Literatura científica selecionada sobre o tema "Linguistic/cultural distance"
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Artigos de revistas sobre o assunto "Linguistic/cultural distance"
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Fenske, James, e Namrata Kala. "Linguistic Distance and Market Integration in India". Journal of Economic History 81, n.º 1 (26 de janeiro de 2021): 1–39. http://dx.doi.org/10.1017/s0022050720000650.
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The role of cultural distance in market integration, particularly in the developing world, has received relatively little attention. Using prices from more than 200 South Asian markets spanning 1861 to 1921, we show that linguistic distance correlates negatively with market integration. A one-standard-deviation increase in linguistic distance predicts a reduction in the price correlation between two markets of 0.121 standard deviations for wheat, 0.181 for salt, and 0.088 for rice. While factors like genetic distance, literacy gaps, and railway connections are correlated with linguistic distance, they do not fully explain the correlation between linguistic distance and market integration.
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Kainara, Dmytro, e Iuliia Kaliuzhna. "Assessment of factors influencing the stability of Ukrainian export based on the fractal analysis". SHS Web of Conferences 107 (2021): 04002. http://dx.doi.org/10.1051/shsconf/202110704002.
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The article considered the assessment of the sustainability of the export flow of Ukraine. It was determined that the markets of Slovakia, the Russian Federation, Germany, Poland and Lithuania possess longterm memory. Also, the main factors that affect the sustainability of export have been analyzed. Among cultural factors, a weak correlation was demonstrated by Long Term Orientation, Indulgence and Power Distance according to the Geert Hofstede method. At the same time, the cultural patterns according to the S. H. Schwartz method did not show a correlation with the long-term memory of product export. On the stability of the export flow, the role of the linguistic distance and the factor of the diaspora presence have been assessed. It was proved that the gravitational effect has the greatest impact on the stability of export; Power Distance, linguistic distance and the factor of the diaspora presence have the negligible impact as well.
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Andrade, Maureen Snow. "Global Learning by Distance". International Journal of Online Pedagogy and Course Design 3, n.º 1 (janeiro de 2013): 66–81. http://dx.doi.org/10.4018/ijopcd.2013010105.
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The knowledge economy demands a highly skilled and well-rounded work force. However, because traditional institutions cannot meet the demand for post-secondary education, technological innovations, particularly distance learning, are becoming the solution for increased access. As distance programs are developed for global delivery, cultural and linguistic issues must be considered. Pedagogical methods, modes of learning, communication styles, English proficiency, and delivery logistics potentially interfere with the success of such endeavors. This article addresses the opportunities and obstacles of creating distance courses for international learners. It reviews the need for international educational access, provides an overview of the issues, and shares a learner-centered framework to demonstrate principles and practicalities for mitigating potential obstacles to distance learning as a global venture. The framework is illustrated with examples from distance English language learning courses.
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Arakelyan, Tsovinar. "The Problem of Social Interactions in Distance Language Learning". Armenian Folia Anglistika 11, n.º 1 (13) (15 de abril de 2015): 106–12. http://dx.doi.org/10.46991/afa/2015.11.1.106.
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The purpose of this article is to highlight the problem of the lack of social interactions in the distance language learning context and to suggest optimal solutions towards the development of social presence in virtual learning environment. Specifically, five main points figure prominently in the model of interaction development: implementation of parter-feedback system, collaborative preparation for online lessons, incorporation of video-recorded exercises in the course content, creation of students' profiles and facing different cultural and linguistic dimensions.
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Kachru, Yamuna. "Cognitive and Cultural Styles in Second Language Acquisition". Annual Review of Applied Linguistics 9 (março de 1988): 149–63. http://dx.doi.org/10.1017/s0267190500000866.
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The goals of second language acquisition research, as of first language acquisi-tion research, are to determine exactly what is acquired and precisely how it is acquired. The first concern leads to questions such as the following in the case of second language acquisition [SLA]•How comparable are the first and second languages of the learners?•What effect does the perceived closeness or distance of the two languages have on second language acquisition?•Do learners only acquire linguistic categories and structures of the second language, or do they also acquire a different set of cognitive structures and cultural categories? And finally,•Do they acquire only linguistic rules, or do they also acquire the sociocultural conventions of language use relevant to the second language?The second concern leads to the following question:•What role do cognitive styles, learning strategies, and personality factors—either innate or acquired as a result of socialization in a particular community—play in second language acquisition?
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White, Cindel J. M., Michael Muthukrishna e Ara Norenzayan. "Cultural similarity among coreligionists within and between countries". Proceedings of the National Academy of Sciences 118, n.º 37 (7 de setembro de 2021): e2109650118. http://dx.doi.org/10.1073/pnas.2109650118.
