Kind Of Language Research Articles

Cultural Differences in Translation

Abstract:Translation is to use another kind of language (target language) to express the accurate and complete content which has already been expressed by one kind of language (source language). It is to use the closest natural equivalents to express the information of the source language again from the aspects of meaning and style.
 Although there are many common and similar aspects existing in human beings, people living in different countries and districts have a good command of their own cultures which is totally different from others due to the influence of the histories, religions, politics and customs in their own regions. This makes translation difficult to deal with. The paper will focus on the differences of daily lives, sense of value, geographical environments, historical backgrounds and cultural untranslatability which influence translation, and the corresponding ways and skills to deal with cultural differences in translation.

Environment Education in Indian Schools: The Search for a New Language

This article analyses the National Council of Educational Research and Training textbooks of environmental studies using critical discourse analysis to shed light on questions such as how the environment is dealt with in the text, using what kind of language are environmental concerns framed, how is the current environment crisis contextualized both in terms of ecological and social justice, if at all, and what solutions are suggested in this regard. The article finds that though the content of the textbooks exhibits strong social contextualizing of learners’ surroundings, the thrust is anthropocentric, and the environment figures only as a peripheral concern. Themes such as gender, caste, hygiene, culture, equality and discrimination emerge stronger than those of biodiversity, conservation, pollution, water crisis and global warming. While the in-built thrust on conviviality in the textbooks is necessary and heartening, a better infusion of the current predicament in terms of the environment crisis and how it could be mitigated is recommended.

Musical notation in the aspect of the semiotics theory by Charles Morris

Musical notation in the aspect of the semiotics theory by Charles Morris

Creeping Minimalism and Subject Matter

AbstractThe problem of creeping minimalism concerns how to tell the difference between metaethical expressivism and its rivals given contemporary expressivists’ acceptance of minimalism about truth and related concepts. Explanationism finds the difference in what expressivists use to explain why ethical language and thought has the content it does. I argue that two recent versions of explanationism are unsatisfactory and offer a third version, subject matter explanationism. This view, I argue, captures the advantages of previous views without their disadvantages and gives us a principled and general characterisation of non-representational views about all kinds of language and thought.

MAKNA BAHASA TUBUH: SUATU KAJIAN LINTAS BUDAYA 1945-1950

This study is entitled "The Meaning of Body Language: A Cross-Cultural Study". In expressing thoughts and feelings through language uses words as a means. In addition, there are also languages that do not use words as a means of expression, this kind of language is called body language. Body language uses body movements as a means of expression. This study aims to find similarities and differences in body language from two countries, namely Indonesia and Japan. Observation methods and note techniques are used in data collection, descriptive methods are used to analyze data assisted by inductive or deductive techniques, while the presentation of the results of the analysis is using informal and formal methods. This study found several similarities and differences in the meaning of body language from two different countries, namely Indonesia and Japan.

Simplicity and informativeness in semantic category systems

Recent research has shown that semantic category systems, such as color and kinship terms, find an optimal balance between simplicity and informativeness. We argue that this situation arises through pressure for simplicity from learning and pressure for informativeness from communicative interaction, two distinct pressures that often (but not always) pull in opposite directions. Another account argues that learning might also act as a pressure for informativeness, that learners might be biased toward inferring informative systems. This results in two competing hypotheses about the human inductive bias. We formalize these competing hypotheses in a Bayesian iterated learning model in order to simulate what kinds of languages are expected to emerge under each. We then test this model experimentally to investigate whether learners’ biases, isolated from any communicative task, are better characterized as favoring simplicity or informativeness. We find strong evidence to support the simplicity account. Furthermore, we show how the application of a simplicity principle in learning can give the impression of a bias for informativeness, even when no such bias is present. Our findings suggest that semantic categories are learned through domain-general principles, negating the need to posit a domain-specific mechanism.

Drawn to Story

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and ‘see’ the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.

