This empirical study examines politeness phenomena in the English of first and second language students at an academic institution. Using the theoretical framework of the CCSARP, a OCT and a qualitative questionnaire were used to analyze the speech act realizations of requests and apologies. The main objective of the study was to establish the extent of differences in the choice of speech act realizations and whether distinct patterns of speech act behaviour obtained. Findings show evidence of a difference in preference for positive and negative politeness strategies. The L2's expressed more of a concern for solidarity, than for social distance and deference, using in-group markers to signal social closeness. The L 1 's use of internal modification, in the form of downgraders, exhibited negative politeness. The frequent use of indirectness, especially hints, reflected a hesitancy to impose. Results from the investigation could have implications for enhancing cross-cultural communication. / Linguistics and Modern Languages / M.A. (Linguistics)

<p><strong><p>Seminar Date: 28th May, 2010 <strong></strong></p><p>Level: Master Thesis – EFO705 <strong></strong></p><p>Program: MIMA – International Business and Entrepreneurship <strong></strong></p><p>Authors: Alisa Pongsriwat & Wissawa Aunyawong <strong></strong></p><p>Title: Cross Institutional and Cultural Barriers: The opportunity of Thai entrepreneurs in doing business in Sweden - <em>Case study of Restaurant business <strong></strong></em></p><p>Tutor: Sune Tjernström <strong></strong></p><p>Background: Doing Thai Restaurant in Sweden seems to be opportunity of Thai entrepreneurs as there are potential trend leading to business success and many advantages supporting investment. However, cross institutional and cultural barriers can cause business failure. <strong></strong></p><p>Research Problem:´How can Thai entrepreneur overcome the cross institutional and cultural barriers for successfully running restaurant business in Sweden to beat in Swedish market? <strong></strong></p><p>Purpose: Our purpose is to understand and explain the cross cultural barriers in doing Thai restaurant business in Sweden in the context of cultures embedded in both Thailand and Sweden. The foundation of our research is based on the case study of Thai food restaurants in Sweden. <strong></strong></p><p>Method: Our research is mainly based on qualitative research using the case study and the secondary information gathered during the research. We have also taken into account some primary information by conducting three semi-structured interviews from the Thai owners of Thai restaurants in different locations in Sweden. All the information collected during the course of our research has been analyzed and has finally led us to a conclusion. <strong></strong></p><p>Conclusion: After the analysis of outcomes, both from the interviews and the secondary information conducted, we concluded that Thai entrepreneurs need to strictly follow the laws and regulations of Sweden because they cannot be changed. They also need to adapt some norms and cultures but not too much in order to maintain Thai uniqueness as competitive advantage in Swedish market. We have recommended that Thai entrepreneurs should recognize the key characteristics between Thai and Swede as the key successful business. <strong></strong></p><p>Contribution: Our research will give the useful information and practical recommendations in the future to the Thai entrepreneurs in Thailand, who are interesting in doing business in Sweden in order to seeking new opportunity.</p></strong></p><p> </p>

The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

This thesis analyses face-to-face and one-to-one supervision sessions between British academics and Chinese students in a British university. It argues that identity relations can be reproduced and transformed in discursive practices. Three levels of identity relations – interactional, institutional, and sociocultural – are identified to investigate both collective identities and individual styles in intercultural institutional discourse. Chapter 1 presents a review of the literature covering the major contributions to our understanding of the relationship between discourse and identity, and, based on these, Chapter 2 argues for a multi-modal analysis of intercultural institutional interaction, combining three complementary approaches: Conversation Analysis and Critical Discourse Analysis; ethnographic analysis and discourse analysis; and qualitative and quantitative analysis. Chapter 3 introduces the specific context of the study and process of data collection, and presents the research focus on the reproductive and transformative attribute of identity relations in discursive practice. The institutional identity dyad SUPERVISOR-STUDENT is taken as a focal point around which interactional and sociocultural identity relations pivot. Taking supervisors and students as two separate but related homogeneous groups, Chapter 4 investigates their shared discursive practices to demonstrate the nature of the collective identities reproduced by the relevant social structures. Chapter 5 complements this analysis by highlighting the contrasts and differences amongst individual supervisors and students, and examining the ways in which identity relations are transformed. In order to enrich our understanding of these collective identities and personal styles, the qualitative discourse analysis is supplemented by word frequency statistics, and ethnographic accounts of participants’ orientations and routine linguistic and institutional practices. The conclusion to this thesis in Chapter 6 reinforces its contribution to the study of discourse and identity, that is, the introduction of a rich, multi-modal approach to the investigation of collective identities and personal styles. With supervision sessions taken as a specific type of institutional discourse, the routine and individual practices of British academics and Chinese students are analysed to provide insights into intercultural talk-ininteraction in the institutional context, supervision styles of local supervisors and participation styles of international students at a British university. As a result, the thesis concludes with a discussion of the implications for spoken English teaching in China and proposals for future research.

