giving advice : a cross cultural study in Indonesian and Australian English". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060601.162436.
Texto completo da fonteRainey, Kenneth Richard III. "Cross-Cultural Humor Through Comedy Films?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525141452462223.
Texto completo da fonteCheng, Hiu-wan Keens, e 鄭曉韻. "The detection of deception in cross-cultural settings: the effects of training and language on lie detectionability in Hong Kong Chinese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29706993.
Texto completo da fonteKim, Y. R. "A cross-cultural study on complaint letters : Australian and Korean". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/942.
Texto completo da fonteNopote, Nomvuyiseko Minty. "Establishing explicit perspectives of personality for a sample of Xhosa-speaking South Africans". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1145.
Texto completo da fonteHo, Mei Fung Linda. "A cross-cultural analysis of the organization of English and Chinese texts". HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/82.
Texto completo da fonteBailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.
Texto completo da fonteMatsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.
Texto completo da fonteGürel, Ayşe. "Linguistic characteristics of second language acquisition and first language attrition : Turkish overt versus null pronouns". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38201.
Texto completo da fonteIn this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition. I argue that the subset relation that holds between the L1 and the L2 can be a predictor for the extent and duration of cross-linguistic transfer in L2 acquisition and L1 attrition. In other words, whether or not a particular property will resist L2 acquisition and undergo L1 attrition can be determined by looking at the subset relationship between the L1 and the L2 with respect to that property.
The prediction is that in configurations where the 'influencing language' (L1 in L2 acquisition and L2 in L1 attrition) is the superset of the 'affected language' (L2 in L2 acquisition and L1 in L1 attrition), L1 transfer effect will persist in L2 acquisition and we will see more signs of L2 transfer into the L1 grammar, resulting in more attrition effects.
Pronominal binding is chosen to investigate such cross-linguistic transfer effects. English and Turkish differ with respect to governing domains and types of pronominals present in two languages. Turkish, being a pro-drop language, allows null subject pronouns in main and embedded clauses. It also has a special type of anaphoric pronominal, kendisi, for which English has no corresponding form.
Two experiments were conducted to test L2 acquisition and L1 attrition of binding properties of Turkish overt and null subject pronouns under the influence of English. Participants included native English-speakers living in Turkey (end-state L2 Turkish speakers) and native Turkish-speakers living in North America (end-state L2 English speakers). Overall, results obtained from the two studies reveal cross-linguistic transfer effects in the manner predicted. In particular, properties of English overt pronouns (e.g., him/her) are transferred onto the overt Turkish pronoun o in L2 acquisition and in attrition, whereas properties of the Turkish null pronoun and the anaphoric pronominal kendisi are unaffected by English.
Imaeda, Chieko. "Cross-cultural pragmatics: Politeness for the customer in spoken aspects of service in the restaurant in Australian English and Japanese". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/755.
Texto completo da fonteHampson, Eric. "The relationship between specific language variables and mental ability in the treatment of information by adults". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31108.
Texto completo da fonteEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Conradie, Simone. "Verb movement parameters in Afrikaans : investigating the Full Transfer Full Access hypothesis". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85899.
Texto completo da fonteThree studies on the L2 acquisition of two verb movement parameters, the V2 parameter and the Split-IP parameter (SIP), are reported. The first study investigates 'full access', testing whether English-speaking learners of Afrikaans, who started acquiring the L2 in early childhood and are thus child L2 learners, can reset the two parameters. The second study investigates 'full transfer' and 'full access' by testing whether English-speaking and German-speaking learners start out with different settings of the two parameters and whether the English-speaking learners can reset the parameters. All participants in this study are adult L2 learners, which facilitates a comparison of child L2 acquisition (first study) with adult L2 acquisition. The third study investigates whether Afrikaans-speaking learners of French can acquire knowledge of the ungrammaticality of certain construction types that are allowed in their L1 but not in the L2 (although the languages share the same parameter setting), despite the fact that there seems to be no positive evidence to this effect in the L2 input. It is argued that, taken together, the studies provide evidence in support of the FTFA.