Eugene O'neill and the Tragic Tension

Eugene O'neill and the Tragic Tension

The social Diexes in the elector’s Language

The above is the title of this study . The aim of the social diexes is to show its impact on the speech of its members . the social diexes include mam , khal , westa , haji , sheikh …etc in Kurdish. They are a branch of the ragmatic signs which composite of setting : time , place , person , text and social figures .
 The language of propaganda in election is a kind of language used of praising which electors use to persuade voters . This study attempts to investigate that language in the process of election.
 Readers expected interesting results , the study shows that 83% of the electors use this language in the posters while 17% of them neglected , do not use this language.

Les attitudes envers le langage inclusif des francophones et leur effet sur l’évaluation d’un texte

La présente étude examine de façon quantitative le lien entre les attitudes envers l’égalité des genres et celles à l’égard du langage inclusif. Elle étudie aussi comment un texte écrit en langage inclusif est évalué, et observe les facteurs pouvant agir sur la façon dont il est considéré. D’abord, des analyses statistiques montrent que les femmes ont des attitudes plus positives envers le langage inclusif que les hommes, et que les personnes habitant une aire francophone autre que la France manifestent des attitudes plus positives que les Français et les Françaises. Ensuite, le texte rédigé en langage inclusif est moins bien évalué, mais semble être aussi bien compris que le même texte au masculin générique. Des analyses supplémentaires montrent une corrélation positive entre les attitudes envers le langage inclusif et l’évaluation du texte, mais seulement lorsque le texte est écrit avec ce type de rédaction. Finalement, les commentaires laissés fournissent de nouvelles perspectives sur l’usage et la réception du langage inclusif des 377 participant-es.

Исследуя знаки с Кеннетом Берком (1897–1993)

Always attuned to the dialectical relationship between literary productions and their sociohistorical contexts, the writings of Kenneth Burke refuse to essentialize literary discourse by making it a unique kind of language. This article maintains that Burke’s theory of literature and language as symbolic action is capable of encompassing both these intrinsic and extrinsic aspects without being reducible to either of them. Dramatism is his name for the theory, and its strength derives from its recognition of the necessarily ambiguous transaction between the system of signs and the frame of reference. Nevertheless, there is an essentializing tendency in Burke’s thought. Logology, a perspective on language that achieves fruition in The Rhetoric of Religion (1961), is symptomatic of this tendency. I argue that there is a perceptible discontinuity between the dramatistic idea that literature and language are to be considered as symbolic action and the logological idea that words about God bear a strong resemblance to words about words. Logology— words about words—discovers in theology—words about God—the perfectionism implicit in all discourse. I conclude, however, that despite his flirtation with linguistic essentialism, Burke never loses sight of the fact that words are first and foremost agents of power, that they are value-laden, ideologically motivated, and morally and emotionally weighted instruments of persuasion, performance, representation and purpose. As a form of symbolic action in the world, literature is inextricably linked to society and history—it is not a privileged form of language that exists in its own separate and autonomous sphere.

THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY

This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.

Assessment literacy and the good language teacher: Insights and applications

There is currently a great deal of interest in language teachers’ competence in assessing language ability. Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. Taking as example the teaching and learning of one specific kind of language, academic discourse, this paper discusses a number of assessment techniques that language teachers could apply to language teaching at school, or in other contexts of language tuition. Its basis is four basic principles of language assessment: reliability, validity, interpretability of results, and efficiency. These four principles are important to all assessments designed by language teachers. Some assessment techniques that have not yet widely been used to their full potential by teachers are described when different formats of language assessment are discussed. In particular, examples of effective and efficient formats of assessment will be given by referring to an analysis of a test of academic literacy administered to senior secondary school students in their pre-university year. Those examples have clear applications in other language learning settings. The paper concludes with a challenge to teachers: to experiment with new assessment designs, and to learn how to interpret the results of assessment in order to plan language instruction more effectively.Keywords: assessment literacy; language testing; academic literacy; design principles; language ability; reliability; validity; diagnostic information; efficiency

After the End: The Death of a Child in Marie Darrieussecq's Tom est mort and Hèléne Cixous's Le Jour où je n' étais pas là