This project seeks to explore the subject of nation and nationalism in the context of rhetoric and the philosophy of communication. By exploring ancient tropes of nation through rhetorical figures such as Isocrates in Ancient Greece and Cicero in the Roman Republic; through Kant, the Enlightenment and modernity; and, through postmodern interpretations, I attempt to reconceptualize the nation as a communicative construct while pointing to what may lie ahead for the future. By applying Anderson's (2006) concept of "imagined communities" as an interpretative framework, the nation appears to be a more fluid, contingent space for communication that is grounded in ancient and Enlightenment ideals, but is perhaps reconfiguring in the face of postmodern complexity as advanced by scholars such as Appadurai (1996) and Smith (1979, 1983, 1995, 1998, 2008, 2010). The transition from antiquity and modernity to postmodernity is characterized by what I call a theory of "dialogic nationalism," which has roots in Martin Buber's understanding of dialogue (1988, 1996, 2002) and his writings on nationalism (2005). Dialogic nationalism may serve as an alternative hermeneutic for the nation within the postmodern moment. The experience of international students in the United States and the complex issue of immigration around the world are also explored as practical applications for dialogic nationalism. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Approved for public release; distribution is unlimited / This thesis proposes the study of rumor as a guide to the battle for hearts and minds in Iraq. It reviews existing rumor theory to identify how rumors function and what we can learn from them. Rumors often serve as a window into a community, and can provide valuable information for developing a campaign to assess, monitor, and gain the support necessary to defeat insurgents. This thesis employs two distinct typologies to analyze over ten months of rumors in Baghdad, Iraq. The motivation typology provides indications of Iraqi sentiment, and suggests unrelieved anxiety and fear is likely contributing to widespread hostility towards the US-led Coalition. Indications of unrealistic expectations are also evident, potentially contributing to hostility levels as they go unrealized. The subject typology identifies overarching concerns of the Iraqi people, and suggests there are specific fears inhibiting cooperation with US counterinsurgency efforts. This thesis then examines rumor remedies. Because they rely on effective communication skills, American and Arab cultural communication styles are contrasted and integrated into tailored remedies for Iraq. The findings in this thesis could assist Coalition information campaigns by alerting them to existing Iraqi perceptions so they can tailor messages to address significant concerns and fears. / Captain, United States Air Force

M.Ed. / The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.

This study investigated the role of gestures, smiles, and eye contact on scores assigned to English-as-an-additional-language (EAL) speakers during standardized face-to-face speaking tests. Four English-as-a-first-language examiners and four EAL test-takers participated in simulated IELTS Speaking Tests. Qualitatively, an inductive thematic analysis was conducted. Quantitatively, scores were holistically (overall scores assigned) and analytically (by criterion). Nonverbal cues were examined by the total number of cues produced by all test-takers, the frequency of production by test-taker, the frequency of production of subcategories of nonverbal cues by test-taker, and by production alongside speech or in isolation. Mimicry of nonverbal cues generated by test-takers was investigated. Test-takers’ lexical range was also analyzed vis-à-vis the scores assigned to the criterion lexical resource. Conclusions drawn from the triangulation of data sources indicate that nonverbal cues may have played a role in the assessment of the criteria fluency and coherence and pronunciation. This study adds to the current body of literature on second language assessment, which has suggested that variables other than language proficiency may play a role in scores assigned to test-takers during face-to-face speaking tests. / Graduate / 0290 / 0282 / 0288

