Pendant l’année scolaire 2012/13, la France et l’Allemagne célèbrent le cinquantième anniversaire du Traité de l’Elysée. Ce traité bilatéral, signé le 22 janvier 1963 par le président de la République française Charles de Gaulle et le chancelier allemand Konrad Adenauer, a scellé un partenariat d’exception entre la France et l’Allemagne dans le domaine de l’éducation. A la suite du traité, en 1969, des premiers cursus bilingues français-allemands ont été établis dans les lycées allemands et français. Les élèves allaient ainsi devoir améliorer leurs connaissances de la langue française ou allemande afin de créer une nouvelle élite franco-allemande pour une Europe commune construite comme une troisième puissance dans le contexte de la Guerre froide. L’Enseignement d’une Matière par l’Intégration d’une Langue Etrangère (= EMILE) se répandit rapidement à partir des années 1990 suite au contrat de Maastricht. Aujourd’hui, l’Enseignement d’une Discipline Non-Linguistique (= DNL) existe pour plusieurs langues et matières dans tout l’espace européen. Ce type d’enseignement est très prisé dans le cadre de la politique linguistique européenne afin de promouvoir le « plurilinguisme ». En France, les sections internationales ont été mises en place en 1981 et les sections européennes en 1992. La France et l’Allemagne ont été les premières à créer un double diplôme, « l’abibac » (en 1994), qui permet aux élèves d’intégrer les établissements d’enseignements supérieurs du partenaire plus facilement. La thèse vise à une comparaison et évaluation de la plus-value didactique de l’enseignement bilingue en Histoire en France et en Allemagne. Depuis les origines de ce type d’enseignement, les didacticiens des langues vivantes se mettent facilement d’accord pour affirmer que celui-ci contribue à développer les compétences linguistiques des élèves ; mais les historiens ont des avis divergents concernant l’acquisition des compétences liées à l’apprentissage de l’Histoire. C’est pourquoi cette thèse cherche à donner des éléments de réponse aux questions suivantes : Dans quelle mesure l’enseignement apporte-t-il une plus-value pour le savoir et les compétences historiques de l’élève ? Peut-on parler de l’acquisition d’une compétence franco-allemande ou/ et européenne ? Pour cela, l’auteure emprunte le concept allemand de la « conscience historique » (« Geschichtsbewusstsein ») comme instrument heuristique et le situe dans une perspective européenne. Ainsi, elle constate que l’enseignement bilingue permet aux jeunes de s’orienter dans des contextes européens en s’appuyant sur les savoirs et des savoir-faire historiques spécifiques acquis dans les filières à condition que cet enseignement soit basé sur une coopération étroite entre les acteurs des deux pays. L’auteure présente le développement de cette coopération dans le contexte historique et culturel du rapprochement franco-allemand et situe ainsi la problématique dans une perspective de longue durée / In 2013, France and Germany are celebrating the fiftieth anniversary of the Élysée Treaty. This bilateral treaty, signed on 22 January 1963 by the President of the French Republic Charles de Gaulle and the German Chancellor Conrad Adenauer, sealed an exceptional partnership between France and Germany in the field of education. Following the treaty in 1969, the first bilingual French-German classes were established in German and French high schools. The students had to improve their knowledge of the French or German language in order to create new elite for a common Europe built as a third power in the context of the Cold War. The concept of Content and Language Integrated Learning (= CLIL) spread rapidly from the 1990s onwards following the Maastricht contract. Today, it is highly valued in the context of European language policy in order to promote "multilingualism". In France, the international sections were set up in 1981 and the European sections in 1992. France and Germany were the first to create a double diploma, the "AbiBac", created in 1994, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures. The thesis aims at a comparison and evaluation of the didactic added value of bilingual education in France and Germany and deals the following questions: To what extent does bilingual teaching add value to the student's historical knowledge and skills? Can we observe an acquisition of a Franco-German and/or European competence? For this, we use the German concept of "historical consciousness" ("Geschichtsbewusstsein") as a heuristic instrument and place it in a European perspective. In the first part of this thesis, we present the development of this cooperation in the historical and cultural context of the Franco-German cooperation. The second part deals with the daily teaching practice and die the cross cultural potential of history teaching as CLIL. Thus, we note that bilingual education enables young people to orient themselves in European contexts by using their specific historical knowledge and skills acquired in school, provided that the education is based on close cooperation between the actors of the two countries. The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in High-schools are the keys of this thesis.