The death of a child is typically seen as incommensurate, a limit-experience defying articulation and comprehension. In her most recent book, Literature in the Ashes of History (2013), the literary critic and trauma theorist Cathy Caruth theorizes a history that inscribes itself in and through its own (self-conscious, and traumatic) self-effacement; what is striking is that her attempt to theorize and initiate what she calls 'a new kind of language', produced 'After the End' (as she titles the second part of the book), must thus be understood not only in relation to the post-Holocaust world, but also in the context of the more personal, individual trauma of the loss of a child. This article seeks to explore Caruth's notion of a different kind of language through analysis of two French fictional representations of the death of a child published in this century: Marie Darrieussecq's novel Tom est mort, and Hèléne Cixous's autofictional novel, Le Jour où je n'étais pas là (2000). I read these texts (which both explicitly locate writing 'after the end') alongside Caruth's Literature in the Ashes of History to contemplate what it might mean to write 'after the end'. Tom est mort, I argue, experiments with linguistic form, self-consciously stammering — in a manner curiously similar to Caruth's — in its attempt to express the impact of the death of a child on the mother (and on her language). Cixous's text, by contrast, gives voice to the mother's impossible mourning through figures of absence and lack. The 'new language' announced by Caruth is in these texts not a new language in itself, rather a language that is articulated in and through its own erasure, disintegration and absence, that 'undoes' its subject even as it gives voice to it, and locates itself after an end that cannot be defined.

Conceptions and discourses of linguistic justice: Some illustrations from the Scottish context

Abstract This article considers the example of Scotland in order to examine the ways in which issues, arguments and claims that implicate linguistic justice are framed and presented in public discourse and in different kinds of practical contexts. It takes a positive rather than normative approach, identifying and analysing the main issues and lines of argument that have emerged in practice, rather than testing a particular theoretical understanding of linguistic justice. The article examines the key principles and understandings that underpin the current policy regime and the nature of provision for particular languages in Scotland, especially the autochthonous Scottish Gaelic language, which receives particular concern from policy-makers but also attracts controversy. Other important language varieties include Scots; Polish, Urdu, Punjabi and Chinese; and British Sign Language. Anomalies and inconsistencies are identified and analysed in relation to provision for different languages in different fields, disparities that often have political or ideological ramifications and require to be understood in the distinct Scottish socio-political context. In the final section, the article addresses in the position of different languages in the Scottish education system, attempting to discern the extent to which greatly varying levels of provision for different kinds of languages can be understood in terms of linguistic justice.

Проблемні аспекти перекладу багатокомпонентних кластерів англійської аграрної термінології

Abstract . Due to the process of globalization and international cooperation, there is an increased interest of Ukrainian linguists, translators, and specialists of various branches of science and technology to the study of structural and semantic peculiarities of English and Ukrainian agricultural multicomponent terms and their translation. Term is a word or phrase used to describe a thing or to express a concept, especially in a particular kind of language or branch of study. It is a word or phrase that means clearly defined concept of a special science, technology, art, social life, etc. The specific meaning of the defined term can be understood only through the context. The term is usually characterized by its consistency, availability of the definition, monosemy, stylistic neutrality, lack of imagery, emotional colouring, etc. The article deals with the study of the main features of multicomponent terms, their translation peculiarities, in particular the contradictory nature of this concept in the process of English agricultural terminology translation. The main features of terminology as a special layer of the linguistic dictionary are characterized and analyzed taking into account the specificity of multicomponent terminology, which makes the translation process rather complicated. The work states that a multicomponent, semantically integral combination formed by means of two, three or more elements is a terminological unity that forms an integral concept. It is determined that multicomponent terms complicate the translation process, because complex logical-semantic subordination of the components of the term-phrase can lead to the loss of the semantic integrity of the concept. Each additional component of the terminological model complements the meaning of the concept, and thus complicates the process of formation of a holistic concept to denote a multicomponent term. The article highlights some tendencies of the formation of multi-word combinations in agricultural terminology. The most common structural models of multicomponent terms are revealed, structural and semantic peculiarities of multi-component terms are analyzed.

