Search results - CEJSH

1

Xiaodong Dai, and Guo-Ming Chen, Conflict Management and Intercultural Communication: The Art of Intercultural Harmony, New York: Routledge, 2023

100%

Perales Galán L.

Półrocznik Językoznawczy Tertium

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2023

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vol. 8

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issue 2

173-177

2

El enfoque cultural en la enseñanza y el aprendizaje de español como lengua extranjera - ELE

63%

Spychała M.

Studia Romanica Posnaniensia

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2010

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vol. 37

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issue 2

71-83

EN

This paper is devoted to the notion of culture which on account of its omnipresence and multitude of meanings requires a detailed analysis within the context of foreign language teaching. The problems of culture are presented, along with the aims of language, intercultural communication and education in the perspective of Spanish teaching.

3

Przepraszam, proszę, dziękuję – o polskiej i rosyjskiej etykiecie językowej

63%

Puchala J.

Postscriptum Polonistyczne

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2012

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issue 2(10)

303-325

EN

The author of the article discusses pragmatic functions of honorifics ‘excuse me’, ‘please’, ‘you are welcome’, ‘thank you’ in Polish and compare them with Russian language etiquette. Her aim is to reveal the potential sources of failures in gaining sociocultural competences by the Russians studying Polish and to define potential linguistic and cultural misunderstandings.

4

SUBIEKTYWNA REFLEKSJA GLOTTODYDAKTYKA PO LEKTURZE KSIĄŻKI WERONIKI WILCZYŃSKIEJ, MACIEJA MACKIEWICZA I JAROSŁAWA KRAJKI KOMUNIKACJA INTERKULTUROWA. WPROWADZENIE WYDAWNICTWO NAUKOWE UAM, POZNAŃ 2019, SS. 685

63%

Jaroszewska A.

Neofilolog

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2019

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issue 52/2

411-418

5

Notes on the International Society for Universal Dialogue

51%

Tajsin E. A.

Dialogue and Universalism

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2019

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issue 2

243-252

EN

Neither for today’s Russia, nor for the whole of the contemporary world is there, perhaps, a more important issue than the possibility of a civilized, peaceful dialogue between cultures, peoples, governments and individuals. The International Society for Universal Dialogue is one among other philosophical schools, societies and organiza- tions which promote the idea of universal dialogue. It tries to solve problems associated with language and ideological barriers, strengthening professional and friendly ties and implementation, through joint efforts, of a peaceful and fair world order.

6

Языковая картуна мира и перевод: ошибки и заблуждения

51%

ВАДАС-ВОЗЬНЫ Х.

Przegląd Wschodnioeuropejski

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2010

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vol. 1

493-508

EN

A lack of understanding of the basic categories related to the separation of extensional and intentional contexts can lead to errors and mistakes both in the case of native and non-native speakers. For that reason the interpreter should be exceptionally cautious while translating various texts deeply rooted in a different culture. Any language may turn into an image of misguided feelings due to an erratic perception of the world, undisclosed to the unaware user who is hampered by habits and routine. Explaining the difference between the simple and continuous tenses by using the sentence ‘He died’ and asking the questions: ‘What did he do?’ and ‘What was he doing?’ is obviously wrong because dying is a process beyond the control of the human will. The sentence ‘The scientists discovered a new gene’ is another example of an erratic use of language because the gene had already existed before the discovery was made. The article analyses two translations from Polish to Russian of the very same original text with the intention to determine their extensional and intentional accordance.

7

Culture in Esp Syllabus: Why and How

51%

Kavalir M.

Romanian Journal of English Studies

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2013

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vol. 10

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issue 1

113-122

EN

While language and culture are generally recognised to be intimately linked, English for Specific Purposes has typically been seen as “acultural”. This paper argues that cultural information is a necessary component of any ESP course and that a contrastive-comparative approach can help the learner in appropriating other cultures.

8

Kommunikative Anstrengung. Hin zur lebensnahen interkulturellen (Fremdsprachen-)Lehrerausbildung

51%

Błażek A.

Glottodidactica

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2018

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vol. 45

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issue 2

71-87

DE

Intercultural (foreign language) teacher training tends to concentrate on selective case studies developed to show communicative problems, caused by their very special intercultural and multilingual characteristics. It also tends to make a big promise of a rapid improvement in intercultural communication in a multicultural and multilingual society by transferring the solutions for intercultural communicative problems to the students’ own experience. Such an approach fails to take into account the fact that encounters with inadequate communicative acts (behaviours/speech acts) determined by cultural and/or language differences are a daily experience of everybody and require a lot of communicative effort in order to prevent intercultural problems before they happen. The following article discusses what is meant by communicative effort, how past studies on the intercultural competence of (foreign language) teachers account on communicative effort, and how to prepare students to undertake communicative effort in their daily communicative activities in a multicultural and multilingual society

9

Introduction to multivariate modeling of the strategy of securities portfolio choice

51%

Sitek P.

