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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 831 to 840 of 877 (0.024 seconds)Spelling suggestions: "subject:"[een] LANGUAGE AND CULTURE"" "subject:"[enn] LANGUAGE AND CULTURE""
| 831 |
ENGLISH IN IRAN: CULTURAL REPRESENETATION IN ENGLISH TEXTBOOKSNegin H Goodrich (9037970) 24 July 2020 (has links)
<p>This investigation into the status of English
in Iran and cultural presentations in Iranian English has two areas of
emphasis. The first is a sociolinguistic
profile of English in Iran in which the status, functions, uses and users of
this language are described within in the country’s social and political
contexts. In this part, contributing
factors to the growth of English in three political periods, including the
Qajar dynasty (1796 -1925), the Pahlavi era (1925-1979) and post-Revolutionary
time (1979 – present), are elaborated upon to establish the historical and
political bases for the second area of focus.</p>
<p>The second focus is the cultural content in the
locally developed English textbooks used from 1939 to the present time (2020).
Accordingly, the content of four generations (across five textbook series) of
Iranian high school English textbooks are analyzed based on an evaluation
scheme which the author has developed. This research finds answers to the
questions on the status of culture in the Iranian English textbooks;
distribution of Iranian and non-Iranian cultures; dominance of cultural
elements (products, practices and perspectives) in each English textbooks
series; and the political and ideological influence of each era on the content
of English textbooks.</p>
<p>This investigation finds that the English
textbooks which were developed before the Islamic Revolution (first and second
generations) were highly cultural compared to the post-Revolution materials
(third and fourth generations). Also, non-Iranian cultural components
(particularly the American and British cultures) were more represented in the
English textbooks of the Pahlavi period, whereas Western cultures were all
eliminated in the post-Revolution textbooks, replaced by the
Islamic/Revolutionary cultures. Additionally, cultural perspectives outnumbered
cultural products and practices in the first and second generations of English
textbooks (Pahlavi era) whereas cultural products dominated the post-Revolutionary
English materials. This study finds that political and ideological hegemony of
each era have directly influenced the textual and illustrative content of
locally developed English textbooks in Iran.<a> </a></p>
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| 832 |
A sociolinguistic evaluation of language planning and policy in Zimbabwe in terms of minority languages: a case study of Tshwao, a Khoisan language of ZimbabweGotosa, Kudzai 01 1900 (has links)
The study investigated language policy and planning in relation to minority languages and
specifically Tshwao, a Khoisan language, in Zimbabwe. The purpose of the study was to
establish its impact on the current sociolinguistic status of Tshwao. The ultimate goal was to
suggest guidelines for the implementation of the Constitution of Zimbabwe (Amendment No.
20) Act, 2013 which officially recognised sixteen languages including ‘Koisan’ and to make
recommendations for future language planning for endangered languages in general. The
study is qualitative in nature. It used interviews, document analysis, observation and focus
groups to gather data. Critical Discourse Analysis and Ethnolinguistic Vitality were the main
theories which guided the study. The study showed that even though Tshwao is the Khoisan
language that is popular, there are several other varieties such as Jitshwa, Xaise, Cirecire and
Ganade and they are all endangered with very low demographic, status and institutional
support. The Khoisan people have shifted to Ndebele and Kalanga, languages which are
spoken by their neighbours. Both linguistic and extra-linguistic factors were shown in the
study to have affected the maintenance of Khoisan languages. Numerical domination of the
Khoisan by the Bantu people, subjugation by Mzilikazi during his conquests as well as
selective development of languages by missionaries led to assimilation and language
marginalisation. The implementation of discriminatory land, wildlife and language polices by
the colonial government also resulted in relocations, language contact situations and
dispersed settlements, all of which affected language maintenance. In the post-independence
era, political instability, official and unofficial language policies were shown as having
perpetuated the plight of Khoisan languages, including Tshwao. The constitution emerged as
a milestone towards upholding minority languages. Its effectiveness is however compromised
by inaccuracies and ambiguities in the manner in which provisions are crafted. The study
concludes that Khoisan language endangerment spans from history. Formal and informal
language policies contributed to the current state of endangerment. It further concludes that if
effective revitalisation is to be done in line with implementing the constitution, all the factors
which contributed to endangerment have to be taken into account. The study also suggests a
separate guideline for the promotion of minority languages in general and displaced and
endangered languages like Tshwao in particular. / Linguistics and Modern Languages / D. Phil. (Linguistics)
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| 833 |
The Structure of Philosophical DiscourseKyle James Lucas (12418147) 20 April 2022 (has links)
<p> </p>
