10 Use of Communication Strategies by Chinese EFL Learners An Mei Foreign Language Department‚ Guizhou University‚ China Sanooch S. Nathalang Human Language Technology Laboratory‚ National Electronics and Computer Technology Center‚ Pathumyani‚ Thailand Abstract This present study reports on an investigation into the CSs used by College English students (or non-English major students) in China. These students are a large group who are studying English and need to use CSs to facilitate
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opinions‚ ideas‚ and thoughts that are worth sharing with the world‚ and writing is an effective way of getting them out. The communicative language competence is a main goal for developing teaching writing skills‚ and it contains linguistic‚ sociolinguistic and progmatic components. Written language also has characteristics‚ some of which are orthography‚ complexity‚ vocabulary‚ formality. The Common European Framework describes in a comprehensive way what language learners have to learn to do in
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1. Describe the major goals and methods of the ethnography of communication. 2. Discuss the interrelationships of gender and language in English speakers. 3. Outline the objectives‚ methodologies‚ and results of the sociolinguistic study of language and class. 4. Describe the main goals of conversation analysis‚ indicate what features of conversation support this approach and discuss any weaknesses of conversation analysis. 5. Summarize and critically evaluate the Sapir-Whorf hypothesis
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Chapter 2 Communication Accommodation Theory A cross-disciplinary discourse-sensitive framework Until I am free to write bilingually and to switch codes without having always to translate‚ while I still have to speak English or Spanish when I would rather speak Spanglish‚ and as long as I have to accommodate the English speakers rather than having them accommodate me‚ my tongue will be illegitimate. I will no longer be made to feel ashamed of existing. I will have my voice: Indian‚ Spanish
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flexibility); Ethnorelative view; Empathy Knowledge & Comprehension: Cultural self-awareness; Deep understanding and knowledge of culture (including contexts‚ role and impact of culture & others’ world views); Culture-specific information; Sociolinguistic awareness Skills: To listen‚ observe‚ and interpret To analyze‚ evaluate‚ and relate Requisite Attitudes: Respect (valuing other cultures‚ cultural diversity) Openness (to intercultural learning and to people from other cultures‚ withholding
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Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies Ofelia García‚ Nelson Flores and Heather Homonoff Woodley A. Yiakoumetti (ed.). Harnessing Linguistic Variation for Better Education. Peter Lang. Throughout the world language minorities are most often educated in schools that have been designed for language majorities. Usually they are educated only through the medium of the dominant state language. But even when they are given the opportunity to be educated
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social sciences which is inspired by postmodernism. As Spector-Mersel (2010) notes‚ the narrative‚ borrowed from humanities‚ especially from literary scholarship‚ penetrates many different social disciplines: psychology‚ anthropology‚ sociology‚ sociolinguistics. Acknowledging all difficulties to narrow down the term “postmodernism”‚ one should recognize the key figures of linguistic turn‚ such as J. F. Lyotard‚ F. Lacane‚ M. Foucault‚ Derrida. In a nutshell‚ postmodern paradigm stress that language
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LANGUAGE AND LINGUISTICS OVERVIEW • The origin of Language • Features of Language • Knowledge of Language • Linguistics • Branches of Linguistics • Approaches to Linguistic Studies • Schools of Linguistics THE ORIGIN OF LANGUAGE • The divine source • The natural sound source o Primitive words o Cuckoo‚ splash‚ rattle‚ hiss‚ buzz o “Bow-wow theory of language origin.” • The social interaction source • The physical adaptation source
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Initiation of Code Switching Code switching‚ that is‚ the alternative use by bilinguals of two or more languages in the same conversation‚ has attracted linguists’ attention and been studied from a variety of perspectives. Code-switching is a linguistics term denoting the concurrent use of more than one language‚ or language variety‚ in conversation. Multilinguals‚ people who speak more than one language‚ sometimes use elements of multiple languages in conversing with each other. Thus‚ code-switching
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second-language acquisition are various theories and hypotheses in the field of second-language acquisition about how people learn a second language. Research in second-language acquisition is closely related to several disciplines including linguistics‚ sociolinguistics‚ psychology‚ neuroscience‚ and education‚ and consequently most theories of second-language acquisition can be identified as having roots in one of them. Each of these theories can be thought of as shedding light on one part of the language learning
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