Culture and Language Use: A Problem for Foreign Language Teaching

Bentahila, Abdelâli; Davies, Eirlys E.

doi:10.1515/iral.1989.27.2.99

Cited by 39 publications

(23 citation statements)

References 5 publications

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“…This may be explained that the Arab condolence strategies may contain religious reference (Bentahila and Davis, 1989). In other words, the findings reveals that The Arab who live in Israel are celestial and collectivists rather than terrestrial and individualistic.…”

Section: Conclusion and Recommendationsmentioning

confidence: 82%

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"May Allah Not Let You Experience Another Sorrow": Condolence Strategies Used by Lecturers Who Are Native Speakers of Arabic L1 toward Their Colleague Who Is Native Speaker of Hebrew in Hebrew L2

Murad¹

2013

TPLS

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Abstract-This research attempts to investigate the condolence strategies used by Arab native speakers (L1) towards a Hebrew (L2) native speaker in Hebrew (L2). Analysis of these strategies was almost based on strategies developed by a number of researchers (Olshtain and Cohen 1983; Elwood, 2004 and Yahia, 2010). The participants in this study were 85 Arab lectures who responded to a college condolence announcement which was addressed to a Hebrew native-speaker colleague who lost his daughter by e-mail. Frequencies and percentages were considered. The findings of the study revealed that the main condolence strategy used by the respondents was 'religion expressions' (39.8%). This is attributed to the fact that the respondents transfer this strategy from L1 toL2. This strategy is affected by religion (Yahia, 2011). Other strategies such as acknowledgement of death, expression of sympathy, offer of assistance, future-oriented remarks, expression of concern, appreciation of the dead, direct condolence and others were less frequently used. The findings also showed that the females initiated more condolence utterances in the same response than males, however, the gender did not play an important role in the frequencies of the condolence strategies.

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Section: Conclusion and Recommendationsmentioning

confidence: 82%

“…Their age ranges between 35 and 60, they are mature and as a result they, the researcher believes, are more religious. Bentahila and Davis (1989) state that Arab condolence strategies contain religious references. The participants transfer this strategy from their Arabic language L1 to the target language L2 (Hebrew).…”

Section: Resultsmentioning

confidence: 99%

"May Allah Not Let You Experience Another Sorrow": Condolence Strategies Used by Lecturers Who Are Native Speakers of Arabic L1 toward Their Colleague Who Is Native Speaker of Hebrew in Hebrew L2

Murad¹

2013

TPLS

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“…It also counts as a clear example of the Politeness Principle (Leech, 1983), for it embraces positive politeness whereby the speaker attends to his interlocutor's face wants rather than his own (Brown & Levinson, 1987). Compliments and responses to them, like politeness formulae in general (Bentahila & Davies, 1989;Davies, 1987;Farghal & Borini, 1997), may present rich ground for divergence between different languages. This is manifested at the syntactic level where differences in the linguistic coding of compliment formulas may prove problematic to foreign language learners.…”

Section: Introductionmentioning

confidence: 99%

Compliment Behaviour in Bilingual Kuwaiti College Students

Farghal

Haggan

2006

International Journal of Bilingual Education and Bilingualism

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The analysis of compliment responses in a number of languages has attracted a growing research interest and information is already available on how native speakers of English and Arabic respond. This allows for the prediction of certain cross-linguistic pragmatic differences that might characterise compliment responses in the case of Arabic-speaking EFL students. Rather than engage in speculation on the matter, the present study investigates this empirically by examining English compliments paid by Kuwaiti undergraduates to their peers and the responses these elicited. The corpus comprised 632 compliment responses, almost two thirds of which were in English, the remainder being nonverbal, Arabic or bilingual. Analysis was carried out to establish frequencies of simple (a single illocution) and complex (two or more illocutions) responses, the types and frequencies of different illocutions, and the influence of native language norms of expression. Results showed the latter to be very strong, detracting from the authentic nature of English responses. Discussion explores the cultural and linguistic bases underlying such responses. It is pointed out that such an analysis provides useful information for cross-linguistic pragmatics and foreign language pedagogy.

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“…When we talk about culture we are talking about the people, their thoughts, beliefs, languages and traditions and these cannot be separated from the people. Culture is not only inseparably related to language, but it also plays an important role throughout the process of language teaching and learning (Bentahila & Davies, 1989). Karl Marx justifies ethnic minority learners' failure by arguing that, it is the consequence of the capitalist school system that reflects the values and cultures of the dominant groups, the subordinate groups are isolated and left out.…”

Section: Cultural Diversity Seen As a Problem In The Capitalist Educamentioning

confidence: 99%

Language-in-education policy issues and Karl Marx’s views on education

Mokibelo

2018

int.jour.sci.res.mana

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This paper examines Botswana Language-in-Education Policy (LiEP) by relating it to the role of education as perceived by Karl Marx's philosophy on ethnic minority groups in primary schools in Botswana. Botswana LiEP still recognizes only two languages of instruction despite the fact that it is a multilingual society with an estimation of 28 languages spoken in the country. The Marxist perspective on education is used as bedrock to describe the relevance of some of its principles and what the policy prescribes in primary school classes through citing some researches. All the cited researches were investigated through a qualitative approach using a questionnaire with open ended questions, interview, class observations, focus groups and field notes. The findings of these studies reveal that there are: inequalities in Primary School classes and beyond, lack of progression to the next levels of education, communication barriers which present themselves in many faces, and poor hostel conditions that impede on learners completion of lower education. This paper has concluded that indeed the capitalist education system imposes its ideology through the LiEP and it presents inequalities amongst learners in classrooms and beyond.

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Culture and Language Use: A Problem for Foreign Language Teaching

Cited by 39 publications

References 5 publications

"May Allah Not Let You Experience Another Sorrow": Condolence Strategies Used by Lecturers Who Are Native Speakers of Arabic L1 toward Their Colleague Who Is Native Speaker of Hebrew in Hebrew L2

"May Allah Not Let You Experience Another Sorrow": Condolence Strategies Used by Lecturers Who Are Native Speakers of Arabic L1 toward Their Colleague Who Is Native Speaker of Hebrew in Hebrew L2

Compliment Behaviour in Bilingual Kuwaiti College Students

Language-in-education policy issues and Karl Marx’s views on education

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