In dieser Arbeit werden verschiedene Sprechtempoparameter in den Sprachen Chinesisch, Deutsch, Englisch, brasilianisches und europäisches Portugiesisch sowie Spanisch zueinander in Bezug gesetzt: Die Maßeinheiten Laute, Silben, Wörter und Morpheme pro Sekunde werden unter Ein- und Ausschluss der Pausenzeit gemessen. Dabei ergeben sich für die germanischen Sprachen niedrige Durchschnittswerte, die romanischen Sprachen liegen im mittleren bis hohen Bereich und das Chinesische weist je nach betrachtetem Parameter mittlere oder hohe Werte auf. Eine Analyse der Pausenstruktur ergibt vergleichbare Pausenanteile, aber einen höheren Anteil interner Pausen in den Sprachen Chinesisch, europäisches Portugiesisch und Spanisch. Weiterhin werden nonverbale Aspekte berücksichtigt und die Größen Gesten, Gesichts¬ausdrücke und Bewegungen des Kopfes und Oberkörpers pro Minute gemessen. Im brasilianischen Portugiesisch sind Gesten und im Chinesischen Bewegungen des Kopfes und Oberkörpers auffallend häufig. Geschlechtsspezifische Unterschiede sind in allen Bereichen gering und nur im europäischen Portugiesisch statistisch signifikant. Bezüglich des wahrgenommenen Sprechtempos zeigt sich in Experimenten und Umfragen, dass die romanischen Sprachen als schnell bezeichnet werden. Chinesische Hörer schätzen außerdem das Sprechtempo anders ein als deutsche, wobei die Silbenkomplexität für beide Gruppen unterschiedliche Rollen spielt. Daneben bestehen zwischen diesen beiden Gruppen signifikante Unterschiede in der Beurteilung von Sachlichkeit und Vertrauenswürdigkeit in Aufnahmen. Für die untersuchte Sprechsituation wird davon ausgegangen, dass in verschiedenen Sprachgemeinschaften die Verwendung unterschiedlicher sprachlicher (verbaler wie nonverbaler) Mittel bevorzugt wird. Das Sprechtempo wird damit als eine von phonetisch-phonologischen Faktoren, aber auch von in gesellschaftlichen Gruppen vorhandenen Tendenzen im Sprachgebrauch beeinflusste Größe verstanden. / This doctoral thesis is a cross-linguistic analysis of speech tempo, comparing Chinese, English, German, Brazilian and European Portuguese, and Spanish. There are several parameters of speech tempo under analysis: sounds, syllables, words, and morphemes per second. The Germanic languages show lower values, whereas Romance languages tend to have medium and high values, and Chinese appears to have different, both medium and high values depending on what element is counted. An analysis of pause structure renders comparable percentages of time spent on silence, yet the proportion of internal pauses is considerably higher in Chinese, European Portuguese and Spanish. Furthermore, nonverbal aspects of speech are considered and data are collected for the measures gestures, facial expressions and movements of the head and torso per minute. Gestures are remarkably more frequent in Brazilian Portuguese, and movements of the head/torso are highly frequent in Chinese. Differences between genders are generally small, only within European Portuguese some statistically significant differences can be observed. Surveys on stereotypes and perception experiments show that the Romance languages are generally perceived as spoken more rapidly. The listeners’ native language appears to be a factor of perceived speech tempo: Chinese listeners’ responses are significantly different from German listeners’ responses. Syllable complexity plays different roles for these two groups of listeners. They also show significant differences when judging objectivity and trustworthyness in recordings. Considering the particular communication situation analyzed here, it is pointed out that in different speech communities, different verbal and nonverbal behavior is preferred in certain contexts. Speech tempo is influenced by phonetic and phonological factors, as well as tendencies towards a certain communicative style that can be observed within a given society.