This thesis analyzes discourses of identity construction in the production and consumption of translated fiction in the contemporary British book culture. Drawing from ethnographic methods, it investigates what middle class, engaged readers make out of the translated novels they read, particularly in the ways that these books have been produced and marketed to them. The study concludes that translated fiction illustrates the multilayered meaning structures regarding taste and identity in reading communities and in the publishing industry in contemporary Britain. The theoretical framework of the thesis is based on sociological and anthropological studies on identity, intercultural communication and the consumption of art, alongside theories of reading and literary exchange from literary studies and translation studies. Data for the analysis on reading has been collected through participant observation/focus groups at over 30 book group meetings. Research methods also include interviews with individual readers and publishing industry professionals. Analysis of reading communities concentrates on responses to translated novels as texts that have undergone linguistic transference and as stories that portray other cultures. These responses are contextualized with the value orientations that arise from current trends of cultural consumption in the UK, such as monolingualism, cosmopolitanism and omnivorousness. The thesis also includes a case study on Turkish literature, exploring recent trends in literary production and the cultural role of literary translators. The study reveals the complex inflections of taste and identity in the practices of the agents of print culture. The textual-linguistic dimensions of translated texts are often the subject of negative evaluations when readers do not recognize the agency of the literary translator as an artist. Moreover, the opportunity of cultural encounter enabled by the reading experience activates varying discourses of intercultural communication, depending on readers’ cultural capital, their level of commitment to cosmopolitanism and the orientation of the book group’s discussion. In the production and consumption of translated fiction, the tension that arises between the pleasure and distinction dimensions of literary products translates into dilemmas between exoticism and cosmopolitan egalitarianism.

Entertainment Education is a communication strategy widely used in non-formal community education for the purpose of inspiring behaviour and social change. As an international development strategy for educational interventions in mostly developing countries of Africa, Asia and Latin America, the practice is founded on persuasive communication aimed for the diffusion of ‘modern’ innovation. Entertainment Education has been commended for its efficiency in creation of awareness amongst target communities, but criticised for its inability to generate enduring practical change in the lives of the target community members. Situating this practice within Emancipatory Transformative Education, I interrogated the emancipatory principles of democratic practice in Entertainment Education as representational of an intercultural educational space. I did this with a sample case of Geenu Nti programme situated in Northern Nigeria and executed by an American centre for international development. My interaction with the programme stakeholders and audience through the use of semi-structured interviews, focus group discussions and documentary analysis revealed that despite efforts at participatory practice, the programme fell short of the key emancipatory values of intellectual equality and freedom in its educational content and process. This raised the need for the reconceptualization of current approach in the management of transformative change in individuals and communities and a relational concern with practitioners’ approach to emancipatory education in general. Drawing on the thoughts of emancipatory education philosophers like Freire, Rancière and Biesta as well as trialectic change philosophers like Bergson, Chia and Ford & Ford, I conceptualised the principles of a model of emancipatory educational change practice. These principles were then articulated into a realisable interactional space with ideas drawn from Ross and Harré to develop a Model of Emancipatory Education for Change which presents an equally creative and expressive inter-subjective communicative relationship between the educator and the ‘educandee’**. Here the educator, through democratic authority simultaneously challenges and nourishes the educadee’s freedom for autonomous growth within individual and collective existential realities, while equally navigating personal growth. The model furthers the idea of emancipation as a process of subjectification to a conceptualisation of emancipation as a process of subjectified socialisation. NB **: The term ‘educandee’ is adopted from Kivelä et al. (1995) and Biesta (1998) and introduced in the later part of the work to signify my concept of participants in communicative educational engagements. I use the term educandee to convey my concept of an educational participant who, under a relatively equal power relation with the educator, actively participates in the educational process as an autonomous individual creating response to own existential circumstances under the intentional support or guidance of a skilled practitioner. This represents the ‘educated’ which is generally my preferred term as against the ‘learner’ or ‘student’ that I deliberately avoided using except when presenting the ideas of other scholars and in their own terms.