<p>Motivated by the lack of research that has explored the rhetorical structure of research articles in the humanities, this dissertation analyzes professional philosophical discourse using move-analysis as an approach. A corpus of 60 research articles was compiled from some of the leading philosophy journals. The articles were selected from three sub-disciplinary areas: (a) metaphysics and epistemology, (b) the history of philosophy, and (c) ethics. To analyze the articles, a move analysis codebook was developed, which identified the rhetorical functions (i.e., moves and steps) that different text segments played. The codebook was then applied to the entire research article structure of the 60 research articles. Linguistic features of certain functional units were also identified via corpus analysis techniques. The results of the study show that rhetorical structure of philosophical writing is distinctive compared to other fields and disciplines. On one hand, at the macro level, philosophical writing uses a problem-solution structure rather than the IMRD (intro-methods-results-discussion) structure, common in the social and natural sciences. At the move and step level, philosophical writing heavily relies on evaluation to critically analyze solutions to philosophical problems. Finally, the dissertation found systemic rhetorical functions that permeated the entire research article. Most notably, philosophers heavily qualify and outline their arguments throughout the text. </p>
<p> </p>
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| 834 |
[pt] O DITO E O NÃO DITO NO ENSINO DE PL2E: OS ATOS DE PEDIR EM PLACAS E CARTAZES NÃO OFICIAIS / [en] THE SAID AND THE UNSAID IN PL2E TEACHING: THE ACT OF REQUESTING ON UNOFFICIAL SIGNS AND POSTERSFERNANDA SILVA DE OLIVEIRA 21 February 2020 (has links)
[pt] O tema desta pesquisa é a realização dos atos de pedir, registrados em placas e cartazes não oficiais, localizados em espaços de circulação pública da sociedade brasileira. A partir de uma perspectiva interdisciplinar, este estudo pretende contribuir para uma melhor compreensão das questões identitárias e
culturais trazidas na e pela língua, fornecendo subsídios relevantes para a área de ensino de português como segunda língua para estrangeiros (PL2E). Apesar de placas e cartazes objetivarem manter a informação necessária clara para o seu leitor e ativa na memória, nem sempre o principal conteúdo transmitido está explícito no enunciado, sendo construído, muitas vezes, por meio de uma informação subentendida. Para os aprendizes de PL2E, compreender essa mensagem não dita, sobretudo nos enunciados expressos pelos avisos de placas e cartazes não oficiais, requer não só um grande desafio, como também pode gerar interpretações equivocadas e visões distorcidas da cultura alvo. Tendo isso em
vista, as formas de realização das estratégias discursivas relativas ao ato de pedir são descritas e analisadas, procurando-se verificar em que medida os fatores contextuais e culturais influenciam na escolha das estratégias linguísticas utilizadas para elaborar atos de pedir explícitos ou implícitos. Para tal, a
fundamentação teórica desta dissertação baseia-se nos conceitos da Teoria dos Atos de Fala, da Sociolinguística Interacional, do Interculturalismo e da Antropologia Social. / [en] The theme of this research is the execution of the acts of asking, registered in unofficial signs and posters, located in public circulation spaces of the Brazilian society. From an interdisciplinary perspective, this study aims to contribute to a better understanding of the identity and cultural issues brought in and by the
language, providing relevant subsidies for the teaching of Portuguese as a Second Language for Foreigners (PL2E). Although signs and posters aim to keep the necessary information clear to the reader and active in memory, not always the main content conveyed is explicit in the utterance and is often constructed by
means of implied information. For learners of PL2E, understanding this unsaid message, especially in statements expressed by unofficial placard and poster warnings, requires not only a major challenge, but can also generate misinterpretations and distorted views of the target culture. With this in mind, the
ways in which discursive strategies regarding the act of asking are realized are described and analyzed, trying to verify to what extent the contextual and cultural factors influence the choice of the linguistic strategies used to elaborate explicit or implicit acts of asking. To this end, the theoretical foundation of this dissertation is based on the concepts of Speech Acts Theory, Interactional Sociolinguistics, Interculturalism and Social Anthropology.
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| 835 |
What men say, how women say : an exploration of the interactional mechanisms at play in management meetingsChipunza, Linda Lorraine Cecilia 30 November 2007 (has links)
This thesis examines how men and women as co-interactants in management meetings use various interactional mechanisms to play out their roles and identities, as they position their ideas in a particular way for intended meaning and effect. The study aims to demonstrate how a particular approach to the examination of naturalistic data, gathered through the use of a case study design, based on recordings and supported by a number of ethnographic strategies can, when examined and informed by conversation analysis, pragmatics and more indirectly critical discourse analysis, generate further insights into the semantic and pragmatic meanings of utterances. The study focuses on four companies in postcolonial Zimbabwe, where the entry of women into senior management positions has changed the complexion of most organisations, but men continue to be the fundamental power brokers in the corporate workplace, which remains a site of social struggle where language, power and gender are important variables.