The original contribution of this thesis lies in (i) investigating both verb movement parameters (instead of only one), (ii) providing a thorough discussion of the relevant syntactic properties of Afrikaans, (iii) investigating the L2 acquisition of Afrikaans, and (iv) addressing the question of how learners go about acquiring a parameter setting ([+SIP]) in cases where both the L1 and the L2 share the parameter setting but the L1 exhibits a superset of the properties exhibited by the L2.
Ilosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.
Texto completo da fonteGonzalez, Norma Elaine. "Child language socialization in Tucson: United States Mexican households". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185809.
Texto completo da fonteSuu, Nguyen Phuong, e n/a. "A cross-cultural study of greeting and address terms in English and Vietnamese". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.114406.
Texto completo da fonteKitano, 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.
Texto completo da fonteALHAJJI, ALI A. "“The Reliability of Cross-Cultural Communication in Contemporary Anglophone Arab Writing”". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531502012291.
Texto completo da fonteHo, Shun Chi Clara. "Exploring intercultural miscommunication language contact and conflict in a Hong Kong office". HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/68.
Texto completo da fonteCat, Bui Van, e n/a. "Background studies for Vietnamese students of English". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.
Texto completo da fonteHADIYONO, JOHANA ENDANG PRAWITASARI. "THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188050.
Texto completo da fonteGuan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /". Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
Texto completo da fonteMutu, Margaret. "Aspects of the structure of the Ùa Pou dialect of the Marquesan language". Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/2086.
Texto completo da fonteThesis now published as a book. Margaret Mutu with Ben Teʻikitutoua (2002). Ùa Pou : aspects of a Marquesan dialect. Canberra, ACT: Research School of Pacific and Asian Studies. ISBN 0858835266.
Kong, Ivy Man Sze. "The use of apology strategies in public apologies: a comparison between Chinese and English". HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/118.
Texto completo da fonteSahney, Puja. "Cultural Analysis of the Indian Women's Festival of Karvachauth". DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/7343.
Texto completo da fonteQin, Xizhen. "Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062.
Texto completo da fonteKalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
Texto completo da fonteSithebe, Faith Bonsile. "The speech act realisation of requests and greetings by non-native and native speakers of siSwati : communication challenges faced by American Peace Corps Volunteers in their interaction with Swazi people". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17874.
Texto completo da fonteENGLISH ABSTRACT: This study investigates the differences in the communication styles of siSwati and American English speakers. Specifically, it investigates the realization patterns of the speech acts of request and greeting in siSwati, by native and non-native speakers of siSwati. It also investigates how these same speech acts are realised by the non-native speakers of siSwati in their first language, English. The participants were 10 Swazis and 10 American Peace Corps volunteers living in Swaziland, Southern Africa at the time this study was conducted. The data were collected by means of a questionnaire followed up with a semi-structured interview. The data were analysed using the framework of the Cross-cultural Speech Act Realization Project as developed by Blum- Kulka (1989). Common trends were noted in the realization of the two speech acts by native speakers and non-native speakers and conclusions were made based on the similarities and differences observed. Overall, the results suggest (i) that there are marked differences in the way in which American English speakers and Swazi people perform and interpret greetings and requests, and (ii) that such differences emanate from the different cultural orientation of the two groups of people. Since such differences sometimes lead to misunderstandings, there is evident need to make people aware of cultural differences in order for understanding and tolerance to prevail in cross-cultural interactions.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verskille in die kommunikasiestyle van sprekers van siSwati en Amerikaanse Engels. Dit beskou spesifiek die realiseringspatrone van die taalhandelinge versoek en groet in siSwati, deur moedertaal- en nie-moedertaalsprekers van siSwati, en in Engels. Die deelnemers was 10 Swazis en 10 Amerikaanse Vredekorps-vrywilligers woonagtig in Swaziland, Suid-Afrika, ten tye van die studie. Die data is ingesamel deur middel van 'n vraelys wat opgevolg is deur 'n semi-gestruktureerde onderhoud. Die data is geanaliseervolgens die raamwerk van die Kruiskulturele Spraakhandeling-realiseringsprojek, soos voorgestel deur Blum-Kulka (1989). Algemene tendense is opgemerk in die realisering van die twee spraakhandelinge deur moedertaalsprekers en nie-moedertaalsprekers en afleidings is gemaak op grond van die waargenome verskille en ooreenkomste. Oor die algemeen dui die resultate op (i) duidelike verskille tussen die wyses waarop sprekers van Amerikaanse Engels en Swazis versoeke en groethandelinge uitvoer en interpreteer, en (ii) die verskillende kulturele oriënterings van die twee groepe as oorsprong van hierdie tipe verskille. Aangesien laasgenoemde dikwels aanleiding gee tot misverstand, is dit duidelik noodsaaklik dat mense bewus gemaak word van kulturele verskille ten einde begrip en verdraagsaamheid te laat hoogty vier tydens kruiskulturele interaksie.