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Cultural evolutionary theories suggest that world religions have consolidated beliefs, values, and practices within a superethnic cultural identity. It follows that affiliation with religious traditions would be reliably associated with global variation in cultural traits. To test this hypothesis, we measured cultural distance between religious groups within and between countries, using the Cultural Fixation Index (CFST) applied to the World Values Survey (88 countries, n = 243,118). Individuals who shared a religious tradition and level of commitment to religion were more culturally similar, both within and across countries, than those with different affiliations and levels of religiosity, even after excluding overtly religious values. Moreover, distances between denominations within a world religion echoed shared historical descent. Nonreligious individuals across countries also shared cultural values, offering evidence for the cultural evolution of secularization. While nation-states were a stronger predictor of cultural traits than religious traditions, the cultural similarity of coreligionists remained robust, controlling for demographic characteristics, geographic and linguistic distances between groups, and government restriction on religion. Together, results reveal the pervasive cultural signature of religion and support the role of world religions in sustaining superordinate identities that transcend geographical boundaries.
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Kruse, Arne, e Liv Helene Willumsen. "Magic Language: The Transmission of an Idea over Geographical Distance and Linguistic Barriers". Magic, Ritual, and Witchcraft 15, n.º 1 (2020): 1–32. http://dx.doi.org/10.1353/mrw.2020.0012.
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Shiner, R. J. W. "Speaking to God in Australia: Donald Robinson and the Writing of An Australian Prayer Book (1978)". Studies in Church History 53 (26 de maio de 2017): 435–47. http://dx.doi.org/10.1017/stc.2016.26.
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Archbishop Donald Robinson (b. 1922) had a distinguished career as a New Testament scholar and senior churchman. As a New Testament scholar, he emphasized the linguistic and cultural distance between what Barth called ‘the strange new world of the Bible’ and our own. However, as a senior churchman, Robinson was required to traverse the distance between the Bible and twentieth-century Australians. Through his episcopal leadership, and notably through his work in producing An Australian Prayer Book (1978), Robinson faced the challenge of speaking to Australians about God, and finding the words by which Australians might speak to God. This article will explore the ways in which a prominent scholar and churchman grappled with the linguistic and cultural challenges of speaking about God and to God in contemporary Australia, understood against the background of the crisis of (ir)relevance faced by Australian churches in the decline of the 1960s and 1970s.
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Kaufman, Terrence, e John Justeson. "HISTORICAL LINGUISTICS AND PRE-COLUMBIAN MESOAMERICA". Ancient Mesoamerica 20, n.º 2 (2009): 221–31. http://dx.doi.org/10.1017/s0956536109990113.
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AbstractThis article presents some of the authors' perspectives on the past 20 years of work that applies the results of research in historical linguistics to the understanding of the histories and cultural practices of pre-Columbian Mesoamericans. It focuses on major cultural transformations to which both historical linguistic and archaeological data can contribute, such as the spread of agriculture, and migrations in Mesoamerican prehistory. It also addresses major culture-historical studies on narrower topics: on Nawa and its place in the prehistory of Mexico, in particular confirming standard views that Nawas were immigrants into Mesoamerica; on Archaic and Formative period interactions involving Oto-Mangeans, which is work that is largely still to be done; on the prospects for work on long-distance contacts between Mesoamerica and North America; on the contributions of historical linguistics in Mesoamerican epigraphy; and on the value and prospects of updating the methodology of glottochronology.
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Ghanooni, Ali Reza. "A cross-cultural study of metaphoric imagery in Shakespeare’s Macbeth". Translation and Interpreting Studies 9, n.º 2 (28 de novembro de 2014): 239–56. http://dx.doi.org/10.1075/tis.9.2.05gha.
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Metaphor is an important literary device, and its translation poses the challenge of switching between different cultural, conceptual, and linguistic frames of reference. This study uses cross-cultural comparison to investigate the metaphoric imagery used in six translations of Shakespeare’s Macbeth into three languages: French, Italian, and Persian. To accomplish the aims of the study, metaphoric images in this play were identified in the source and target texts and then subjected to comparative analysis using Newmark’s categorization of strategies for translating metaphors. After analyzing the translations in the above-mentioned languages, it became apparent that all the translators, including the two Persian translators, tended to retain the same metaphoric images as in the source text. This is somewhat surprising given the greater linguistic and cultural distance between English and Persian. The findings suggest that the literal treatment of metaphors — and not their explicitation — may be a translation universal, at least in regard to canonical texts.
Teses / dissertações sobre o assunto "Linguistic/cultural distance"
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Kang, Shin Tae. "Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2158.
