British Culture Research Articles

Beyond the Translation of Initial Meaning: The Localization of Yoruba-bound ICT Terminologies

Research in translation is often centred on issues that bother on literature, language teaching, style, processes, etc. This study examines the translation of Yoruba-bound ICT terminologies beyond their raw meaning as presented by the English language and culture. It deploys localization, the third in the GILT arrangement of Globalization, Internationalization, Localization, and Translation in modern technology translation. The objectives of this study are to: identify certain ICT terminologies in English, describe adoptable strategies for translating the terminologies for Yoruba end-users, examine how the terminologies are understood in the Yoruba locale as intended by the initial meaning, highlight the difficulties involved in the interpretation of the terminologies into Yoruba, propose cultural and linguistic models for translating ICT terminologies from English into the Yoruba language and enable Yoruba end-users of computer system for ICT access information in Yoruba language. The study adopts Bell’s linguistic and psycholinguistic model (1991) to analyze and synthesize the structural organization of linguistic materials of the ICT terminologies and their translation beyond their surface meaning. The study finds out that: the traditional approach of translating Euro-based terminologies by loanwords may yield little result; localizing ICT terminologies will enhance the appreciation of ICT materials by Yoruba end users; difficulties involved in the interpretation of ICT are both linguistic and cultural, and that ICT terminology translators are technical and cultural mediators. The study concludes that the marketing and purchase of ICT products are likely to be more embraced by Yoruba end users with the use of localized expressions to translate them. It recommends that in the world of GILT, translating beyond the initial meaning of the structure of linguistic materials of the ICT terminologies is a snapshot.

Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK

Abstract Material belongings have a significant impact on shaping one’s identity, and they play a crucial role as identity markers and valuable instruments for negotiating distinctions among diverse communities, especially for those who experience migration. This research focuses on a specific group of Iraqi Kurdish migrants living in the UK, exploring how they navigate and mould their cultural identity through their cherished possessions. Utilizing a multimodal approach, data collection involved narrative interviews and visual ethnography methods, such as photo voice. The dataset underwent a systematic thematic analysis following Braun and Clarke’s methodology, leading to an objective and cohesive thematic presentation. The findings underscore the significance of material culture for Iraqi-Kurdish participants in this study. These respondents held deep emotional connections to material objects, linking the landscapes of their past lives to their present experiences in the UK. By cherishing and preserving these possessions, they established a discursive “third space” to express emotions and negotiate their complex “in-between” identities. This term describes a state of dilemma wherein individuals grapple with conflicting senses of identity due to exposure to and affiliation with two distinct cultures. Specifically, it applies to participants who simultaneously value and embrace both their Kurdish culture and identity, as well as their British culture and identity.

Angus MacPhail's Frozen Credits: Film Authorship and Collaboration in British Middlebrow and Celebrity Culture

This article, taking its cue from Charles Drazin's pioneering work, is the first extended analysis of the career of British screenwriter Angus MacPhail, described as one of the key figures who helped to lay the groundwork for the golden age of British cinema. MacPhail worked as scenario editor for producer Michael Balcon at the leading British studios Gainsborough, Gaumont-British and Ealing from the late 1920s to the late 1940s. The article considers MacPhail's work in relation to debates about authorship, collaboration and celebrity culture during this period. It explores his intellectual and cultural formation as a Cambridge undergraduate who studied for the newly established English Tripos during the early 1920s; and highlights MacPhail's ambivalent relationship to modernism, through his opposition to Virginia Woolf's reconfiguration of literary values during the 1920s, and his penchant for what Leonard Diepeveen has described as ‘mock modernism’. It goes on to analyse the circumscribed power and influence MacPhail exercised within the British studio system during the late 1920s to the late 1940s, before considering his career in relation to other key figures of this period such as Ivor Montagu and Elliot Stannard, and his relationship to British middlebrow culture. Finally, it explores how MacPhail's specialised, circumscribed focus on film writing set him apart from what Alexis Weedon describes as a new type of author-celebrity during this period, the emergent ‘transmedia storyteller’.