Inagaki, Shunji. "Transfer and learnability in second language argument structure : motion verbs with locationaldirectional PPs in L2 English and Japanese". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38492.
Texto completo da fonteCalderon, Kristen Naylor. "The impact of cross-cultural transition on intercultural relationships using a strengths-based approach". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/825.
Texto completo da fonteMayer, Anzia Rae. "Conventionalized Expressions and Audience Perception in Chinese Discourse". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469.
Texto completo da fonteMorkus, Nader. "The realization of the speech act of refusal in Egyptian Arabic by American learners of Arabic as a foreign language". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003209.
Texto completo da fonteAbdullatif, Qutayba A. "Adaptation of the State Trait Anxiety Inventory in Arabic a comparison with the American STAI /". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000392.
Texto completo da fonteKaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.
Texto completo da fonteHuh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
Texto completo da fonteBaka, Jean R. "L'adjectif en Bantu". Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211721.
Texto completo da fonteShartiely, Nikuigize Erick. "Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, Tanzania". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80189.
Texto completo da fonteENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context.
AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika.
The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.
Bilyayeva, Tetiana A. "Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application". UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.
Texto completo da fonteFurukawa, Chie. "A Study of Small Talk Among Males: Comparing the U.S. and Japan". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1522.
Texto completo da fonteScaff, Camila. "Beyond WEIRD : an interdisciplinary approach to language acquisition". Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCC025.
Texto completo da fonteTo date, most of what we know in early development comes from research on children in Western, Educated, Industrialized, Rich and Democratic populations (WEIRD; Henrich, Heine, & Norenzayan, 2010). There is much less information about the early environment, learning mechanisms, and language acquisition benchmarks of children who grow up in non-WEIRD conditions. Throughout the dissertation, with different methodological approaches and datasets, I work with populations often underrepresented in developmental research: populations from diverse socioeconomic status (SES) backgrounds and indigenous communities. I contributed to the study of whether linguistic input has a crucial impact on later lexical outcomes across three studies: a meta-analysis exploring the relationship between SES and early lexical development; an empirical study of the effects of SES, lingual status, and age on lexical processing and vocabulary in young French children; and finally, a study using daylong recordings to analyze the quantity and sources of language input afforded to children from a small-scale community in the lowlands Bolivia, the Tsimane’. In the final discussion, I present the benefits and limitations of cross-cultural research and the dangers of generalizing from only one kind of socio-ecological background
Gortz, Ann-Christin. "Linguistic markers as evidence for cultural awareness : a critical examination of international critiques of a South African dance company". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6840.