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La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de se découvrir. C’est la raison pour laquelle ce travail vise à répondre à deux objectifs : le premier est d’optimiser l’enseignement des langues, ici le français en Corée, le second est de favoriser les échanges entre nos deux pays en mesurant la portée culturelle véhiculée par une langue. Pour cela nous avons cherché à identifier les contraintes de l’apprentissage du français en décrivant les interactions entre enseignants français natifs et apprenants coréens dans l’enseignement supérieur en Corée. La constitution d’un corpus d’interactions authentiques mettant en contact 180 apprenants coréens avec 7 enseignants au travers de 13 cours de FLE a permis de décrire des phénomènes interactionnels récurrents d’ordre sociolinguistique. La grande distance linguistique séparant le français du coréen s’est manifestée par des incompréhensions et des malentendus d’origine phonétique, morphosyntaxique et sémantique issus de transferts entre les deux langues. Pour surmonter ces difficultés linguistiques, nous préconisons d’accompagner les cours de grammaire d’une immersion en langue cible par des cours de conversation. Mais notre étude montre combien les habitudes d’apprentissage des apprenants coréens, entre silences, rire d’embarras, hochements de tête et autres gestes illustratifs palliatifs à des lacunes langagières, doivent être prises en compte dans toute démarche didactiqueThe language is undoubtedly the reflection of a culture and it allows two peoples not only to communicate but also to discover each other. It is the reason why this work aims at answering two objectives: the first one is to optimize the languages teaching, here French in Korea, the second is to favour the exchanges between our two countries by measuring the cultural significance conveyed by a language. For this we tried to identify the constraints of the learning of French by describing the interactions between French native teachers and Korean learners in the higher education in Korea. The constitution of a corpus of authenticinteractions putting in touch 180 Korean learners with 7 teachers through 13 courses of FLE allowed to describe interactionnels recurring phenomena of sociolinguistic type. The linguistic great distance separating French of the Korean showed itself by incomprehensions and phonetic, morphosyntactic and semantic misunderstandings of origin stemming from transfers between both languages. To overcome these linguistic difficulties, we recommend to accompany the grammar courses with an immersion in target language by courses of conversation. But our study shows how many the learning habits of the Korean learners,between silences, laughter of embarrassments, nods and other palliative illustrative gestures in linguistic deficiencies, must be taken into account in any didactic approach
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Santiago, Camila. "A gestão da produção de conhecimento em fóruns na educação a distância". Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/13622.
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Previous issue date: 2013-06-10Conselho Nacional de Desenvolvimento Científico e Tecnológico
The aim of this paper is to critically understand how the actions of participants (students and professor-researcher) contribute or not to collaborative knowledge production in two forums in distance education. This study s theoretical framework is founded on the Socio-Historical-Cultural Activity Theory (VYGOTSKY, 1934; LEONTIEV, 1977; ENGESTRÖM, 1987-2009), based on Knowledge Production, discussed through the Art of Encounter(SPINOZA, 1677) and Zones of Proximal Development (VYGOTSKY, 1934; NEWMAN; HOLZMAN, 2002; MAGALHÃES, 2009-2011), and also on the Argumentation studies (LIBERALI, 1999-2012). In methodological terms, it is inserted in the critical paradigm and organized as a Critical Collaborative Research (MAGALHÃES, 2011), that is premised on the assumption of not only observing and describing contexts, but interfering, comprehending and transforming them, in a single movement. The corpus of this investigation is composed by interactions seen in two discussion forums between the professorresearcher and first-term students who are enrolled in the Portuguese and Spanish distance graduation courses at a university in Great São Paulo. In the perspective of Applied Linguistics, data were analyzed through participants speech materiality, in the light of categories that consider knowledge production in Argumentation. These categories were divided in enunciative (BAKHTIN, 1929), discursive(PONTECORVO, 2005; LIBERALI, in press; PERELMAN; OLBRECHTS-TYTECA, 1958) and linguistic categories (LIBERALI, in press; KOCH, 2006). This survey results point out to five manners of managementthat enable the movement of participants voices and collaborative production of knowledge. Moreover, they also show that collaborative production not always happens due to lack of discussion wrap up, negotiation and interlacing of voices
Este trabalho tem por objetivo compreender criticamente de que maneira as ações dos participantes (alunos e professora-pesquisadora) contribuem ou não para a produção colaborativa de conhecimento em dois fóruns na educação a distância. O recorte teórico está fundamentado na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY, 1934; LEONTIEV, 1977; ENGESTRÖM, 1987-2009), com bases na Produção de Conhecimento, discutida a partir da Arte do Encontro (SPINOZA, 1677) e da criação de Zonas de Desenvolvimento Proximal (VYGOTSKY, 1934; NEWMAN; HOLZMAN, 2002; MAGALHÃES, 2009-2011), e nos estudos da Argumentação (LIBERALI, 1999-2012).Em termos metodológicos, está inserido no paradigma crítico e organizada como uma Pesquisa Crítica de Colaboração (MAGALHÃES, 2009-2012),que tem como pressuposto não apenas observar e descrever contextos, mas interferir neles, compreendendo-os e transformando-os, em um movimento único. O corpus de análise constitui-se de interações entre professora-pesquisadora e alunos em dois fóruns de discussão do Período 1 dos cursos de Letras Língua Portuguesa e Língua Estrangeira Espanhol a distância de uma universidade da Grande São Paulo. Na perspectiva da Linguística Aplicada, os dados foram analisados por meio da materialidade nas falas dos participantes, à luz de categorias que consideram a produção de conhecimento na Argumentação. Essas categorias foram divididas em categorias enunciativas(BAKHTIN, 1929),discursivas (PONTECORVO, 2005; LIBERALI, no prelo; PERELMAN; OLBRECHTS-TYTECA, 1958) e linguísticas (LIBERALI, no prelo; KOCH, 2006). Os resultados desta pesquisa apontam para cinco modos de gestão que possibilitam a movimentação das vozes dos participantes e a produção colaborativa de conhecimento. No entanto, expressam também que a produção colaborativa nem sempre acontece devido à falta de fechamento nas discussões, de negociações e de entrelaçamento das vozes
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Lea, Michael. "Indexing Distance and Deference as Performed Culture:A review module for politeness types introduced in Japanese: The Spoken Language, Part 1". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371142498.