This study finds that while perceptions of power may not vary significantly between men and women, how they use language to play out this power in meetings is of significance. The study suggests that gender-linked communication styles are reflected in management of talk in areas of influence, such as the corporate boardroom. It also shows that men and women, irrespective of their levels of position power or perceived power, present themselves in meetings in different ways, possibly due to gender-role socialisation processes.
Apart from generating some new insights regarding theory and research methodology, and describing and interpreting male-female interaction in an under-researched domain (management meetings in a Zimbabwean corporate setting at a time of major socio-economic transformation), it is hoped that this study will also be of value at an applicational level: serving for instance to support applied linguistic goals such as the development of Language for Specific Purposes courses; and conscientising corporate citizens, in particular, to be more accommodating about, and appreciative of differences in communication styles that may be gender-based. / Linguistics / D.Litt. et Phil. (Linguistics)
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| 836 |
Language as an instrument of powerMaluleke, M.J. 28 February 2005 (has links)
no abstract available / Linguistics / M.A. (Sociolinguistics)
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| 837 |
Guidelines for a whole-school language policy in multicultural schoolsHendry, J. O. (John Owen), 1945- 06 1900 (has links)
This study explores approaches and strategies to implement in multicultural English-medium
secondary schools for the management and education of black pupils with limited proficiency
in English. It attempts to identify means of enhancing and accelerating the mastery by such
pupils of English at a level sufficient to support their cognitive-academic needs.
An account is given of those elements of the South African education system that have
contributed to the disadvantagement that such children bring to the multic,llttu'al classroom.
Relevant theories of bilingual education create a theoretical context for the qualitative research
that follows, in which the experiences are recorded of educators at three schools where the
needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by
means of focus-group interviews.
Based Oll this research, guidelines are offered to help multicultural schools design policies and
implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)
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| 838 |
The whiteness of South African english radio drama : a postcolonial study of the rise, decline and demise of a dramatic sub-genreLogan, Margaret Elaine 11 1900 (has links)
An exposition of South African English radio drama tracing the historical, cultural and political issues which led to the demise of the art form in 1999, and its resurrection at ICASA’s insistence in 2006. The research demonstrates the ideological influences of both British Imperialism and Afrikaner Nationalism on the development of South African radio drama, drawing parallels between the development of Afrikaans radio drama, Zulu radio drama and English radio drama. The study also deconstructs the role played by English language radio drama in underpinning the ideologies of whiteness, and illustrates attempts made towards transformation from 1985. The recent development of an essentially South African form of radio drama is described, and the effects of new ideological constraints imposed by the SABC are discussed. The study also provides a critical lens through which the SABC’s failure to observe its public service mandate is made evident. / Afrikaans & Literature / M. A. (Afrikaans & Theory of Literature)
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| 839 |
Language use in industryRibbens, Irene Rita 09 1900 (has links)
An immense degree of linguistic diversity exists in the work force where it is possible
for speakers of twenty-three home languages to come into contact on the work floor.
The language of management in industry is predominantly English; while supervisors
are primarily English- or Afrikaans-speaking. Misinterpretation of speaker intent plays
a significant role in communication breakdown that occurs when management or
foremen/supervisors communicate directly with workers who do not understand the
two erstwhile official languages sufficiently or not at all.
Reagan ( 1 986) hypothesized that the greatest number of problems are caused by what
might be termed mutual ignorance, rather than by language difficulties. The aim of the
thesis was therefore to establish what constitutes the mutual ignorance that leads to
misinterpretation of speaker intent.
The Hymesian model, the ethnography of speaking, was used as a model for an
analysis of sociolinguistic features in factories in the Pretoria-WitwatersrandVereeniging
area.
For data collection a process of triangulation was used and qualitative and quantitative
methods used. The Free Attitude Interview technique was used for unstructured
interviews. Other methods include observation, and elicitation procedures such as the
Discourse Completion Test, which were used in structured interviews. Language
preference, forms of address and politeness markers were examined.
Findings revealed that the major differences were found to be in the area of non-verbal
behaviour. Speakers of Afrikaans and English are, on the whole, unaware of politeness
markers used by speakers of African languages. Afrikaans and English speakers are
unaware of offensive non-verbal behaviour used by them. It is revealing that speakers
of the official languages believe this to be the very area that makes communication
possible, but it is the area in which they may cause offence. It was also found that
speakers of African languages have adopted many of the features of the power
dominant group at work.
The findings of the research are important for the development of strategies for
overcoming misinterpretation of speaker intent and negative stereotyping.
This research was undertaken as part of the Human Sciences Research Council's
programme entitled Language in the labour situation. / Linguistics and Modern Languages / D.Litt. et Phil. (Linguistics)
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| 840 |
Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching matetrialsNomdebevana, Nozibele 2013 November 1900 (has links)
South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics / MA ((Applied Linguistics)
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