Translanguaging as a Pedagogical Strategy in EFL Classroom

This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore the teacher’s reason for using translanguaging in EFL Classroom, and to explore the benefits of teacher’s translanguaging on students in EFL Classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on the teacher’s reason for using translanguaging in EFL Classroom, and the benefits of teacher’s translanguaging on students. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, there were four teacher’s reason used translanguaging in EFL Classroom. Furthermore, there were six benefits of teacher’s translanguaging on students in EFL Classroom

The ornament of grammar

Part of an ongoing research project to interpret linguistic grammar visually, this essay presents initial experiments to visualize rhetorical patterns in English sentences. Creative contextualization is offered with reference to earlier visual forms that were treated as a kind of language. A certain strand in Modernism – in particular that running through the Bauhaus, which used abstract devices as a foundational design syntax – paved the way for post-war picture books to activate the narrative potential of simple coloured shapes; and, again, avant-garde musical scores from the 1950s onwards used exploratory graphic notations to instigate expressive new treatments of sound. My own visualizations are playful in spirit but posit a serious idea that grammar works by means of deep aesthetic tendencies. My case studies – featuring a model user and a model abuser of English – flag up common patterns in typical sentence constructions under seven descriptive labels. Ultimately the essay suggests that Illustration might flourish at the level of the sentence, the basic unit of meaning within word-based language and, in very simple terms, the expression of a thought. Ornamenting the rhythm and flow of how a sentence operates is one means of 'seeing' a voice lending shape to thought at a detailed level.

Reclaiming Indigenous Identity and Cultural Diversity in Canada

Linguistic diversity is the key to Canada’s multicultural identity which it has been struggling to maintain for decades. Its language policies are rooted in two kinds of languages, the languages of European settlers and the indigenous languages spoken by aborigines who are the native residents of Canada. Despite the country’s conservation policy, social tensions and political debates abound on how it treats its languages by according them official or non-official status. Canada first developed its language policy in 1960s on account of Quebec nationalism and growing tensions between colonizing rivals. This led to establishment of policies which rendered English and French as official languages while indigenous languages got little support. Consequently, language-based discrimination is central to the nation’s social and political debates, which inform its self-image since the conquest of indigenous tribes. A combination of factors like hostile colonial policies, reserve systems and residential schools have undermined these languages and separated communities sharing common languages and traditions. This paper will assess how Canada’s indigenous tribes have fared since the implementation of national language policy which mandates protection of indigenous culture and identity. It will examine the treatment of indigenous languages in the current political milieu of Canada, and the progress made by the government towards adoption of important laws and path-breaking policies to create a future that nurtures its multicultural roots while affirming the national identity.

Sarah E. Igo. The Known Citizen: A History of Privacy in Modern America.

Few contemporary topics are as white hot as the fate of privacy. Scarcely a day passes without news of purloined data, menacing algorithms, and personal scandals gone viral. It is hard not to feel that access to information about us is palpably different now. Our lives are increasingly connected, tracked, and observed, leaving vanishingly little of what we do to go unrecorded. This is both a blessing and a curse. One need only look to Facebook to see the paradox. With two billion active users, the global network is both a convenient social hub and a rapacious surveillance machine. As distinctions between private and public, offline and digital life, and consensual and compulsory sharing dissolve, the concept of privacy is more confusing than ever. Is privacy dead, or is it a basic human value in need of resuscitation? In The Known Citizen: A History of Privacy in Modern America, Sarah E. Igo brilliantly interrogates the long history of privacy’s much-heralded demise and its shape-shifting meaning in the modern United States. Amid a veritable sea of writing on the subject, Igo’s ambitious study sails beyond philosophical problems of definition and technological foreboding. Beginning with Samuel Warren and Louis Brandeis’s canonic 1890 Harvard Law Review article “The Right to Privacy,” she explores the evolution of privacy and its malleability across a wide range of legal, ethical, and cultural flash points throughout the twentieth century. Privacy, in her account, is neither a transcendent right nor a zero-sum concept in need of better parsing. Rather, it is a kind of language—“privacy talk,” in her words—that Americans adopted to debate the anxieties of mass society, from anonymity and alienation to manipulation and overexposure.