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Garcia, Luiz Miguel Martins. "A colaboração crítica na formação de professor para atuar na EAD". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13760.
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Previous issue date: 2015-07-31Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study aimed at critically understanding the construction of a teacher training practice between the researcher-teacher and a teacher of a BA distance course in Management. It is based on the following questions: What are the knowledge production modes in the teacher's practice with learners in the forums? How do the teacher-student relations observed in the forums permeate the reflective sessions between teacher and researcher? What are the distance relations established among participants? Which results are revealed? How do the distance relations between the direct participants (teacher and researcher) and the indirect participants (teacher and students) affect the concept and define distance knowledge production? What defines distance education? The theoretical and methodological bases of the work arise from the Dialectical and Historical Materialism (MARX, 1845-46/2007) which considers research as a movement from the practice, real world, to the theory, ideal world. It also considered that the relations between the subjects occur in dialectical movements motivated by a need and mediated by instruments; Socio-Historical Theory (VYGOTSKY, 1935/1998), which inserts language as a genuine instrument in human relations and discusses learning and development from the perspective of the ZPD; Activity Theory (LEONTIEV, 1972); Language in critical-collaborative relations (MAGALHÃES, 2012); Argumentation (LIBERALI e FUGA, 2012; MAGALHÃES, NININ e LESSA, 2014); Critical teacher education (LIBERALI, 2006); Interactive approaches to Distance Education (VALENTE, 2003a); Transactional distance (MOORE, 1993/2002). The results demonstrated the impossibility of knowledge production in teacher and students relationship in the QeA forums, as the preference was given to the use of the Message tool, which provides private relations (student-teacher) instead of collective forums (teacher-student and student-student). Therefore, these non-existent relations in the forums influenced and transformed the perspective of the relations between teacher and researcher in reflective sessions, becoming a locus of critical teacher education in Distance Education contexts. As far as the relations of distance between the participants are concerned, they showed that the knowledge production occurs in a transmissive approach, from the perspective of virtualization of the traditional school and with the teacher centralizing the actions and distributing "knowledge". This research showed that the concept of distance needs to be thoroughly rethought in the current scenario as the technological resources which have characterized Distance Education so far deconstructing its spatiotemporal foundations more and more. Besides, it allowed the construction of a critical-collaborative practice between researcher and teacher enabling questioning, negotiating and reframing the sense of Distance Education. At the end of the meetings, the teacher considers that the priority is not to discuss the new digital technologies as well as their possibilities, but to deepen the pedagogical discussion in critical perspective in order to know how to use the available tools in each context better
Este trabalho teve como objetivo compreender criticamente a construção de uma prática de formação de professores que se deu à distância entre um professor pesquisador e um professor de curso superior de Administração na modalidade de Educação a Distância. Partiu das seguintes questões: Quais os modos de produção de conhecimento na prática do professor com os alunos nos fóruns? Como as relações professor-aluno observadas nos fóruns permeiam as sessões reflexivas entre professor e pesquisador? Quais são as relações de distância estabelecidas entre os participantes? Que resultados são revelados? Como as relações de distância estabelecidas entre os participantes diretos (professor e pesquisador) e indiretos (professor e alunos) afetam o conceito e definem produção de conhecimento à distância? O que define a educação à distância? As bases teórico-metodológicas do trabalho são oriundas do Materialismo Histórico-Dialético (MARX, 1845-46/2007), que considera a investigação como um movimento que parte da prática, do mundo real, para a teoria, o mundo idealizado. Considerou ainda que as relações entre os sujeitos ocorrem em movimentos dialéticos motivados por uma necessidade e mediadas por instrumentos; com base na Teoria Sócio-Histórica (VYGOTSKY, 1935/1998), que insere a linguagem como instrumento por excelência nas relações humanas e discute aprendizagem e desenvolvimento a partir da perspectiva da ZPD; na Teoria da Atividade (LEONTIEV, 1972); na percepção da linguagem nas relações colaborativo-críticas (MAGALHÃES, 2012); da Argumentação (LIBERALI e FUGA, 2012; MAGALHÃES, NININ e LESSA, 2014); da formação crítica de educadores (LIBERALI, 2006); das abordagens interativas da EAD (VALENTE, 2003a); e da Distância Transacional (MOORE, 1993/2002). Os resultados demonstraram a impossibilidade da produção de conhecimento na relação entre professor e alunos nos fóruns de dúvidas, pois a preferência foi pelo uso da ferramenta "Mensagem", que proporciona relações privadas (aluno-professor) e não coletivas como os fóruns (professor-aluno e aluno-aluno). Dessa forma, essas relações inexistentes nos fóruns influenciaram e transformaram a perspectiva da relação professor-pesquisador nas sessões reflexivas, tornando-as um locus de formação crítica de docente para atuação na EAD. Já as relações de distância entre os participantes evidenciaram que a produção de conhecimento ocorre de forma transmissiva, na perspectiva da virtualização da escola tradicional e com o professor centralizando as ações e distribuindo o conhecimento . Esta pesquisa evidenciou que o conceito de distância precisa ser profundamente repensado na EAD atual, dado que os recursos tecnológicos cada vez mais desconstroem os fundamentos espaço-temporal que a caracterizaram até agora. Além disso, permitiu a construção de uma prática crítico-colaborativa entre pesquisador e professor, capaz de questionar, negociar e ressignificar o sentido de educação a distância. O professor considera que, ao término dos encontros, a prioridade não é discutir as novas tecnologias digitais e suas possibilidades e, sim, aprofundar a discussão pedagógica na perspectiva crítica para saber como melhor utilizar as ferramentas de que se dispõe em cada contexto
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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish.
