DOCSLIB.ORG

ADVENTURES in INTERCULTURAL LISTENING by JONNIE LYNN HILL

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ADVENTURES in INTERCULTURAL LISTENING by JONNIE LYNN HILL ADVENTURES IN INTERCULTURAL LISTENING By JONNIE LYNN HILL Bachelor of Science in Elementary Education Oklahoma Baptist University Shawnee, OK 1989 Master of Arts in English Oklahoma State University Stillwater, OK 2000 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY December 2006 ADVENTURES IN INTERCULTURAL LISTENING Dissertation Approved: Dr. Carol Lynn Moder Dissertation Adviser Dr. Ravi Sheorey Dr. Gene Halleck Dr. Nadine Olson Dr. A. Gordon Emslie Dean of the Graduate College ii ACKNOWLEDGEMENTS To my advisory committee: to Dr. Carol Lynn Moder, who advised and coached me concerning the development of this draft, both in conducting the study and writing it up, and to Drs. Gene Halleck, Ravi Sheorey, and Nadine Olson, who shared their research interests in language learning and pedagogy and inspired me to develop this adventure, thank you for teaching, inspiring, and encouraging me in presenting this adventure. To others who walked beside me during the adventure: to Dr. Mark Freiermuth, who discussed the academic issues of intercultural listening and helped me understand listening from another perspective, to Mom and Dad, who took me on my first adventure in intercultural listening, and to my grandparents who have always cheered me on, I can never begin to repay the debt of gratitude that I owe you. iii TABLE OF CONTENTS Chapter Page I. INTRODUCTION.........................................................................................................1 II. REVIEW OF LITERATURE.......................................................................................7 A Metaphorical Definition of Listening Comprehension.............................................8 Listening as a Guessing Game................................................................................11 Listening as a Network ...........................................................................................13 Listening as Construction .......................................................................................15 Listening as Script...................................................................................................17 Evaluating the Metaphors .......................................................................................19 A Description of Intercultural Listening.....................................................................21 Roles of the Intercultural Listener ..........................................................................23 Settings and Purpose...............................................................................................25 Challenges and Strategies in Intercultural Listening ..............................................30 Research Questions.....................................................................................................50 III. METHODOLOGY ...................................................................................................52 Recruiting Intercultural Listeners ...............................................................................55 Linguistic Experience .............................................................................................56 Drive to Identify with the Culture...........................................................................57 Language Learning Situation..................................................................................58 Diaries & Data Sources...............................................................................................62 Data Analysis..............................................................................................................64 Step 1: Identify Roles..............................................................................................66 Step 2: Identify the Purpose....................................................................................69 Step 3: Extrapolate Challenges and Strategies........................................................71 Step 4: Interpolate Challenges and Strategies.........................................................74 Exploratory Questions ................................................................................................75 IV. FINDINGS................................................................................................................77 Roles ...........................................................................................................................77 Passive roles............................................................................................................79 Active roles .............................................................................................................87 Contrasting Active and Passive Roles ....................................................................90 Purposes......................................................................................................................91 Transaction..............................................................................................................92 iv Instruction ...............................................................................................................95 Social Interaction ....................................................................................................96 The Effect of the Purpose of Interaction on Comprehension .................................99 Challenges.................................................................................................................100 Difficulty...............................................................................................................100 Cognitive Strategies..............................................................................................111 Sources of Dysphoria............................................................................................133 Affective Strategies...............................................................................................141 Sources of Dissonance ..........................................................................................149 Conclusion ................................................................................................................159 Effect of Roles on Comprehension.......................................................................160 Effect of Purpose on Comprehension ...................................................................160 Common Challenges for Intercultural Listeners...................................................162 Most Frequently Employed Strategies..................................................................164 V. CONCLUSION........................................................................................................169 What Teachers Should Know ...............................................................................169 Implications & Applications.................................................................................176 Limitations and Extensions...................................................................................181 REFERENCES .............................................................................................................183 APPENDIX A...............................................................................................................197 APPENDIX B ...............................................................................................................199 v LIST OF TABLES Table Page Table 2.1 Difficulties and Cognitive Strategies..............................................................31 Table 2.2 Dysphoria and Affective Strategies ................................................................37 Table 3.1 Differentiating Listening Roles ......................................................................66 Table 3.2 Differentiating Purpose..................................................................................69 Table 3.3 Challenges and Strategies in Intercultural Listening .....................................73 Table 4.1 Frequency of listening roles recorded in logs.................................................78 Table 4.2 Frequency of listening episode according to purpose.....................................92 Table 4.3 Challenges in the Cognitive Domain............................................................101 Table 4.4 Cognitive Strategies....................................................................................112 Table 4.5 Frequency of translation types.....................................................................119 Table 4.6 Challenges in the affective domain..............................................................133 Table 4.7 Affective Strategies......................................................................................142 Table 4.8 Socio-Cultural Strategies .............................................................................150 vi LIST OF FIGURES Figure Page Figure 1.1 Map of Intercultural Listening........................................................................6 Figure 3.1 Entry from Shadrach’s Listening Log ...........................................................71 Figure 3.2 Entry from Jonnie’s Mandarin Listening Log...............................................72 vii CHAPTER I INTRODUCTION Ten years ago, while I was picking up international students for an event that my
Load more