Made available in DSpace on 2016-04-26T18:18:36Z (GMT). No. of bitstreams: 1 Orlando Garcia.pdf: 11952971 bytes, checksum: 40d91e0f33aaa88e7035e5c100ba3a51 (MD5) Previous issue date: 2010-04-29 / The subject of this study is the media relation between an Indigenous settlement (The Terenas) and some TV programs in the surrounding of Campo Grande, M.S. Brazil. We intend to know the nexus between the defense of the culture of origin and the appropriation of television cultural products. We have the aim of analyzing the possible dialog between the Indigenous culture and the televised cultural standards in order to know if the symbolic properties appropriated from some TV programs determine cultural changes and how much of these properties are incorporated, or not, by its traditions and habits. Our method linked theory, field research and personal interviews (It has been five years of acquaintance with the Indian settlement at issue). We analyze the contents of testimonials given by some Indians and the answers filled by them in the form, focusing the appropriation that they have made of the cultural properties and their routine in the city, we evaluate the ruptures and preservations in some characteristics of its culture and emit an opinion about the contents of the TV programs watched by them. We understand, hypothetically, that the mediation with the tv means stimulates on the Indians a comparison between the routine of the Indian settlement and the city and between the cultural symbolic properties of the television and the indigenous cultural matrices that by mediation of the tv programs reaffirm the preservation of some characteristics of its culture, but also provoke ruptures. Among the authors that theoretical basis support totally the objectives of this work, we highlight Gruzinski (2001), who opposes the cross-culture to the idea of Identify, discussing the meaning of the ethnic mixture; Castro (2002) and his critic to the notion of the Amerindian profile, he attributes to them the responsibility for choosing their social role; Pinheiro (2006), who thinks that the productive practices are made by the mixture of languages that manifest themselves in an urban environment; Canclini (2006), who affirms that there is not a homogeneous receiver audience; Martim-Barbero (1995), who establishes the relation between receivers and means, discussing them from the practices of communication and the social movements; Orozco-Gómez (1994), who affirms that the meaning of the things are produced by the mediations, and that the messages depends on the receiver to be legitimated; Jacks and Escosteguy (2005), who highlight the importance of media impact on the audience and Menezes and Piedras (2008), who evaluate the means of receiving TV programs. This research contributes to amplify the studies about the reception and mediation and to analyze the interactivity Indian/TV / O objeto deste estudo é a relação midiática entre uma aldeia indígena (os terenas) e alguns programas de TV, na periferia de Campo Grande, M/S. Nosso problema é conhecer os nexos entre a defesa da cultura de origem e a apropriação de produtos culturais televisivos. Temos por objetivo, analisar o possível diálogo entre a cultura indígena e os padrões culturais televisivos, para saber se os bens simbólicos apropriados de alguns programas de TV determinam mudanças culturais e em que medida estes bens se incorporam, ou não, pelas suas tradições e costumes. Nosso método ligou teoria, pesquisa de campo e entrevistas pessoais (completam-se cinco anos de convivência com a aldeia em questão). Analisamos o conteúdo dos depoimentos dados por alguns índios e as respostas ao questionário que preencheram, focando a apropriação que fizeram dos bens culturais e o seu cotidiano na cidade, avaliamos as rupturas e as preservações em algumas características de sua cultura e emitimos parecer sobre os conteúdos dos programas televisivos vistos por eles. Entendemos, hipoteticamente, que a mediação com os meios televisivos estimula no índio uma comparação entre o cotidiano da aldeia e o da cidade e entre os bens culturais simbólicos da televisão e as matrizes culturais indígenas; que por intermédio dos programas de TV reafirmam a preservação de certas características de sua cultura, mas provocam, também, rupturas. Dentre os autores cujas bases teóricas dão conta dos objetivos, destacamos: Gruzinski (2001) que contrapõe mestiçagem à idéia de identidade, discutindo o significado de mistura étnica; Castro (2002) e sua crítica à noção do perfil ameríndio, atribuindo-lhe a responsabilidade pela escolha do seu papel social; Pinheiro (2006) pensando as práticas produtivas sendo constituídas pela mescla de linguagens, que se manifestam no meio urbano; Canclini (2006), afirmando não existir um público receptor homogêneo; Martim- Barbero (1995), que estabelece a relação entre receptores e meios discutindoa a partir das práticas de comunicação e dos movimentos sociais; Orozco- Gómez (1994), afirmando que os significados das coisas são produzidos por intermédio de mediações, sendo as mensagens dependentes do receptor para legitimarem-se; Jacks e Escosteguy (2005), que enfatizam a importância do impacto midiático sobre a audiência; Menezes e Piedras (2008), avaliando os meios de se recepcionar programas televisivos. A pesquisa contribui para ampliar os estudos sobre recepção e mediação e para a análise da interação índio/TV