The Influence of Family Education on Primary School Students’ English Speaking

English, as a globally prevalent language for communication, holds significance in various spheres of life. Language acquisition, contingent on the linguistic milieu, especially in the sociocultural context, is profoundly influenced by familial factors. Both domestic and international studies have underscored the considerable impact of family background on students' English language acquisition. This paper aims to delve into the influence of family background on English language acquisition, with a specific focus on three pivotal aspects: family circumstances, parental cultural competence, and the home environment. This examination aims to provide readers with a comprehensive insight into the pivotal role that family background plays in shaping linguistic proficiency. Research findings underscore that family circumstances, encompassing socioeconomic status and access to educational resources, exert a significant influence on English language acquisition. Furthermore, parental cultural competence, which encompasses their educational attainment and exposure to the English language and culture, assumes a crucial role in this process. In addition, the familial atmosphere, inclusive of parental involvement, encouragement, and support, significantly impacts children's motivation and attitude toward English language learning. To optimize language acquisition, it is imperative for families to acknowledge the importance of their background and actively engage in efficacious educational practices. Recommendations encompass creating an English-rich environment within the home, exposing children to diverse English learning resources, nurturing a positive disposition toward learning, and encouraging regular English practice and communication.

Cultural and Historical Differences of Surnames in Chinese, Vietnamese, and English Perspectives

Surnames, functioning as indicators of familial ties within societal frameworks, play a pivotal role in differentiating individuals. They encapsulate the most vibrant, unified, and thought-provoking aspects of humanistic and historical intricacies within traditional cultures, serving as foundational elements that contribute to the manifestation of unique national cultures. Every individual globally possesses a distinct surname and given name.The space Chinese, Vietnamese, and English systems of surnames intricately intertwine with their corresponding national histories, religious beliefs, traditional cultures, and social customs. These systems distinctly reflect the images and evolution of their social histories, the origins and progression of ancient civilizations, the amalgamation and enrichment of Chinese, Vietnamese, and English societies, as well as the transformations and reforms in social norms. Furthermore, they provide valuable insights for delving into the histories and cultures of these nations. Chinese, Vietnamese, and English surnames have undergone evolution within two disparate social environments, enduring extensive periods of historical refinement and accrual. They manifest various cultural idiosyncrasies, emanating distinctive historical allure, spotlighting individual national traits, and revealing diverse valuable orientations and aesthetic standards. This thesis delves into the concepts and connotations of Chinese, Vietnamese, and English surnames. On one hand, it scrutinizes and dissects differences in their formation times, historical origins, developmental trajectories, cultural characteristics, national amalgamation, and cultural connotations. On the other hand, it aims to identify primary factors arising from social reforms, religious beliefs, national psychologies, valuable conceptions, and political and economic elements. The study explores the semantic significance of surnames, uncovering variations in Chinese, Vietnamese, and English histories and cultures while nurturing cross-cultural awareness. The examination of historical and cultural differences in Chinese, Vietnamese, and English surnames proves valuable in acknowledging both shared traits and unique distinctions in cultural customs, facilitating a more profound understanding of societal development. The analysis of these differences in cross-cultural communication is essential, serving as a pivotal means for expanding cultural awareness in Chinese, Vietnamese, and English contexts. Moreover, it plays a pragmatic role in enhancing historical knowledge, broadening traditional culture, fostering mutual understanding, and improving cultural communication.

The Reciprocal Promotion of Community and Translation in Chinese and English Culture

Translation makes communication between different languages possible, and in the process of communication, the common pursuit of great ideas further deepens the desire for communication. Both Chinese and Western cultures have long histories of collective thought, and the historical blending of Chinese and Western ideas has also proven that there is a mutually reinforcing relationship between collective thought and the act of translation. This article will illustrate the inner essence and relationship between community and translation.