Intercultural Communication

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2016

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issue 1/1

166-176

EN

Purpose: The purpose of the article is to present the issue of securities as a form of investment, using the strategy of securities portfolio choice. Methods: In order to make a comprehensive analysis of the strategy of choices modeling of equity portfolio in the context of the integration of financial markets and European integration, the following research instruments were introduced: 1) analysis of the system of securities, 2) institutional approach, 3) systemic approach. In this paper legal-dogmatic method was applied primarily which helped to conduct the analysis of legal standards currently in force and security institutions. Results: The full picture of the investment decision is obtained using valuation models based on sequential valuation or sensitivity analysis. These methods, adapted to analyze portfolios of debt instruments, take into account factors relating to both changes in yield curves, as well as due to the passage of time to maturity (Szafarczyk, 2006). However, they are much more complex. The presented article is only an introduction to the topic.

10

Transylvanianism as Identity Discourse

51%

Nagy I. K.

Acta Universitatis Sapientiae, Philologica

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2014

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vol. 6

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issue 3

317-333

EN

This paper aims at making a presentation of the main regional ideologies of the Transylvanian cultural and spiritual life in the interwar period. The Hungarians’ Transylvanianism and the Romanians’ creative localism or ardelenism alike offered a wide range of key concepts and ideas that shaped/and were shaped by the cultural context of the time. Both regionalisms - Romanian and Hungarian - shared many of these concepts and ideas, although they never really sustained an open and efficient communication due to a series of causes. The shifts that occurred in the self-defining strategies, the communication breakdowns that characterized the relationships between the two cultural milieus and intellectual circles, the identity discourses that can be spotted in the media of that time, and the movement known as Transylvanianism are all approached with the purpose of identifying the causes that hindered real and efficient communication between Romanians and Hungarians.

11

Intercultural Communication and Management Factors and Their Impact to the Process of Global Software Development for Virtual and Non-Virtual Teams

51%

Isern G.

Journal of Intercultural Management

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2014

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vol. 6

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issue 1

5-16

EN

This position paper presents the factors involved in the successful software development and what is the impact of some methodologies like Agile in this process. Global software development projects may be a total success or an anticipated disaster for simple reasons that usually have nothing to do with the technology involved, with the time differences, or the product being built, but because of subtle intercultural factors. How do the language, the race, the gender, the religion, and the location affects the software development process from analysis and design to implementation, testing and maintenance? Do all these factors impact in the same way if we are working with a local team, and offshore development team or even a global virtual team? Is any specific software development methodology better suited for your particular case? How could you decide what’s the better approach? What will be the results and what our goals? The issues at stake are not superficial matters of the ways how people dress, or how clear do they speak in our local language, or what they like to eat, or their small daily behaviors, but are based in the fundamental differences in the systems of values that govern our lives. So institutions, corporations and global companies have to raise the level of awareness of their employees worldwide on the cultural differences, through various programs for intercultural or diversity training. But this poor model of cultural awareness is not enough to overcome some of the obstacles that intercultural differences bring to the table. So this paper will list and describe this important intercultural factors that directly impact in the software development process and how certain software development methodologies could be used in order to have a more systematic look or set of guidelines that would allow the team managers to evaluate and to decide how theuse of each one of these software development methodologies for local teams, non local teams and virtual teams will affect positively or negatively the outcomes of software development practices.

12

Герменевтика и межкультурная коммуникация (польско-востославянские параллели)

51%

Вадас-Возьны Х., Сенкевич В.