A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction.
The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course.
Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load.
The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish". Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.
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The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.
It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.
The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II.
The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.
The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.
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Matsumoto, Masanori. "Persistence in Japanese language study at tertiary institutions in Australia". 2006. http://arrow.unisa.edu.au:8081/1959.8/29570.
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Based on the fact that the number of second/foreign language learners diminishes as their study advances to a higher level, this study investigates how learnersâ?? motivation affects their persistence/termination of the learning of Japanese. The subjects are university students studying Japanese at two levels, elementary and intermediate, either as their major or as an elective in south-east Queensland, Australia. It was assumed that there are many motivational variables, such as the purpose of study, the strength of commitment, their attitudes towards the target language and languages in general, their cultural/linguistic backgrounds, their interest in Japanese language and culture, gender, and the learning environment, which may affect learnersâ?? persistence differently, depending on their level of study. Questionnaires were used as a tool to collect data and were conducted twice, at the beginning and at the end of their course of study. Learnersâ?? motivational traits were examined from the data in accordance with their intention of continuing or discontinuing the study to the next semester. The results show that motivation is not something fixed in the learnersâ?? minds, but may change during the process of learning, and that motivational factors vary according to levels of language proficiency. Based on the findings, this study claims five major points: 1) learnersâ?? sustaining motivation which is based on studentsâ?? continuous appraisal of their learning events may be important for their persistence/termination decision making, 2) one of the most important factors which affect sustaining motivation is the studentsâ?? sense of investment in their Japanese language study, 3) development of the culture-based intrinsic interest in Japanese may work strongly for the investment, and learning environment, especially foreign language learning environment, may play a significant role for studentsâ?? investment, 4) a large gap between learnersâ?? self-efficacy and the demands of real study weakens their motivation, which often leads to the termination of their study, especially at the elementary level, and 5) studentsâ?? cultural/linguistic distance from Japanese, educational background, and gender may affect their sustaining motivation, thus, they perform differently with regard to their persistence in Japanese as a foreign language study in Australian context.
Livros sobre o assunto "Linguistic/cultural distance"
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Antonielli, Arianna, e Donatella Pallotti, eds. “Granito e arcobaleno”. Forme e modi della scrittura auto/biografica. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-976-8.
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"Granito e arcobaleno". Forme e modi della scrittura auto/biografica raccoglie saggi che affrontano questioni che attengono alle relazioni, e ai loro fragili equilibri, tra realtà e finzione, esperienza e memoria, privato e pubblico, autonomia e relazionalità, verità referenziale e verità soggettiva, tra il sé e l’Altro. I contributi chiamano in causa, inoltre, concetti quali lo spazio – sociale, culturale, geopolitico, ma anche retorico – nel quale il soggetto auto/biografico è posizionato; la 'materialità' del corpo che percepisce e interiorizza le immagini, le sensazioni e le esperienze del mondo esterno; l’agentività (agency) e i vincoli linguistici, discorsivi, sociali e culturali cui è sottoposta. Dopo un’apertura teorica, il volume approfondisce singoli casi di studio riconducibili a realtà culturali diverse e, talora, distanti tra loro, per approdare a una riflessione d’artista sull’arte e sulla vita.
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Linguistic and Cultural Online Communication Issues in the Global Age. IGI Global, 2007.
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Maros, Marlyna, e Azianura Hani Shaari. Cultural values in Malay speech acts. UUM Press, 2019. http://dx.doi.org/10.32890/9789672210986.
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How do members of the new generation praise each other? Do they still adhere to the communication strategies prescribed in their traditional cultural values or modernization has played a role in initiating changes in peoples linguistic behavior?The book addresses the changes in the cultural values that have emerged in the speech acts of compliments and compliment responses of native speakers of Malay in Malaysia. In the field of sociolinguistics, the discussion provides insights into the current practices of the Malay speech acts and linguistic identity among the speakers, especially after 60 years of Malaysias independence. The rapid developments in technology and cyber communication have contributed to linguistic innovation and changes in language use to a certain extent, hence calling for a look at its impact on Malay cultural values.Through empirical evidence, the book attempts to elucidate the emerging norms that indicate changes in the cultural values of the new Malays. Our arguments are supported by the theories related to how utterances are analysed linguistically, taking into consideration the social factors, such as power, social distance, social status of the interlocutors and weight age of the imposition on the speech acts.This book is written to bring you closer to the members of the new generation, by providing insights into their strategies of communication. Specifically, it is written to uncover and understand the norms and values of the Malays of the 21st century.