The Case for a Strong BBC. Cultural Sovereignty and Public Service Broadcasting in the Netflix Era

AbstractPSBs across the world are facing financial, technological and political pressures, yet audiences still need and want the benefits of public service media. If they are to survive, PSBs need to produce an agile response to the changing patterns of media consumption and the claims that markets can provide. Whilst the big streamers have produced great global content, they are unable to cover the range of the PSBs in reflecting the diversity and variety of British life and culture, nor take the same risks in nurturing new talent across the sector. Politicians must use the forthcoming BBC Charter renewal in 2027 to address the revolution in audience behaviour and changes in technology to reshape the choices available to the British public and beyond. The creative industries are a powerhouse of talent and contribute to some of our best prospects for global reach and economic growth. We must ensure they have a healthy future.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching. The ultimate goal of culture teaching in English teaching is to cultivate learners’ cross-cultural communication skills. Cross-cultural communication is a two-way process, which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world. However, in actual English teaching, the teaching of Chinese culture is a mere formality, and the teaching effect is not obvious. Therefore, it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation, existing problems, and their causes, so as to provide suggestions for Chinese culture teaching in high school.

Место Сэмюэля Джонсона в духовной жизни британского общества второй половины XVIII века

The review is devoted to the analysis of the monograph, which examines the place and role of the educator S. Johnson in the spiritual life of British society in the second half of the 18th century. The reviewer shows that the author of the monograph was able to convincingly prove that the intellectual heritage of the compiler of the “Dictionary of the English Language”, a moralist and literary critic, most fully reflected the trend towards self-identification that dominated contemporary English culture. The reviewer’s attention is focused on considering how this problem was solved.

Beyond the Translation of Initial Meaning: The Localization of Yoruba-bound ICT Terminologies

Research in translation is often centred on issues that bother on literature, language teaching, style, processes, etc. This study examines the translation of Yoruba-bound ICT terminologies beyond their raw meaning as presented by the English language and culture. It deploys localization, the third in the GILT arrangement of Globalization, Internationalization, Localization, and Translation in modern technology translation. The objectives of this study are to: identify certain ICT terminologies in English, describe adoptable strategies for translating the terminologies for Yoruba end-users, examine how the terminologies are understood in the Yoruba locale as intended by the initial meaning, highlight the difficulties involved in the interpretation of the terminologies into Yoruba, propose cultural and linguistic models for translating ICT terminologies from English into the Yoruba language. The study adopts Bell’s linguistic and psycholinguistic model (1991) to analyze and synthesize the structural organization of linguistic materials of the ICT terminologies and their translation beyond their surface meaning. The study finds out that: the traditional approach of translating Euro-based terminologies by loanwords may yield little result; localizing ICT terminologies will enhance the appreciation of ICT materials by Yoruba end users; difficulties involved in the interpretation of ICT are both linguistic and cultural, and that ICT terminology translators are technical and cultural mediators. The study concludes that the marketing and purchase of ICT products are likely to be more embraced by Yoruba end users with the use of localized expressions to translate them. It recommends that in the world of GILT, translating beyond the initial meaning of the structure of linguistic materials of the ICT terminologies is a snapshot.

Hybridity and Cultural Duality in E.M Forster’s Character Dr. Aziz: A Post-Colonial Analysis

The study examines the impact of British influence on Indian culture and its people, leading to a dualism in their personalities, as conceptualized by Homi K. Bhabha's notion of hybridity. The analysis of Forster’s novel and the character of Dr. Aziz using Bhabha’s concepts of hybridity and ambivalence reveals that British culture poses a significant threat to the native culture, eroding the ancient histories of Indian cultures in the younger native generation. This qualitative research, based on the findings of this study, also opens up a new dimension for researchers in the same field or those interested in hybridity, or A Passage to India. This research is qualitative in nature, and the data was collected from the novel A Passage to India. The research also identifies that Dr. Aziz appears to be influenced by the English lifestyle and attempts to emulate English behavior on multiple occasions, seeking friendship with English people and even organizing and leading a trip for them to demonstrate his honor and responsibility. However, after facing accusations, he refrains from accepting the friendship of the English until they cease to rule India, displaying dual and hybrid behavior. The study also uncovers the influence of the English language and cultural values on Indians. Considering that Forster wrote the novel A Passage to India during his visits to India, it is evident that he witnessed the scenario during the British Raj, lending credibility and trustworthiness to the events described in the novel. This provides a satisfying validation of the research results.

