The practicability of proverbs in teaching Arabic language and culture

2020 ◽  
pp. 136216881989525
Author(s):  
Abed el-Rahman Tayyara
Keyword(s):  
Arabic Language ◽  
Cross Cultural ◽  
Foreign Languages ◽  
Authentic Materials ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication ◽  
Linguistic Competency

This empirical case study has two objectives. First, it reports on the pedagogical applicability and practicability of proverbs in teaching Arabic language and culture at the novice level and up according to guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Second, it examines how the use of proverbs in teaching inspires active learning and stimulates students’ intercultural perception. The empirical activities presented in this article demonstrate that the constructive integration of Arabic proverbs in language teaching helps improve learners’ linguistic competency, intercultural awareness, and cross-cultural communication. The article also shows that proverbs constitute an important repository of authentic materials that can provide educators with new instructional ideas and strategies in teaching Arabic as a foreign or second language. The study’s findings also mirror ongoing pedagogical discussions about teaching Arabic as a foreign and strategic language. Such is the case with approaches and theories, textbooks, the role of culture in learning, the use of authentic materials, and Arabic diglossic disposition.

scholarly journals The Role of Culture in The Acquisition of Foreign Languages by Military Students

2017 ◽  
Vol 23 (2) ◽  
pp. 338-342
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Palea
Keyword(s):  
Foreign Languages ◽  
Military Students ◽  
Language And Culture ◽  
Cross Cultural Communication ◽  
Definition Of ◽  
The Military ◽  
Key Terms ◽  
The Relationship ◽  
Culture And Language

Abstract This paper highlights the importance of integrating culture in the teaching of foreign languages to military students. The first section of the paper offers some basic definitions of culture and key terms associated with it. The next part of the paper brings into discussion the relationship between culture and language acquisition. There is an intimate connection between language and culture; not only language is comprised in the definition of culture, but it also reflects culture, thus we cannot separate language teaching from culture. The final part of the paper focuses on the military students as future leaders that need to develop cross-cultural communication skills and be aware of the cultural differences in order to avoid potential failures during communication with soldiers from foreign militaries in theatres of operation or on other international missions that they are assigned.

scholarly journals The projectilic image: Islamic State’s digital visual warfare and global networked affect

2017 ◽  
Vol 39 (8) ◽  
pp. 1194-1209 ◽  
Author(s):  
Marwan M Kraidy
Keyword(s):  
New Media ◽  
Digital Images ◽  
Affect Theory ◽  
Arabic Language ◽  
Video Production ◽  
Global Network ◽  
Primary Sources ◽  
Study Approach

Islamic State’s (IS) image-warfare presents an auspicious opportunity to grasp the growing role of digital images in emerging configurations of global conflict. To understand IS’ image-warfare, this article explores the central role of digital images in the group’s war spectacle and identifies a key modality of this new kind of warfare: global networked affect. To this end, the analysis focuses on three primary sources: two Arabic-language IS books, Management of Savagery (2004) and O’ Media Worker, You Are a Mujahid!, 2nd Edition (2016), and a video, Healing the Believers’ Chests (2015), featuring the spectacular burning of a Jordanian air force pilot captured by IS. It uses the method of ‘iconology’ within a case-study approach. I analyze IS’ doctrine of image-warfare explained in the two books and, in turn, examine how this doctrine is executed in IS video production, conceptualizing digital video as a specific permutation of moving digital images uniquely able to enact, and via repetition, to maintain, visual and narrative tension between movement and stillness, speed and slowness, that diffuses global network affect. Using a theoretical framework combining spectacle, new media phenomenology, and affect theory, the article concludes that global networked affect is projectilic, mimicking fast, lethal, penetrative objects. IS visual warfare, I argue, is best understood through the notion of the ‘projectilic image’.

World Englishes, Pragmatics, and Discourse

2015 ◽  
Author(s):  
Yamuna Kachru
Keyword(s):  
Speech Acts ◽  
Theoretical Models ◽  
Cross Cultural ◽  
World Englishes ◽  
Cultural Communication ◽  
Conversational Speech ◽  
Cross Cultural Communication ◽  
Unique Site ◽  
Selection Of

The central role of English in cross-cultural communication worldwide has made it a unique site for understanding diversity in systems of discourse pragmatics. In contact situations, these differences can help to refine theoretical models, such as the question of how universal speech acts or properties of facework and politeness are. They can also have significant real-world implications in the form of cross-cultural (mis-) communication in globalized contexts. This chapter reviews a selection of examples of speech acts and politeness in World Englishes contexts that use theoretical models to account for variation, but in some instances also challenge elements of such models. The discussion also includes a consideration of variation in surface form as well as variation in discourse other than conversational speech, such as written genres.