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Mufwene, Salikoko S. Population Movements, Language Contact, Linguistic Diversity, Etc. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190657543.003.0018.
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This chapter argues that languages move with people for various reasons, including nomadism, long-distance trade, colonization, exile and refuge, and deportations. While not necessarily mutually exclusive, these categories enable a better understanding of the differential evolution of languages at home and in the diasporas, owing to differing population structures and other ecological conditions resulting from different kinds of migrations within, into, and out of Africa in particular. In contrast with the fragility of its languages in the diaspora, the continent has been remarkable for the resilience of its indigenous vernaculars relative to the prestigious European colonial languages and the urban varieties that European colonization generated. This resilience is due to the division of labor in communicative functions as well as to stagnation of African economies, both of which have sustained multilingualism through socioeconomic and cultural segregation. From this theoretical foundation, the chapter then engages with the previous contributions to the volume.
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Denecke, Wiebke. Early Sino-Japanese Literature. Editado por Wiebke Denecke, Wai-Yee Li e Xiaofei Tian. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199356591.013.35.
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Sino-Japanese literature stands out among the Chinese-style literatures of East Asia for the wealth of texts preserved from the early period, its complex symbiosis with a flourishing vernacular tradition, and its pervasive reliance on gloss-reading techniques of Chinese texts (kundoku). These techniques allowed the transformation of Chinese texts into Japanese sound, syntax, and morphology and enabled a distinctive linguistic and creative distance from continental literary production. This chapter surveys the literary culture and production of Early Japan (Asuka, Nara and Heian Periods, seventh through twelfth centuries). After introducing the debates about the varied nomenclature of the corpus of “Sino-Japanese Literature” (kanbun; also called Japanese Literature in Chinese), it sketches the contexts of the emergence of Sino-Japanese textual culture and literature in Japan and gives an overview of major texts in their cultural context. It concludes with reflections on what students of China can learn from Sino-Japanese Literature.
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Lobb, Rebecca, Shoba Ramanadhan e Laura Murray. Dissemination and Implementation Research in a Global Context. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0028.
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The value and challenges associated with participatory research are intensified for lower and middle-income countries because of the geographic distance between the primary research team and research setting, the limited resources and infrastructure for health, and the linguistic and cultural diversity of the residents. Dissemination and implementation research is ideally suited to improve health for populations in lower and middle-income countries because the emphasis on local context contributes to building trust between local stakeholders and researchers, and leverages emergent ideas for solutions to local problems. Moreover, the products of dissemination and implementation research include practical information to improve use of evidence-based practices in local settings and generalizable knowledge to advance science.
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Papakostas, Christos. Dancecapes of Dionysus. Editado por Anthony Shay e Barbara Sellers-Young. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199754281.013.35.
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This paper aims to study dance and its relation to the construction and the negotiation of cultural identity of the ethnic group of locals (dopioi) in the community of Kali Vrysi in the Prefecture of Drama, in Eastern Macedonia (Greece). The linguistic otherness (the villagers spoke a local Slav idiom) of Kalivrysians (Kalivrysiotes) in the past cast doubt on their Greekness. This resulted in social, ethnic, and cultural stigmatization of the community. The dancing ritual of babougera, characterized as distant echo of Dionysian cult, has a central role in the community’s identity formation. A recent example of the appearance of the babougera ritual, the closing ceremony of the Olympic Games in Athens (2004). In this dancescape of modernity, Kalivrysiotes negotiate their identity and appear as “super-Greeks.”
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Ledger-Lomas, Michael. Unitarians and Presbyterians. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0005.
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Methodism was originally a loosely connected network of religious clubs, each devoted to promoting holy living among its members. It was part of the Evangelical Revival, a movement of religious ideas which swept across the North Atlantic world in the eighteenth century. This chapter charts the growth and development, character and nature, and consolidation and decline of British Methodism in the nineteenth century from five distinct perspectives. First, Methodism grew rapidly in the early nineteenth century but struggled to channel that enthusiasm in an effective way. As a result, it was beset by repeated secessions, and the emergence of rival Methodist groups, each with their own distinctive characteristics, of which Wesleyan Methodism was the largest and most influential. Second, while Methodism grew rapidly in England, it struggled to find a successful footing in the Celtic fringes of Wales, Ireland, and Scotland. Here, local preoccupations, sectarian tensions, and linguistic differences required a degree of flexibility which the Methodist leadership was often not prepared to concede. Third, the composition of the Methodist membership is considered. While it is acknowledged that most Methodists came from working-class backgrounds, it is also suggested that Methodists became more middle class as the century progressed. People were attracted to Methodism because of its potential to transform lives and support people in the process. It encouraged the laity to take leadership roles, including women. It provided a whole network of support services which, taken together, created a self-sufficient religious culture. Fourth, Methodism had a distinctive position within the British polity. In the early nineteenth century the Wesleyan leadership was deeply conservative, and even aligned itself with the Tory interest. Wesleyan members and almost all of Free Methodism were reformist in their politics and aligned themselves with the Whig, later Liberal interest. This early conservatism was the result of Methodism’s origins within the Church of England. As the nineteenth century progressed, this relationship came under strain. By the end of the century, Methodists had distanced themselves from Anglicans and were becoming vocal supporters of Dissenting campaigns for political equality. Fifth, in the late nineteenth century, Methodism’s spectacular growth of earlier decades had slowed and decline began to set in. From the 1880s, Methodism sought to tackle this challenge in a number of ways. It sought to broaden its evangelical message, and one of its core theological precepts, that of holiness. It embarked on an ambitious programme of social reform. And it attempted to modernize its denominational practices. In an attempt to strengthen its presence in the face of growing apathy, several branches of Methodism reunited, forming, in 1932, the Methodist Church in Britain. However, this institutional reorganization could not stop the steady decline of British members into the twentieth century. Instead, Methodism expanded globally, into previously non-Christian areas. It is now a denomination with a significant world presence. British Methodism, however, continues to struggle, increasingly of interest only as a heritage site for the origins of a much wider and increasingly diverse movement.
