Cultural-Specific Lexis for Intercultural Communication: Case Studies from Two Different Classrooms

Autor/inn/en	Lee, Vivian; Gyogi, Eiko
Titel	Cultural-Specific Lexis for Intercultural Communication: Case Studies from Two Different Classrooms
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 3, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gyogi, Eiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2017.1418357
Schlagwörter	Intercultural Communication; Classroom Communication; Japanese; English (Second Language); Second Language Learning; Cultural Awareness; Foreign Countries; Role; Student Journals; Student Attitudes; Learning Processes; Cross Cultural Studies; Language Attitudes; Translation; Teaching Methods; Korean; Undergraduate Students; United Kingdom (London); South Korea (Seoul) + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Klassengespräch; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Ausland; Rollen; Studentenzeitung; Schülerverhalten; Learning process; Lernprozess; Cultural comparison; Kulturvergleich; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Koreanisch
Abstract	In light of the move towards a bi/multilingual turn and recent reevaluation of translation in the field of applied linguistics, this article looks at the translation of culture-specific lexis (CSL) and its role in developing learners' intercultural discussion and reflection. It examines learning journals kept by students in two different contexts, intermediate learners of Japanese in a U.K. university and intermediate learners of English in a South Korean university. Despite a difference in contexts, three recurrent themes were identified in the learning journals in both classrooms: (1) reflection of languages and cultures, (2) considerations of the target reader, and (3) critical reflection of one's own translation. The results of the study show that translation tasks involving CSL can enhance students' intercultural awareness and, consequently, contribute to the development of intercultural competence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01