The Art of Bilingual Editing of Magazines

Babel ◽  
1996 ◽  
Vol 42 (2) ◽  
pp. 84-94 ◽  
Author(s):  
Maria C. Choy
Keyword(s):  
Hong Kong ◽  
Information Flow ◽  
Mass Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Strategic Competence ◽  
Cross Cultural Communication ◽  
Intercultural Encounters ◽  
The Media

Abstract Mass communication has become a daily feature of our technological civilisation. This is as true of cross-cultural or intercultural encounters as it is of intra-cultural communication, and mass media have facilitated effective international information flow. Bilingual editing becomes an important medium of mass communication. The effectiveness of such communication rests upon the grammatical, lexical, sociolinguistic, socio-cultural, discourse and strategic competence of participants (editors, writers, translators and readers). It rests upon their ability to use creatively and to respond sensitively to language. In this dynamic process of communication, a bilingual editor not only plays the role of translator but also acts as a mediator; as Hatim and Mason (1990:223) suggest, s/he "has not only a bilingual ability but also a bi-cultural vision". In view of the diversity of usage of bilingual editing in the media, this research delves into the bilingual editing of magazines in Hong Kong. The study focuses on translation only from English and Chinese, or vice versa. Inasmuch as there is very little academic attention to bilingual editing and its nature, processes and techniques, or to the role of translation in bilingual editing, it is believed that this research will help facilitate cross-cultural communication between Westerners and Chinese. Résumé Dans notre civilisation, marquée par le seau de la technologie, la communication de masse relève du quotidien. Cette remarque est valable tant en ce qui concerne les rencontres interculturelles que la communication intraculturelle. De plus, la communication de masse favorise l'échange efficace des informations à l'échelon international. Les publications bilingues sont devenues un important support de la communication de masse. L'efficacité de cette communication repose sur le discours grammatical, lexical, socio-linguistique, socio-culturel et sur la compétence stratégique de ceux qui y participent (rédacteurs, écrivains, traducteurs et lecteurs). Elle repose sur leur faculté d'utiliser le langage avec créativité et d'y réagir avec sensibilité. Dans ce processus de communication dynamique, le rédacteur bilingue joue non seulement le rôle de traducteur mais aussi de médiateur, comme le suggèrent Hatim et Mason (1990:223): il ou elle "dispose non seulement d'une capacité de bilinguisme mais aussi d'une vision biculturelle". Au vu de la diversité d'emploi de la rédaction bilingue dans les médias, cette recherche fouille dans l'univers de l'édition de magazines bilingues à Hong Kong. L'étude se concentre uniquement sur la traduction de l'anglais et du chinois et vice-versa. Dans la mesure où dans les milieux académiques, on attache très peu d'importance à l'édition bilingue, à sa nature, à ses processus et techniques, ou au rôle de la traduction dans le monde de l'édition bilingue, l'auteur estime que cette recherche facilitera la communication interculturelle entre les Occidentaux et les Chinois.

Exploring Guanxi in a Cross-Cultural Context

2017 ◽  
Vol 13 (2) ◽  
pp. 263-286 ◽  
Author(s):  
_ _
Keyword(s):  
South Africa ◽  
South African ◽  
Cultural Context ◽  
Cross Cultural ◽  
Economic Activities ◽  
Employment Decisions ◽  
Employment Relationships

Abstract Using a case study of recently arrived Cantonese-speaking migrants, this article examines the role of guanxi in shaping Chinese newcomers’ economic activities and opportunities in South Africa. In Johannesburg, Cantonese-speaking migrants tend to be employed in restaurant and fahfee (gambling) sectors, which are partially inherited from the early generations of South African Chinese. Through narratives and stories, this article reveals that Cantonese newcomers often strengthen personal and employment relationships through the practice of guanxi, but that doing so can also constrain their employment decisions. Moreover, the ambiguous boundary between the act of bribery and the practice of guanxi may facilitate Chinese participation but can also result in the victimization of the newcomers.

Help Me, Help You

2008 ◽  
pp. 257-276
Author(s):  
Derrick L. Cogburn ◽  
Nanette S. Levinson
Keyword(s):  
Collaborative Learning ◽  
Virtual Teams ◽  
Success Factors ◽  
Cross Cultural ◽  
Administrative Roles ◽  
Cross Cultural Communication ◽  
Delivery Modes ◽  
Critical Success ◽  
Alternative Delivery

Reporting on a nine-year case study of collaborative learning in cross-national and cross-university virtual teams, this chapter calls for what it defines as a triple track approach to the opportunities and challenges of cross-cultural collaborative learning. Such an approach involves the concurrent focus on student, faculty, and administrative roles in developed and developing nations. The authors analyze alternative delivery modes, identify best practices, and highlight critical success factors including trust-building, cross-cultural communication, and collaborative learning champions. Finally, they examine trends such as increasing cross-sector collaboration outside of academe and suggest needed additional research.

scholarly journals Cross functional effect between language and culture in the understanding of the context in the educational process

2019 ◽  
Vol 70 ◽  
pp. 05006
Author(s):  
Evgeny Nesmeyanov ◽  
Yulia Petrova
Keyword(s):  
Cultural Knowledge ◽  
Educational Process ◽  
Communication Process ◽  
Foreign Languages ◽  
Main Role ◽  
Functional Effect ◽  
Cultural Meanings ◽  
Language And Culture ◽  
Education Process

Teaching a communication language is not only grammatical patterns in which words are embedded, but it is also a function of the language. The function of the language – is the goal that must be achieved through written or spoken forms. Using the function of the language, you carry out the act of communication. The main goal in the communication process is to understand people, i.e. to understand the context. Culture is a central part to all types of the contexts. Understanding of the contexts implies that a person knows these cultural meanings related to time, place, person and circumstances. Many researchers define the main role of a teacher as a “driving force” in mastering cultural knowledge among students who study foreign languages during the education process.

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