Texto completo da fonteBibliography
ENGLISH ABSTRACT: Viewing cross-cultural dance performances on international tours or as part of international dance festivals has become common practice all over the world. For critique writers, choreographers/ dancers and the audience the accessibility of such a diverse variety of dance has both advantages and disadvantages. Cross-cultural differences in these performances challenge strategies of viewing and perception which may lead to aesthetic enrichment but these performances also risk being misunderstood. In dance critique writing, such a misunderstanding may result in a negative critique projecting, in a worst scenario, negative prejudices on the respective cultures. This thesis investigates how attitudes towards, and perceptions of, cultural differences are reflected in cross-cultural dance critiques, through the use of particular linguistic and stylistic devices. Analysis strategies deriving from Critical Discourse Analysis and Text Analysis are used to uncover the critique’s strategies to communicate their evaluation including ways of persuasion and power. I analyse six critiques from three countries on the performance Beautiful Me performed on international tours by the Vuyani Dance Theatre from South Africa. My initial hypothesis is that cultural differences may lead to negative critiques due to intercultural misunderstanding. Since viewing Performance Art is not only influenced by the critique writer’s cultural background but also by their perception attitude towards the performance, the analysis takes perception modes such as a theatre semiotic approach and a phenomenological approach into consideration. Interestingly, different perception modes seem to have a greater impact on the outcome of a critique than cross-cultural differences. This means that most negative evaluations must have their origin in the applied strategy of viewing and perceiving dance. The critic seems to interpret and embed the perceived features of the dance performance into specific cultural or socio-political contexts forming an individual, often complex evaluation.
AFRIKAANSE OPSOMMING: Om te kyk na kruiskulturele dansuitvoerings deur dansgeselskappe op internasionale toere of as deel van internasionale dansfeeste, het wêreldwyd algemene praktyk geword. Vir kritici, choreograwe/dansers en die gehoor hou die toeganklikheid van so ’n diverse verskeidenheid dans sowel voordele as nadele in. Kruiskulturele verskille in hierdie vertonings daag kyk- en waarneem-strategieë uit, wat tot estetiese verryking mag lei. Daar is egter ook ’n moontlikheid dat hierdie vertonings verkeerd geïnterpreteer mag word. Só ’n waninterpretasie in dansresensies mag lei tot negatiewe kritiek wat, in uiterste gevalle, negatiewe vooroordele oor die betrokke kulture projekteer. Hierdie tesis doen ondersoek na die wyse waarop houdings teenoor en persepsies van kultuurverskille in kruiskulturele dansresensies deur middel van spesifieke talige en stilistiese middele gereflekteer word. Analitiese strategieë uit die velde Kritiese Diskoersanalise en Teksanalise word gebruik om kritici se strategieë wat ’n oordeel kommunikeer, bloot te lê. Ek analiseer ses resensies uit drie lande wat handel oor die vertoning Beautiful Me wat deur die Suid-Afrikaanse dansgeselskap Vuyani Dance Theatre tydens internasionale toere opgevoer is. My aanvanklike hipotese is dat kultuurverskille aanleiding mag gee tot negatiewe kritiek vanweë interkulturele misverstande. Aangesien die beoordeling van Uitvoerende Kunste nie slegs deur die kritikus se kulturele agtergrond beïnvloed word nie, maar ook deur hul waarnemingshouding teenoor die vertoning, neem die analise waarnemingsmodusse soos ’n teater-semiotiek-benadering en ’n fenomenologiese benadering in ag. Interessant genoeg, lyk dit asof verskillende waarnemingsmodusse ’n groter impak het op die uitkoms van kritiek as kruiskulturele verskille. Dít beteken dat die meeste negatiewe oordele hul oorsprong moet hê in die toegepaste strategie van dans kyk en waarneem. Dit blyk dat die kritikus die waargenome eienskappe van die dansuitvoering interpreteer en inbed in spesifieke kulturele of sosio-politiese kontekste wat aanleiding gee tot die verskillende, dikwels komplekse maniere van beoordeling.
Mogos, Mulubrhan Fisseha. "Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3251.
Texto completo da fonteSibuyi, Eliot Masezi. "The analysis of the impact of nonverbal communication Xitsonga discourse". Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/733.
Texto completo da fonteXitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate. Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes. It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.
Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program". Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Texto completo da fonteMarichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.
Texto completo da fonteMullins, Daniel Austin. "The evolution of literacy : a cross-cultural account of literacy's emergence, spread, and relationship with human cooperation". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:98d1f155-c96d-4ba0-ac36-c610d3d7454c.
Texto completo da fontePark, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.
Texto completo da fonte