<p>The purpose of the thesis is to study Swedes who live in Australia about their thoughts concerning differences between the cultures and their communication styles in the following four areas; Power Distance, Masculinity verses Femininity, Affective verses Neutral, and Time.</p><p>I have chosen a qualitative approach for this study. My research is based on 10 telephone interviews; conducted with Swedes who work for various companies in Australia.</p><p>My theoretical chapter includes theories in the field of communication science and culture. Four scientists’ theories are explained; William B. Gudykunst's Anxiety /Uncertainty Management theory, Edward Hall’s High-and Low-context theory, Geert Hofstede’s national culture theory, and Fons Trompenaars’ culture business theory.</p><p>My research concludes that there are some main differences between the Swedish and Australian culture and between Swedes’ and Australians’ communication style. My research shows that Sweden is a low-power distance, feminine and neutral culture. While Australia is a higher power-distance, masculine and more affective culture, compared to Sweden. My study also confirmed that the time aspect is not as flexible communicated in Sweden as it is in Australia. All these culture differences are reflected in the cultures’ communication style. For example, Swedes are characterized by a team-oriented, open and equal communication style, whereas Australians use a more hierarchical, assertive and unilateral communication style. While group discussions, personal responsibility, and a high flow of information are common in Sweden, Australia is more characterized by delegation and protectiveness of territories, authority, and information flow.</p>

The purpose of the thesis is to study Swedes who live in Australia about their thoughts concerning differences between the cultures and their communication styles in the following four areas; Power Distance, Masculinity verses Femininity, Affective verses Neutral, and Time. I have chosen a qualitative approach for this study. My research is based on 10 telephone interviews; conducted with Swedes who work for various companies in Australia. My theoretical chapter includes theories in the field of communication science and culture. Four scientists’ theories are explained; William B. Gudykunst's Anxiety /Uncertainty Management theory, Edward Hall’s High-and Low-context theory, Geert Hofstede’s national culture theory, and Fons Trompenaars’ culture business theory. My research concludes that there are some main differences between the Swedish and Australian culture and between Swedes’ and Australians’ communication style. My research shows that Sweden is a low-power distance, feminine and neutral culture. While Australia is a higher power-distance, masculine and more affective culture, compared to Sweden. My study also confirmed that the time aspect is not as flexible communicated in Sweden as it is in Australia. All these culture differences are reflected in the cultures’ communication style. For example, Swedes are characterized by a team-oriented, open and equal communication style, whereas Australians use a more hierarchical, assertive and unilateral communication style. While group discussions, personal responsibility, and a high flow of information are common in Sweden, Australia is more characterized by delegation and protectiveness of territories, authority, and information flow.

有關表情符號的跨文化分析，現有之研究皆以亞洲國家（例如日本或韓國）和美國做比較。然而此間差異不僅包含文化上的，也包含語言使用上的不同。如此一來，在了解影響人們使用表情符號的因素時，文化背景與語言的因素混雜一體，難以區辨各別影響狀況。本研究試著控制文化的因素，將文化背景具有一定相似性，但官方語言不同的新加坡和台灣做比較。結果顯示新加坡與台灣使用者確實表現出不同的表情符號使用偏好。前者傾向使用橫式表情符號，後者則以使用直式表情符號居多。形式的不同也導致使用者在組合表情符號的眼型與口型時呈現明顯差異。此外，語言背景也會影響一個人對表情符號的認識與解讀能力。本研究發現，此現象在新加坡的受試者身上較為顯著，他們在認識與解讀台灣使用者的常用表情符號時較容易出現障礙。最後，本論文也討論了研究結果的意義以及研究者對於未來研究的建議。 / Existing literature on the cross-cultural use of emoticons often discuss how styles of emoticons vary by comparing countries such as Japan or Korea with the United States. However, these countries differ both in terms of their culture as well as the language used in the country. Thus, there remains a dilemma in distinguishing whether the effects of cultural background or language plays a greater role in determining the style of emoticons a person uses. This research explores this issue by comparing the use of emoticons between users from Singapore and Taiwan. Both countries have similar cultural background but differ in terms of their first language. By focusing on the difference of language and holding cultural background as a constant, results indicated that users from both countries do have a difference in preference for emoticons style. While the former predominantly use horizontal emoticons, the latter prefer vertical emoticons instead. Such difference has also resulted in different representation of the eyes and mouths of emoticons used by Singaporean and Taiwanese users. In addition, it has also been found that language background has an effect on a person’s ability to recognize and interpret emoticons used by natives from the other culture. This situation was more prominent among Singaporean participants as they were found to be less capable in recognizing and interpreting emoticons commonly used by their Taiwanese counterparts. The implications of these findings and recommendations for future research are discussed.

