莊清花. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 127-130). / "2007 nian 9 yue". / Abstract also in English. / Zhuang Qinghua. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 127-130). / 前言 --- p.1 / 硏究背景 --- p.1 / 硏究目的 --- p.4 / Chapter 第一章 --- 混雜的歷史與混雜的語言 --- p.8 / 香港開埠初期的殖民統治與語言現實 --- p.8 / 官方語、規範語及共同語的三分局面 --- p.16 / 語言的權力涵義 --- p.19 / 中文抬頭 --- p.23 / 粤語成爲書寫語言而進入主流 --- p.25 / 兩文三語與翻譯 --- p.30 / Chapter 第二章 --- 混雜的語言、混雜的文化、混雜的身份 --- p.32 / 混雜語言的混雜情況 --- p.32 / 香港：「雜種」 --- p.36 / 混雜的「香港人」意識 --- p.41 / Chapter 第三章 --- 「肥土鎮」與「狂城」：混雜香港的兩個面貌 --- p.44 / 混雜的「肥土鎮」一一《飛氈》 --- p.47 / Chapter (1) --- 蝦仔學英文 --- p.47 / Chapter (2) --- 信耶穌得水牛 --- p.55 / Chapter (3) --- 大鼻野味 --- p.59 / 語言的「亂」、身份的「亂」一一《狂城亂馬》 --- p.70 / Chapter (4) --- 洋人敍述香港歷史 --- p.70 / 小結 --- p.79 / Chapter 第四章 --- 以文字來重繪香港地圖---個想像的香港 --- p.81 / Chapter (1) --- 在佔領街趕鬼 --- p.82 / Chapter (2) --- 閑話角 --- p.94 / Chapter (3) --- 愛秩序的愛秩序將軍 --- p.101 / 小結 --- p.111 / Chapter 總結 --- 香港的混雜性 --- p.116 / 後殖民（post-colonialism )是否去殖民（decolonization )? --- p.116 / 去殖民：回歸本土，植「根」香港？ --- p.119 / 香港的本土性：混雜性 --- p.121 / 混雜性：後殖民的語言之戰 --- p.125 / 參考書目 --- p.127

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)-- University of Illinois at Urbana-Champaign, 2005. / Includes bibliographical references (p. 282-301).

Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2009. / In this study the role of culture in magazine translation in South Africa is investigated. This research is done against the backdrop of the ‘cultural turn’ in translation studies that started in the 1980’s. Culture is now regarded as one of the most important elements in translation and therefore the culture of the target text readers should be taken into account during the translation process. The cultural turn consists of two main elements, namely descriptive translation studies and the functionalist approach. The core element of descriptive translation studies is ‘norms’. In this study the norms of Toury and Chesterman are discussed in a literature study and then they are applied to magazine translation. In the light of a practical investigation it became clear that these norms play a vital role in the production of translated magazines. One of the most important aspects of the functionalist approach is the way in which the various role players in the translation process influence target texts. This study focuses on the role that initiators, translators and readers play in the production of translated magazines. Initiators are responsible for choosing texts to be translated. They also provide translators with guidelines for the translation process. It became evident that ‘ideal’ magazine translators should have sound language skills, cultural knowledge and research skills. They should also have an ‘ethical code’ according to which they translate. The readers of translated magazines have a huge influence on the production of such magazines. They play an important role in the choice of articles, advertisements, et cetera that appear in magazines. They also influence translators’ choices on micro level.

The aims of English language teaching (ELT) have observed a fundamental reconsideration during the past two decades, resulting in a shift in emphasis from linguistic competence over communicative competence to intercultural competence. The growing emphasis on cultural issues, which is called for by research and international curricular documents, places new demands on language teachers. The general aim of this study is to deepen the knowledge about teachers’ perception at the Bahraini government secondary schools towards the treatment of culture in English language teaching. The research questions are: 1. How do English language teachers understand and define the concept “Culture” and Intercultural Competence in ELT? 2. To what extent do the teachers see Intercultural Competence as an objective in language classroom? 3. How do they approach the teaching of Intercultural Competence in their classrooms? 4. What preparation/training have they had (pre-service), or wish to have (in-service), for including Intercultural Competence in their teaching? This interpretive and exploratory study is placed within a socio-cultural framework and can also be a contribution to teacher cognition research. The empirical data consists of semi-structured interviews with 17 English language senior teachers and a questionnaire with 197 English language teachers. The findings are presented according to three pedagogies: within the pedagogy of information; within the pedagogy of preparation; and within the pedagogy of Encounter. The minority of the participants represent the third perspective, which is the one that can be characterized as truly intercultural. My study indicates that many teachers feel unsure about how to teach culture in an appropriate and up-to-date manner. This is attributed to, among other things, lack of teacher insight, lack of time, and inadequate pre- or in-service training courses concerning teaching culture. The thesis ends with a set of recommendations as to how ELT could be developed in a more intercultural direction.

In the context of post-9/11 calls for educational reform in the Arab-Muslim world, this study investigates a set of underlying claims and assumptions about the socialising capacities of English-medium education. Specifically, the study examines perceptions about the socialising effects of English-medium education from the standpoint of Arab-Muslim students at a Gulf Arab university. In assessing these perceptions, the study compares students’ perceptions on two levels: (i) on one level, it looks into students’ perceptions about the socialising effects of English-medium education in direct contrast to those of Arabic-medium education; and (ii) on another level, it contrasts the perceptions of English-medium students with those of Arabic-medium students. The research for this thesis was carried out at an international bilingual Arab university in the United Arab Emirates. Data for the study was gathered from two data collection sources, namely student questionnaires and group interview sessions. In both instances, students’ perceptions were sought on a range of contrastive issues related to a series of underlying claims and assumptions about English-medium and Arabic-medium education. Overall, 365 Arabic-speaking students from both an English-medium and Arabic-medium educational background participated in the study. Within this sample group, students were drawn from four university colleges: College of Engineering, College of Business, College of Law, and College of Shari’a and Islamic Studies. The study’s findings unveil a complex, often mixed and divided picture of students’ perceptions about the socialising roles of both English-medium and Arabic-medium education. In regard to English-medium education, it finds that though there is a general acceptance of the benefits of studying the English-language, there is also to some extent an acknowledgement of the culturally alienating effects on Arab-Muslim students. The study therefore recommends that granted the paucity of research in this area there is a need to further investigate students’ perceptions from a broader range of institutional cultures in the region.

The North-East of Scotland and Altbayern (Old Bavaria) have long been perceived as the heartland of the respective linguistic varieties. Due to their association with a largely rural lifestyle the associated regional vernaculars, the Doric and Old Bavarian, are often regarded as the “purest” forms of the local variety. Considering that these regions are regarded as prominent, this study investigates what the speakers think of their varieties and how they construct their identity in the light of these perceptions. Using mainly qualitative data, gathered in the small towns of Peterhead and Aichach, the study explores the attitudes towards the varieties and its speakers as perceived by themselves. Issues, such as age-related competence, positive and negative discrimination, are one aspect of the investigation. Another focal point are the strategies employed by the participants to construct their identity as vernacular speakers. Drawing on methods connected to Critical Discourse Analysis (CDA), themes, such as character traits and the relationships in the community between locals and incomers, are studied. The status of the standard variety and the vernacular and the relationship between them is investigated; the concepts of Abstand and Ausbau languages and diglossia also inform the assessment.

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.

University of Macau / Faculty of Arts and Humanities / Department of Portuguese

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