Capítulos de livros sobre o assunto "Linguistic/cultural distance"
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Zimbler, Jarad. "Working Conditions". In The Work of World Literature, 173–207. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_08.
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To what extent does cultural distance interfere with or limit literary experience? What kind of intimacy is needed to make a text into a work? This essay seeks to answer these questions by focusing on the writings of Arvind Krishna Mehrotra. In doing so, it suggests that the challenges of cultural distance may be most acute when dealing with texts from homo-linguistic literary environments, and that we might overcome these challenges by undertaking a world literary criticism that attends to localized fields and materials without forgetting the charge of particular works.
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Hiraga, Masako K. "DEFERENCE as DISTANCE". In Cultural, Psychological and Typological Issues in Cognitive Linguistics, 47. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/cilt.152.06hir.
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"The language of distance perception: Cultural and linguistic implications in distance perception". In Advances in Design for Cross-Cultural Activities Part II, 264–73. CRC Press, 2012. http://dx.doi.org/10.1201/b12317-30.
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Avanesova, Tatiana Panaiotovna, Anna Viktorovna Popova, Lialia Kamil'evna Vychuzhanova, Lena Kamil'evna Gruzdeva, Dmitrii Iur'evich Gruzdev, Marina Valer'evna Meflekh, Ol'ga Sergeevna Aketina e Tat'iana Dmitrievna Kurshakova. "Improving the learning process using computer technologies in a foreign language communication". In Совершенствование процесса обучения с использованием компьютерных технологий в условиях иноязычной коммуникации. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21903.
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The monograph presents materials on the following topics: the experimental formation of algorithms of professional activity of a military specialist in a foreign language environment; features of the implementation of educational functions in classical and distance learning methods; communicative competence of future bachelors of cultural science and subject-language integrated learning (on the example of the disciplines "Art History" and "English language"); foreign language as a component of professional training of ship radio engineer; analysis of the paradigm of cognitive linguistics; the use of thematic corpuses of texts when translating specialized discourse; expressiveness in the scientific and technical text; representation of linguistic personality in the field of maritime professional activity. The monograph is intended for researchers, university professors and students of psychological, pedagogical, methodical and linguistic specialties.
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Mathur, Anshu, e Arbind K. Jha. "Open and Distance Learning in India". In Optimizing Open and Distance Learning in Higher Education Institutions, 359–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2624-7.ch017.
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Rise of Open and Distance Learning (ODL) systems in India is largely a 20th century phenomenon. The ODL systems have taken up responsibilities to identify the educational needs of diverse segments of people and accordingly plan innovative and flexible systems to meet their requirements. Though ODL systems have been on the priority of the Governments in India for a long time, Post 2015 Development Agenda of United Nations has given a renewed policy thrust for it. Despite their tremendous potential to address the problems in Indian Higher Education, the functioning of ODL systems is constrained by low reach of technology, poor infrastructure and sharp socioeconomic, linguistic and cultural variations in targeted areas. This chapter gives an account of gaps in theory and practices of Open and Distance Learning systems. Recommendations have been made to optimise the practice of ODL to suit Indian context. Existing research studies have been put in to perspective and recommendations have been made for practitioners of Open and Distance Learning systems.
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Pathak, Ashutosh Kumar, e Umesh Chandra Pandey. "New Perspectives to Bridge the Gaps in School Education Through Satellite Connectivity". In Open and Distance Learning Initiatives for Sustainable Development, 146–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch007.
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Lack of civic amenities discourages well qualified teachers to be posted in rural interiors which has perpetuated the dismal conditions of school education in such countries. Keeping in view of Post-2015 Developmental Agenda of United Nations, the issues need immediate redressal. Indian situation is all the more challenging primarily due to its diverse ethnic, linguistic, cultural and geographical variations. Technological advancements have opened exciting new possibilities to link such resource starved regions to urban based centers of excellences. It has created unprecedented opportunities for delivering content, train teachers and utilize the rich tacit knowledge of the rural teachers. This chapter reviews the relevance of satellite technologies within the context of developing countries, identifies the issues for sustenance of such interventions and evolves new perspectives for pursuits of Sustainable Development Goals (SDGs). The discussions are based on the experiences gained by the authors in the process of planning and monitoring of a major satellite supported project in India.