Przegląd Wschodnioeuropejski

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2010

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vol. 1

383-401

EN

Translation of a text rich in culture-oriented values requires the working out of basic principles of translation. Such theoretical deliberations should be based upon the hermeneutic categories that are dealt with in the process of translation which is inseparable from the culture of a particular ethnos. In the following paper, translation, a term related to the metalinguistic interpretation of a text as opposed to interpersonal communication (understood as exchanging information using language as a means of communication), acts as the leading hermeneutic category. Text translation is perceived in the context of an intercultural translation process which is hampered by numerous cultural and linguistic limitations. As a pragmatic category, text makes the interpreter follow a set of requirements, which, if not implemented, decrease the quality of the translation whereas if implemented - are a sign of professionalism. Hermeneutic aspects of translation are described from the perspective of categories such as: information, meaning, interpretation, equivalence, related to the text itself as well as the process of its translation. The hermeneutic aspects of translation are exceptionally important when the text refers to a specific linguistic background, i.e. contains names concerning the cultural reality of an ethnos, which have neither obvious nor constant equivalents in any different culture and language. The competence of the interpreter is vastly influenced by his skills of interpretation and his ability to present the phenomena of material and spiritual culture from one linguistic reality to another.

13

Intercultural competences and social media: contribution through research

51%

Jakubowski J.

Środkowoeuropejskie Studia Polityczne

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2018

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issue 3

35-48

EN

Intercultural research in the area of communication was initiated in the early 20th century. Over the last few decades, researchers have built a solid theoretical basis in this field. Nowadays, intercultural analyses include a rich collection of texts on cross-cultural differences, the specificity of the phenomenon in the area of verbal and non-verbal communication and also the role of the media. There is no doubt that in an era of dynamic transformations of media use by people all over the world, the sub-discipline of intercultural communication is facing another challenge – that of including social media and network communication processes into new empirical theories and research. The article answers the question of the status of communication research in the field of the intercultural contexts of the new media. Additionally, the directions of future development of these studies and conclusions are discussed.

14

„Przynależność do narodu kompletnie pozbawionego znaczenia”. Soren Gauger jako polski pisarz z Kanady

51%

Marecki P.

Postscriptum Polonistyczne

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2016

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issue 2(18)

187-198

EN

Soren Gauger is a Canadian writer who has decided to write in Polish. The author of the article examines the writer’s motivations, the way he develops his ideas and his first literary creation in Polish. Soren Gauger’s works reflect his attitude towards Polish culture where he invents defence mechanisms based on feelings of inferiority. In Soren Gauger’s literary works he can be seen to be disregarding the influence of popular trends in hegemonic cultures, referring to old and old-fashioned works, and stylinghimself on marginality and fantasticality.

15

Der Einfluss des fremden Akzents in der interkulturellen Kommunikation

51%

Grzeszczakowska-Pawlikowska B.

Germanica Wratislaviensia

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2016

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vol. 141

425-438

DE

Der Gegenstand der interkulturellen Kommunikation, die in verschiedenen institutionalisierten Kommunikationssituationen aktuell einen Normalfall darstellt, bezieht sich nicht nur auf die rein sprachlichen Aspekte. In der multimodal aufgefassten Mündlichkeit sind auch weitere, sprecherische und nonverbale, Kommunikationsanteile von Interesse. Der vorliegende Beitrag, in dessen Fokus der fremde Akzent steht, hat im Allgemeinen zum Ziel, auf Grund ausgewählter Ergebnisse einer audiovisuellen Analyse den Einfluss dieses Phänomens in der interkulturellen Lehr-Lern-Kommunikation (in dem institutionalisierten studentischen Seminarreferat) näher zu beleuchten erläutern. In den Mittelpunkt der Diskussion rücken dementsprechend angenommene Korrelationen zwischen dem fremden Akzent und der allgemeinen Wirkung der Sprecherperson auf den Hörer.

EN

Intercultural communication, which currently constitutes the norm in many institutionalized communicative situations, does not refer purely to speech. According to a multimodal understanding of orality, other speech-related and nonverbal aspects of communication are also of interest. This contribution focuses on the significance of accent in foreign language learning, exploring the influence of this phenomenon on teaching, learning and communication — specifically in the context of the student oral seminar presentation. Discussing selected results of an analysis of audio-visual materials, it centres on the assumed correlations between accent in a foreign language and the general impression made by the speaking person upon the recipient.

16

“Gelieve aandachtig deze instructies te lezen alvorens het formulier in te vullen”. Formulieren, interculturele communicatie en transnationale neerlandistiek

51%

Karpiński J.

