Darnioji daugiakalbystė / Sustainable Multilingualism 2018, nr. 13

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: https://hdl.handle.net/20.500.12259/59970

Leidybą rėmė Europos socialinis fondas / Publication sponsored by European Social Fund

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Lingvistinė įvairovė, kalbų teisės ir kalbų ekologija
[Linguistic diversity, language rights and language ecology]
research article
Skutnabb-Kangas, Tove
Darnioji daugiakalbystė, 2018, nr. 13, p. 14-59
Siekiant išspręsti gyvybiškai svarbias XXI amžiaus problemas – biologinės įvairovės ir sveikos ekosistemos išlaikymą pasaulyje – svarbu išlaikyti lingvistinę įvairovę ir užkirsti kelią vis spartėjančiam kalbų išnykimui, taip užtikrinant lingvistines žmogaus teises. Autorė pateikia išsamius su lingvistine įvairove ir kalbų ekologija susijusių terminų paaiškinimus ir nagrinėja, ar tarptautiniai bei regioniniai dokumentai – chartijos ir konvencijos – savo straipsniuose apie kalbų teises švietime remia vietinių, genčių ir mažumų kalbas (tuo pačiu ir pasaulio lingvistinę įvairovę) ir saugo jas nuo išnykimo. Akivaizdu, kad dauguma pasaulio švietimo sistemų remia lingvistinį genocidą čiabuvių, genčių ir mažumų vaikų kalbų teisių atžvilgiu, teikdamos atimtinį švietimą, kuris, anot Amartya Sen, atima iš vaikų galimybes plėtoti jų gebėjimus, taip sąlygojant skurdą ir žmogaus teisių apskritai pažeidimus. Autorė taip pat įrodo ligvistinės įvairovės ir kalbų teisių svarbą bioįvairovės ir sveikos ekosistemos užtikrinimui.
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„Sprechen sie Deutsch? A. Merkel nori daugiau vokiečių kalbos Europoje“ (delfi, 19.06.2013): zum Image des deutschen in litauischen Medien
[„Sprechen sie Deutsch? A. Merkel nori daugiau vokiečių kalbos Europoje“ (delfi, 19.06.2013): vokiečių kalbos įvaizdis Lietuvos žiniasklaidoje]
research article
Eidukevičienė, Rūta
Darnioji daugiakalbystė : periodinis mokslo žurnalas = Sustainable multilingualism : biannual scientific journal. Kaunas : Vytautas Magnus university, 2018, T. 13, p. 62-93
The paper aims to analyze the attitudes to German language in the Lithuanian public discourse. Texts written on this topic and chosen for the analysis appeared in two news portals – the national news portal delfi.lt and the regional news portal kaunodiena.lt. The database covers the period from 1 January 2011 to 1 March 2017; it consists of 82 articles from both news portals. For studying the image of German, the present study applies the framework of Critical Discourse Analysis taking into account different argumentation strategies for learning or not learning German as a foreign language as well as main topical priorities. The general attitudes towards countries can serve as an important foundation for motivation to language learning, so the analysis starts with the discussion of the specifics attributed to Germany and German-speaking countries (effectiveness governing the world, sympathy, economic success, and reliability). The analysis of the selected texts confirms that the image of Germany in Lithuania is quite positive: Germany, especially on delfi.lt, is presented as a target country for qualified Lithuanian experts, as an economically stable country having a large degree of political and cultural influence in the world. Regarding the status of German, the analyzed texts reveal a more ambiguous picture: on the one hand, it is stated that German is not popular in Lithuania, on the other hand it is emphasized that the popularity of the German language is increasing. The argumentation scheme for learning German consists of several argumentation lines: German is represented as a commodity in such domains as a professional career in Germany, in dealing with bilateral business relations, and to some extent in building a professional career in one’s home country and upholding cultural relations.
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Multimodal metaphors and advertising: a cross-cultural comparison of the use of behavioural multimodal metaphors
[Multimodalinės metaforos ir reklama: tarpkultūrinis multimodalinių metaforų vartojimo palyginimas]
research article
Gil Bonilla, John Fredy
Darnioji daugiakalbystė, 2018, nr. 13, p. 94-117
The main purpose of this paper is to analyze how culture is embedded in the way viewers from different language backgrounds conceptualize and interpret the same multimodal metaphors. Therefore, interaction between metaphor and culture is hence a crucial aspect of research in this study. Following Lakoff and Johnson’s (1980) and Forceville’s (1996, 2009) approaches, this paper examines how a comparative study undertaken from a cross-cultural perspective can shed light on how culture is an influential factor that can trigger changes in interpretations and reactions in the viewers. Data for this research were gathered with the help of 240 participants taken from 8 different language backgrounds. The subjects of this study were supplied with a questionnaire which consisted of three multimodal metaphors and 8 questions. In particular, I want to focus on the following research questions: (1) Which figurative B-term do different cultures conceptualize in a multimodal metaphor? (2) How aggressive are these multimodal metaphors considered by the participants of the study? On the basis of the results of this research, it can be concluded that not only the cultural background but also the personal has some influence on the way respondents interpret multimodal metaphors. The reactions identified in the responses of the subjects are influenced by different factors: religion, personal and societal experiences, beliefs, etc.
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Diversity in a Sino-French company in Beijing: how do employees manage their multilingual practices?
[Įvairovė kinų ir prancūzų kompanijoje Pekine: kaip darbuotojai dirba daugiakalbėje aplinkoje?]
research article
Taquechel-Chaigneau, Roxana
Darnioji daugiakalbystė, 2018, nr. 13, p. 152-167
Sometimes the idea of multilingualism is connected to understanding problems that can potentially slow down the progress of professional activity in international workplaces. However, social actors often find solutions locally to cope with issues associated with multicultural contexts. Keeping in mind the management of cultural and linguistic diversity, I set out to study how social actors organize talk-in-interaction and coordinate participation in multilingual work meetings. To allow mutual understanding and carry out their work, social actors use various resources such as ad hoc interpreting practices during professional interactions. Drawing on my conversational analysis (CA) background, I will examine how members of a Sino-French company in Beijing use ad hoc interpreting practices and English as a lingua franca (ELF) as methods to resolve the linguistic asymmetries present in a multicultural context where ELF is not always taken for granted. Through analysis of several naturally occurring conversations, I will examine the methods, and verbal and multimodal resources used by ad hoc translators to keep work going and manage each member’s participation.
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Relationship of personality types and strategy choices in foreign language learning
[Ryšys tarp asmenybės tipo ir užsienio kalbos mokymosi strategijų pasirinkimo]
research article
Mutlu, Volkan
Darnioji daugiakalbystė, 2018, nr. 13, p. 152-167
Language learning is a comprehensive concept encompassing numerous components and needs. Because of this, it is affected by various subjects, the most significant of which are learner personality and the language learning strategy choices of students. Taking into consideration the importance of these factors in language education, the main aim of this study is to discover the relationship of students’ personality types and their language learning strategy choices, also taking into account their language levels, in order to provide information for syllabus designers and language teachers. In order to do so, a survey design method was used, supported by the Myers Briggs Personality Test and the SILL (Strategy Inventory for Language Learning). Sixty-eight randomly selected students participated in the study. After analyzing data with SPSS 23.0, it was found that there is no significant statistical relationship between strategy choices and personality types. On the other hand, the participants showed different characteristics (most of them had ESTJ, or “extravert, sensing, thinking, judging” characteristics); furthermore, they desired to use different learning styles, the most often used of which were compensation, memory, and social strategies. This study is important in that it revealed that students can have different characteristics and learning strategies, and that these differences should be taken into consideration while planning a language course.
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