Assel Toktanova; Assima Nussupova; Shara Kyyakhmetova; Aigul Imatayeva; Mamilya Jakypbekova
Volume 9, 2 (Themed Issue on Modern Realities of National Languages of CIS Countries) , August 2021, , Pages 180-188
Abstract
Human activity can be manifested in linguistic reflection that makes it possible to recognize the individual linguistic arguments and the structure of the language. It is also an instrument for the formation of individual’s linguistic etiquette depending on the person’s consideration of the ...
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Human activity can be manifested in linguistic reflection that makes it possible to recognize the individual linguistic arguments and the structure of the language. It is also an instrument for the formation of individual’s linguistic etiquette depending on the person’s consideration of the language norms. The authors aimed to determine the features of the language reflection process. In the course of the work, special literature was studied, and different points of view on the definition of reflection were analyzed. The authors agree with the view that there are three types of reflection, such as simple, scientific, and philosophical. As a result of the study, the following prerequisites to determine language reflection were identified: language and thinking, language consciousness, language culture, the culture of thought, the development of language and consciousness, respect for the native language, ability to express themselves properly in any environment, respect for the milieu, and accountability for mental and emotional activities.
Marianna Kyriakou
Volume 6, Issue 1 , March 2018, , Pages 73-85
Abstract
This study examines how Greek-Cypriot students aged 12 to 18, an understudied group of students, construct their ethnic identity in a complex setting such as Cyprus and what motivates the students in the selection of ethnic identity labels. The choice to focus on students aged 12-18 was made on the hypothesis ...
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This study examines how Greek-Cypriot students aged 12 to 18, an understudied group of students, construct their ethnic identity in a complex setting such as Cyprus and what motivates the students in the selection of ethnic identity labels. The choice to focus on students aged 12-18 was made on the hypothesis that young children, who did not experience the 1974 war in Cyprus, may have a different perception of ethnic identity in contrast to adults who are generationally closer to the war. Data are collected by means of interviews. A social constructionist approach is used for the analysis of ethnic identity construction. The results show that Greek-Cypriot students use the ethnic labels Greek, Greek-Cypriot, and Cypriot to construct their ethnic identities and they change and negotiate between these ethnic labels when talking about their identity. The students’ choice of a specific ethnic label seems to be widely motivated by ideologies connected to politics, language, religion, and education.
Rahul Chakraborty; Amy Louise Schwarz; Prasiddh Chakraborty
Volume 5, Issue 2 , September 2017, , Pages 26-36
Abstract
Accent bias is a consequence of ethnocentrism. No studies have examined accent bias across educational levels in the U.S., much less across students and professionals in speech language pathology (SLP), a field that requires multicultural sensitivity training. This study examines nonnative accent perception ...
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Accent bias is a consequence of ethnocentrism. No studies have examined accent bias across educational levels in the U.S., much less across students and professionals in speech language pathology (SLP), a field that requires multicultural sensitivity training. This study examines nonnative accent perception among three groups—high schoolers, SLP students, and SLP professionals. One-hundred-and-sixty-five respondents completed an online survey that determined whether respondents held unbiased associations between nonnative accent and personality traits, sociocultural factors, professional attire, and personal appearance, in addition to participants’ view of their own accent. Fixed-effect binomial logistic regression analyses indicated high schoolers were less likely to hold unbiased beliefs about persons with accents than would be expected by chance and that SLP students and professionals held significantly more unbiased beliefs than high schoolers. Surprisingly, despite the multicultural sensitivity training infused in the SLP curricula, SLP professionals still hold biased beliefs against people with accent. Potential suggestions are discussed to minimize accent-based biases.
Rachel Thompson; Kofi Agyekum
Volume 4, 1 (Special Issue on African Cultures and Languages) , March 2016, , Pages 20-33
Abstract
This paper highlights the folk perception of impoliteness among Ghanaians in view of Watts’ (2003) notion of first order impoliteness. The study showed that impoliteness is not just an opposite of politeness, but the manifestation of non-cooperation, disapproval, and mutual antipathy through certain ...
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This paper highlights the folk perception of impoliteness among Ghanaians in view of Watts’ (2003) notion of first order impoliteness. The study showed that impoliteness is not just an opposite of politeness, but the manifestation of non-cooperation, disapproval, and mutual antipathy through certain communicative behaviours that signal disrespect. These communicative behaviours include ‘interrupting others’, the use of ‘invectives’ and the use of ‘offensive non-verbal forms of communication (NVCs)’. The use of these impolite communicative behaviours destabilizes interpersonal relationships and shows that a speaker is communicatively incompetent. The study also proposed the ‘pardonability scale of impoliteness’. This scale showed that among Ghanaians, the use of invectives is the most offensive and least pardonable impolite communicative behaviour while the use of offensive NVCs is the least offensive and most pardonable impolite communicative behaviour. It was also noted that the degree of offensiveness or pardonability in the order of the arrangement displayed on the scale, is not strictly tied to all speech events.
Seyyed Ahmad Mousavi; Ali Akbar Farahani; Saleh Arizavi
Volume 2, Issue 1 , March 2014, , Pages 119-130
Abstract
In this study, it was intended to investigate the Persian native speakers’ perception of gerunds by three different elicitation techniques i.e., written, audio, and pictorial through translation. Eighty intermediate learners of English were asked to select Persian translation of the gerund formsin ...
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In this study, it was intended to investigate the Persian native speakers’ perception of gerunds by three different elicitation techniques i.e., written, audio, and pictorial through translation. Eighty intermediate learners of English were asked to select Persian translation of the gerund formsin these elicitation techniques. They were asked to choose one option from a pair of written first language renditions, where one option represented the gerunds as a noun-like entity and the other was a verb-like rendition of the gerunds for each elicitation technique, namely, a pictorial, audio, and written input. Regarding the general tendency in the perception of gerunds, the results demonstrated that Iranian learners generally perceive it as a form that still enjoys its verb-bearing (i.e., dynamic nature). It can be concluded that not only does worldview have impact on conceptualization, but also effects can be traced in linguistic realizations of concepts.