No description available.

Thesis (Master of Research and Development Management)-Air Force Institute of Technology, 2008. / Title from title page of PDF document (viewed on: Dec 28, 2009). Includes bibliographical references.

Cette thèse traite du potentiel interculturel de la littérature en cours de langue à l'exemple de la section Abibac en France, créée en 1994 dans le contexte de la coopération franco-allemande. Permettant l'obtention simultanée du baccalauréat français et de son équivalent allemand, l'Abitur, son objectif principal est le développement de la compétence interculturelle.La première partie présente un aperçu historique de la section Abibac, l'arrière-plan conceptuel de notre recherche dans les domaines interculturel, didactique et littéraire, et nos choix méthodologiques.Dans la deuxième partie, nous analysons le contexte théorique et institutionnel de l'enseignement de l'allemand en France. Nous discutons le statut de l'élève en tant que lecteur et présentons une étude empirique concernant la place de la littérature et de l'interculturel dans les textes-cadre institutionnels en France et en Allemagne, ainsi que dans les supports pédagogiques.La troisième partie démontre par des études de terrain les pratiques dans les sections Abibac en France. Une enquête menée auprès des professeurs concernant leurs choix de supports pédagogiques ainsi que leurs approches et objectifs est approfondie par des observations participatives menées dans quatre sections Abibac. Une expérimentation d'enseignement basée sur la lecture croisée de littératures de minorités mène à un modèle didactique permettant l'exploitation du potentiel interculturel des textes littéraires en classe.L'approche interdisciplinaire et interculturelle ainsi que l'association de la recherche théorique et de l'expérience pratique sur le terrain sont les clés de cette recherche. / The cross cultural potential of literature in foreign language teachingThe example of Franco German bilingual departments of French High-SchoolsThis thesis deals with teaching German literature in the bilingual department in French High-Schools: “Abibac”, created in 1994 in the field of Franco German cooperation, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures.In the first part of this thesis, the development of the bilingual departments “Abibac” of French High-Schools is described in the historical context. Then the basic concepts of intercultural research, literary didactics and foreign languages didactics we refer to are reflected and the methodology of the thesis is presented.In the second part of our research, we present the theoretical and official context of German literature teaching in France. The theoretical analysis of pupils as readers is completed by an empirical study of the official instructions of German and French High-Schools. There is also an analysis of the way literature is introduced and intercultural skills are developed in textbooks.The third part of this thesis deals with the daily teaching practice in “Abibac”-departments in France. A survey of teachers on their teaching material, teaching practices and objectives is analysed and deepened by the presentation of observations in four “Abibac”-departments. A concrete teaching experience with books by multicultural authors will show how to study intercultural questions in literature.The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in high-schools are the keys of this thesis.

In order to better identify and understand the differences between Japanese and English, the task of giving walking directions was used. Japanese and American public facilities (10 each) were randomly chosen from which to collect data over the phone in order to examine these differences based on the following five communication styles: 1) politeness, 2) indirectness, 3) self-effacement, 4) back-channel feedback (Aizuchi), 5) and other linguistic and cognitive differences in relation to space and giving directions. The study confirmed what the author reviewed in the literature: Japanese are more polite, English speakers tend to give directions simply and precisely, Japanese prefer pictorial information and most Americans prefer linguistic information, Japanese is a topic-oriented language and also an addressee-oriented language. The information revealed from this study will help Japanese learners develop important skills needed for developing proficiency in the target language and also teach important differences between the two languages.