The Interplay among Mythology, Culture, and the English Language

Mythology refers to traditional stories often involving gods and heroes. Many of these tales have been widely popularized, and in turn, have been found to be of high significance in investigating the evolution of the English language and culture. As mythologies are often passed down through cultures, these tales heavily influence modern traditions and beliefs. They also play an important role in the evolution and development of certain languages. This paper discusses the relationship between mythology, language, and culture through the help of a comparative analysis of mythologies, vocabularies, literary works, and traditions regarding death. The analysis reveals that many English words and phrases originate from Greek and Roman mythology, and that an individual's belief is closely connected to the mythology of the culture they grew up in. This, in turn, proves that mythology cannot be ignored when investigating language and culture, and that an understanding of mythological tales will allow individuals to better appreciate both literature and cultural traditions.

Factors Contributing to EFL Learners’ Construction of Arguments in Culturally Infused Discussions

This study describes the factors that enhanced students’ construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants’ reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students’ collaborative argumentation.

Target Language Culture Teaching and Learning in Moroccan Universities: Approaches and Challenges

The present study has two main purposes. The first purpose is to investigate students’ and teachers’ attitudes towards target language culture learning and teaching. The second purpose is to identify the challenges that may hinder the effective learning and teaching of the target language culture course. It was conducted with 200 students and 6 teachers from two Moroccan universities (Sidi Mohammed Ben Abdellah and Mohammed First Universities). To collect data, we made use of two data collection methods, namely the questionnaire and the interview. The major results of the study showed that both students and teachers had positive attitudes towards the target language culture course (U.S & British Culture course). The results also showed that the majority of students are not satisfied with both the content and the methodology used in the course. Based on the results, it was clear that the lack of technology and the lack of including some cultural aspects that students perceive to be important to know are among the most serious challenges that hamper achieving the effective learning outcomes of British and U.S Culture courses at the level of the university. It is hoped that the findings of this study will contribute to the improvement of the teaching practices related to target language culture teaching and learning in Moroccan universities.

Sociocultural and linguodiscursive characteristics of irony

The article is a review of existing scientific views on irony as a phenomenon at the junction of several disciplines. Definitions of this phenomenon are presented from the point of view of philosophical, aesthetic, anthropological, literary, linguistic approach. The views on irony as a category of the comic, a worldview category, as a way of perceiving and comprehending reality are listed. The author points out that in the process of communication, irony is a kind of barrier to dividing participants into "ironic" and their "victims", that is, those who are able to interpret irony and the "uninitiated". Discursive irony is considered as a product of interaction, cooperation between the author and the addressee, as a result of which an ironic effect may arise (if the ironic utterance is correctly interpreted) or not (in the case of a communicative failure).  Various interpretations of the concept of "irony" are considered in comparison, arguments are given justifying the author's agreement / disagreement with existing formulations. The focus of the article is on irony, an effect that arises as a result of interaction between interlocutors: the ironic speaker and the recipient who perceives and interprets irony. The author's contribution to the development of the theory of discourse is expressed in the analysis of irony in English and Russian linguistic cultures. The article highlights the main socio-cultural and linguodiscursive characteristics of irony. The conclusion is made about the importance of irony in communication, about its role in the verbal and emotional intelligence of the participants of the discourse. The novelty of the research lies in the fact that in the proposed work irony is considered as an integral characteristic of modern English and Russian discourse, which ensures that the speaker achieves the fulfillment of a communicative intention. The main result of the work is the postulate about the ethnostilistic labeling of irony, which opens up wide prospects for studying the features of irony in national discourses. The data presented in the article can be used for the further development of ethnostilistics, linguistic pragmatics, and the theory of intercultural communication.