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Kumar, Chhabi. "Strategizing Social Work Response to Sustainable Development Goals Through Open and Distance Learning". In Open and Distance Learning Initiatives for Sustainable Development, 242–54. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch013.
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As the national Governments are grappling with the SDGs, they can get benefitted by the rich pool of knowledge which professional social work has generated. The social work organizations are therefore fast emerging as major role players in developing countries where resources are scarce and change is immediately needed. India is home to one third of the extremely poor population of the world. It is a major challenge as the communities to be addressed are diverse in terms of level of development, ethnicity, socio economic profile, linguistic and cultural backgrounds. Social work professionals can immensely contribute to bring such communities to mainstream. This is the reason why capacity building of professional social workers is a matter of concern particularly in developing countries. The conventional systems of education find themselves very unfavorably positioned to meet such educational demands. This chapter identifies the issues involved in social work education, describes its role to accomplish SDGs and explores the role of Open and Distance Learning (ODL).
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Indrakanti, Verlaxmi. "Emerging Concerns for Gender Equality and Role of Open and Distance Learning". In Open and Distance Learning Initiatives for Sustainable Development, 265–88. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch015.
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Gender inequality is increasingly on the forefront of global developmental agenda and it is more acute in developing countries. The Indian conditions are much more difficult due to widespread socioeconomic, ethnic, linguistic and cultural variations across the country thus the job of educational planners becomes much more challenging. As compared to conventional systems of education, Open and Distance Learning systems are in a much better position to respond to the peculiar needs of women in India. This chapter describes the status of women education in light of Sustainable Development Goals (SDG) and intends to explore potential of Open and Distance Learning to address the issues of women empowerment. Efforts are made to place the women scholastic status vis-à-vis educational opportunities, reforms and prospects starting with a global perspective, the hurdles in women education and various governmental initiatives for women education. The constraints, new possibilities and a critical appraisal of existing initiatives have been given.
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Firat, Mehmet, e Isil Kabakci Yurdakul. "Metaphors in Meta-Communication". In Meta-Communication for Reflective Online Conversations, 171–83. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-071-2.ch010.
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This chapter is based on the claim that the metaphors as a new and powerful tool in different sciences especially including Information Systems and a number of sociological disciplines such as linguistic, education, and sociology can be used for the implementation and sustainability of the components of meta-communication for distance education. The meta-communication aims to move the intercultural components of metaphors to the distance education and its applications. Thereby, metaphors serve to the basic mission of distance education creating cross-cultural educational environments. In order to use metaphors with the meaning put forward by this claim, restructuring of metaphors with the contemporary metaphor theory, use of metaphors in computer systems and user interfaces, the intersection of metaphors and meta-communication and finally the power of metaphors in digital meta-communication for distance education are discussed below.
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Nymo, Randi Inger Johanne. "Kulturell trygghet for den samiske pasienten i møter med helsevesenet". In Handlingsrom for profesjonalisert velferd, 221–42. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.114.ch10.
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This chapter focuses on how nurses should act towards Sámi patients in order to promote cultural safety in meetings with the healthcare system. The method applied is a secondary analysis of interviews of 12 persons, as well as participatory observations. The findings show that there still are barriers between health personnel and Sámi patients due to the historic legacy and lack of knowledge. The barriers can be linguistic challenges, different understandings of an illness’s causes and authority distance due to the notion of the Sámi as inferior human beings.
Trabalhos de conferências sobre o assunto "Linguistic/cultural distance"
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Skyllstad, Kjell. "Giving People a Voice". In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.
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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.
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Ghosh, Aditi. "Representations of the Self and the Others in a Multilingual City: Hindi Speakers in Kolkata". In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-4.
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This study examines the attitudes and representations of a select group of Hindi mother tongue speakers residing in Kolkata. Hindi is one of the two official languages of India and Hindi mother tongue speakers are the numerically dominant language community in India, as per census. Further, due to historical, political and socio-cultural reasons, enormous importance is attached to the language, to the extent that there is a wide spread misrepresentation of the language as the national language of India. In this way, speakers of Hindi by no means form a minority in Indian contexts. However, as India is an extremely multilingual and diverse country, in many areas of the country other language speakers outnumber Hindi speakers, and in different states other languages have prestige, greater functional value and locally official status as well. Kolkata is one of such places, as the capital of West Bengal, a state where Bengali is the official language, and where Bengali is the most widely spoken mother tongue. Hindi mother tongue speakers, therefore, are not the dominant majority here, however, their language still carries the symbolic load of a representative language of India. In this context, this study examines the opinions and attitudes of a section of long term residents of Kolkata whose mother tongue is Hindi. The data used in this paper is derived from a large scale survey conducted in Kolkata which included 153 Hindi speakers. The objective of the study is to elicit, through a structured interview, their attitudes towards their own language and community, and towards the other languages and communities in Kolkata, and to examine how they represent and construct the various communities in their responses. The study adopts qualitative methods of analysis. The analysis shows that though there is largely an overt representation of harmony, there are indications of how the socio-cultural symbolic values attached to different languages are also extended to its speakers creating subtle social distances among language communities.