Academic Journal of Modern Philology

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2012

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vol. 1

25-32

EN

“Before filling in the application form, please read carefully these instructions.” Forms, Intercultural Communication and Transnational Dutch Studies Almost everyone is familiar with various types of formal forms. The language as well as the structure of such texts differ, however, from the standards and rules of every-day communication, which, in consequence, may lead to many problems. Reading the instructions to the form may not always constitute great help or assistance. It is very common that people, who are obliged to fill in the particular form, come across different terms or sophisticated grammatical structures they do not know or at least do not fully comprehend. Let us add to all these problem a notion of a foreign language, and as a consequence, a foreign culture for which the form is prepared, we may be facing an insurmountable barrier – both linguistic and cultural. This is a matter which, nowadays, modern philologists have to face. Particular intercultural problems or diffi culties which may additionally constrain the communication should also be overcome. The first part of the article expounds upon some of the problems that people, who have to fill in the Dutch forms, may encounter. The second part of the article discusses how the official forms may be introduced to the educational curriculum as a didactic means that helps in the process of both language teaching and learning.

17

Komunikacja międzykulturowa jako pomost ku integracji społecznej w środowisku wielokulturowym

51%

Bogucka K.

Studia Edukacyjne

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2018

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issue 49

401-413

EN

The article focuses on intercultural communication, which creates a passage from a multicultural environment towards social integration and intercultural relations. The author introduces the topic by short characteristics of changes in the modern world, determined by social mobility and multiculturalism. The article presents then some chosen aspects of social integration of migrants seen as bilateral process which requires the development of intercultural competences of both migrants’ and the receiving community. The author further describes intercultural communication and stresses its importance for education and social development. Finally, some factors conditioning the acquisition of intercultural competence with reference to Gordon Allport’s contact hypothesis and informational influences are presented along with highlighting the importance of empathy.

18

Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

51%

Graham-Marr A.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 1

85-92

EN

Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

19

Editorial: Relevance Theory and Intercultural Communication Problems

51%

Piskorska A.

Research in Language

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2017

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vol. 15

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issue 1

1-9

EN

This editorial to the special issue of RiL dedicated to relevance theory and problems of intercultural communication addresses the general requirements that a theory of communication must meet to be applicable to the analysis of intercultural communication. Then it discusses criticism levelled against Grice’s theory of conversational implicature and Brown and Levinson’s theory of politeness on the grounds that these theories were not universal enough to be applied to all data. Finally, it offers some remarks on the applicability of relevance theory to intercultural pragmatics.

20

Multicultural Education: Focus on Context

51%

Zimmerman L. W.

Kultura i Polityka

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2013

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issue 13

71-82

EN

Kincheloe & Pinar (1991) propose that there is a “significance of place” which must be used as a framework for curriculum theorizing. Where one is from shapes who one is as an individual and as a member of cultural and social groups, and influences how one views and interacts with people who are different from oneself, the “other.” Using this theory as a framework, this article suggests that for peaceful coexistence of cultures to be a reality, multicultural education should approach multiculturalism in a way that makes coexistence possible because of the acceptance of difference without the imposition of one idea or set of ideas. Therefore, there cannot be a “one-size-fits-all” model of multicultural education. Since even researchers and theorists are not in agreement on what multiculturalism and multicultural education are, it is evident that the context in which multicultural education is taught must be considered for the concepts to be relevant and therefore, comprehensible, to the learners. This article compares and contrasts the contexts of the United States and Poland, focusing on the significance of multicultural education in both places and how it is approached in each place.

PL

Joe L. Kincheloe oraz William Pinar są zdania, że u podstaw wszelkich rozważań na temat tworzenia programów nauczania powinna leżeć kwestia „znaczenia miejsca”. Pochodzenie danej osoby nie tylko determinuje to, kim jest jako jednostka i członek różnych grup słpołecznych i kulturowych, lecz również wpływa na to, jak postrzegamy osoby odmienne od nas i jak komunikujemy się z nimi w ramach społeczeństwa. Przyjmując tę teorię jako punkt wyjścia, w niniejszym artykule pokazuję, że pokojowe współistnienie odmiennych kultur jest możliwe tylko wówczas, gdy w danym kraju praktykowana jest edukacja wielokulturowa, która w swej wizji wielokulturowości hołduje zasadzie akceptacji różnic i odrzuca możliwość odgórnego narzucania danej idei lub zestawów idei. Nie można zatem mówić o uniwersalnym modelu edukacji wielokulturowej. Skoro nawet teoretycy i badacze nie zgadzają się w kwestii tego, czym jest wielokulturowość i edukacja wielokulturowa, oczywistym jest, że zawsze konieczne jest rozważenie kontekstu, w którym taka edukacja jest prowadzona (kontekst ten bardzo dobrze muszą też znać sami nauczyciele). Niniejszy artykuł stanowi porównanie kontekstu amerykańskiego i polskiego. Nacisk położony został na znaczenie edukacji wielokulturowej i sposoby jej postrzegania w obydwu krajach.

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