Correction to: The Mayflower and Historical Culture in Britain, 1620–2020

Correction to: The Mayflower and Historical Culture in Britain, 1620–2020

Forever Conquered: The Changing Role of Vikings in Modern and Contemporary Anglo-American Culture

Ever since their disruption and subsequent invasion of the British Isles in the early Middle Ages, the Scandinavian raiders known as 'Vikings' have had a significant presence in English culture and its self-perceived past. Anglo-American popular culture has become the primary home of the subject in the centuries since, with the Vikings appearing as everything from lecherous, bloodthirsty pirates to proud Christian heroes in the media of the English West. A timeline of this evolution can be drawn between Victorian era England and modern-day America, with works such as Walter Scott's The Pirate, Richard Fleischer's formative The Vikings, John McTiernan's turn-of-the-century The 13th Warrior, and DreamWorks Animation's highly successful How to Train Your Dragon presenting compelling examples of the conceptual transformation that the Viking image has undergone. The popularity of Vikings in media and the form in which they have been used also reflects the way that literary and visual symbols have contributed to the spread and impact of major sociocultural and political movements throughout this period. As a result, the study of the Vikings' presence in Victorian and post-Victorian popular media is also the study of the Vikings' importance in the Anglo-American zeitgeist, enabling us to see the degree to which differing national climates have both shaped and platformed the Viking image across the last two hundred years.

THE FEATURES OF RELIGIOUS TEXT AS THE TYPE OF RELIGIOUS DISCOURSE AND CLASSIFICATION OF ITS LEXICON

The main aim of this article is to study different standpoints about religious discourse, which includes sacred texts that are the core of universal culture. The article highlights the main linguistic features of religious discourse and combines several scientists’ various descriptions. This research mainly analyses religious texts as one type of religious discourse. Islamic literary and public texts are chosen as the object of research. In order to achieve the main aim of the research, linguistic observation and analysis, contextual and lexicographic analysis, as well as classification methods are used. According to the analysis's findings, it is clear that there are special features of religious discourse, and they are considered specialized texts. There are many levels of the Islamic religious lexicon, they cannot be understood by all people. The study introduces new classification of Islamic religious terms. Due to the canonic nature of Islamic religious texts and the existence of lacunae in the English culture in relation to the lexicon of Islamic discourse, the speaker or writer should be very careful while choosing the appropriate lexicon to achieve adequacy when using them in English.

Frustration and Aggression in John Osborne’s “Look Back in Anger”

"ننظر إلى الوراء في غضب" هي مسرحية ظهرت في مرحلة انتقالية حاسمة من الماضي في بريطانيا الفيكتوري في القرن العشرين الحديث. الغضب جيمي والغضب هو تعبيره عن المشاعر المكبوتة وحاجته للحياة في عالم اصبح فاتر ورتيبا. وأصبح هذا الغضب رمزا للتمرد ضد التوعك السياسي والاجتماعي للثقافة البريطانية. غضبه مدمر لمن حوله والعنف النفسي للمسرحية تلقى قدرا كبيرا من الانتقادات. النقاد يتفقون اليوم، مع ذلك، أن المسرحية أمر أساسي لفهم الحياة البريطانية في القرن العشرين، وبالتالي، وعمل مهم في الأدب البريطاني  الحديث.

Цветовая концептосфера в английском, французском и русском языках: лингвокультурологический анализ фразеологических единиц с цветовым признаком

The aim of the study is to identify the universality, diversity and uniqueness of the color conceptual sphere in English, French and Russian linguistic cultures, implemented through phraseological units with a color feature and color terms in English, French and Russian. The paper presents a linguocultural analysis of the GREEN, GRAY, YELLOW, ORANGE, PURPLE, PINK and BROWN concepts in the three languages. The study is novel in that it is the first to identify, systematize and describe peripheral and single color concepts using the material of three languages. As a result of the research, it was found that the color conceptual sphere is more relevant for French linguistic culture than for English and Russian linguistic cultures. The peripheral concepts GREEN, GRAY, and YELLOW in the linguistic cultures under comparison are widely used to reflect character traits, appearance, physical characteristics of a person and relationships between people. The single concepts ORANGE, PURPLE, PINK and BROWN mainly reflect the color characteristics of the inorganic world. Color acts as an expressor of universality, diversity and uniqueness in the construction of the color conceptual sphere in the considered linguistic cultures.