Recommended publications
  • Do You Speak Chinese, Mandarin, Or Cantonese? an Explanation Based on a Native Chinese Speaker’S Early Experience
    The Morning Watch: Educational and Social Analysis Vol 46. No 1-2, Fall (2018) Do You Speak Chinese, Mandarin, or Cantonese? An Explanation Based on a Native Chinese Speaker’s Early Experience Cheng Li Yunnan Normal University, China [email protected] Abstract This article reports on my early experiences with learning and speaking varieties of Chinese, responding to the curious questions on the power relationship between Mandarin and other dialects in China today. A series of important life events and experiences are presented and discussed with regard to the historical and cultural context within which I learned Mandarin, Cantonese and other dialects at an early age. I argue that different varieties of Chinese are not only integral to Chinese history and culture, but also constituent of my identity as a native Chinese speaker. This study emphasizes that the dominance of Mandarin in contemporary China needs to be discussed under the umbrella of Chinese civilization and in consideration of rural- urban migrants’ benefits. Keywords: Native Chinese speaker; Mandarin; Cantonese; language policy; dialect As a native Chinese speaker , I was asked many curious questions on the language(s) spoken in China during the years I lived in St. John’s, Canada as an international Ph.D. student. The most frequently received questions concerned Chinese, Mandarin, and Cantonese. “Do you speak Chinese, Mandarin or Cantonese?”, “Is the Chinese class in your school, in fact, a Mandarin class?” “Do the Cantonese people in Chinatown speak Cantonese or Chinese?” I was shocked when I first received these questions since my Canadian friends knew more about varieties of Chinese than I had expected.
    [Show full text]
  • Livret Des Résumés Booklet of Abstracts
    34èmes Journées de Linguistique d’Asie Orientale JLAO34 34th Paris Meeting on East Asian Linguistics 7–9 juillet 2021 / July, 7th–9th 2021 Colloque en ligne / Online Conference LIVRET DES RÉSUMÉS BOOKLET OF ABSTRACTS Comité d’organisation/Organizing committee Raoul BLIN, Ludovica LENA, Xin LI, Lin XIAO [email protected] *** Table des matières / Table of contents *** Van Hiep NGUYEN (Keynote speaker): On the study of grammar in Vietnam Julien ANTUNES: Description et analyse de l’accent des composés de type NOM-GENITIF-NOM en japonais moderne Giorgio Francesco ARCODIA: On ‘structural particles’ in Sinitic languages: typology and diachrony Huba BARTOS: Mandarin Chinese post-nuclear glides under -er suffixation Bianca BASCIANO: Degree achievements in Mandarin Chinese: A comparison between 加 jiā+ADJ and 弄 nòng+ADJ verbs Etienne BAUDEL: Chinese and Sino-Japanese lexical items in the Hachijō language of Japan Françoise BOTTERO: Xu Shen’s graphic analysis revisited Tsan Tsai CHAN: Cartographic fieldwork on sentence-final particles – Three challenges and some ways around them Hanzhu CHEN & Meng CHENG: Corrélation entre l’absence d’article et la divergence lexicale Shunting CHEN, Yiming LIANG & Pascal AMSILI: Chinese Inter-clausal Anaphora in Conditionals: A Linear Regression Study Zhuo CHEN: Differentiating two types of Mandarin unconditionals: Their internal and external syntax Katia CHIRKOVA: Aspect, Evidentiality, and Modality in Shuhi Anastasia DURYMANOVA: Nouns and verbs’ syntactic shift: some evidences against Old Chinese parts-of- speech
    [Show full text]
  • Phonology of Kunming Chinese
    Phonology of Kunming Chinese Ruolan Li [email protected] University of Rochester 1. Introduction Yunnan is a province in Southern China. Although the province is ethnically and linguistically diverse, the variant from standard Mandarin, Yunnanese, is spoken at many, if not most places. As one of Southwestern Guanhua (lit. court language), it diverged from a common ancestor of Mandarin in early Ming dynasty (14–15th century). When soldiers and government officials were sent from Nanjing to Yunnan, at that time relatively remote and undeveloped, they carried Nanjing Mandarin to the province (Hammarström, Forkel, and Martin, 2017; Zeng, 2018). Over the several hundred years, the Yunnan dialect became mutually unintelligible with modern standard Mandarin (Gui, 1990) and diverse locally in many difference cities and counties. In this project, I will focus on Kunming Chinese, a branch of Yunnanese. Kunming is the capital city of Yunnan province, and Kunming Chinese is used everywhere on the street. The choice of Kunming Chinese, rather than other Yunnanese sub-dialects, is made not because of any prestige reasons, but only because it is more accessible to me. The Kunming dialect has a speaker population of about 650, 000 (Gui, 1990). It is highly analytic, and belongs to the Sino-Tibetan language family. Syntactically, it has some grammatical particles (/gə31/, /gɑ53/, both question particles, and /nə44/, as a possessive particle) that is distinct from standard Mandarin (Gao, 2004). Lexically, Kunming Chinese also has many unique nouns and verbs. It has several different phonological contrast from other branches of Yunnanese, but is overall unified within the dialect.
    [Show full text]
  • Priming the Mental Representation of Tone Sandhi in Kunming Dialect
    cambRidge occasional papeRs in linguistics COP i L Volume 13, Article 8: pp. 158–167, 2021 j ISSN: 2050-5949 Priming the Mental Representation of Tone Sandhi in Kunming Dialect X i y u a n L i The UniveRsity of CambRidge 1 IntRoduction To recognize spoken words, one needs to map the auditory information to the stored representation in the mental lexicon. However, there is high variability in the acoustic signal. The realization of sounds can be quite different from the stored representation due to different speaking styles, speaking rate and phono- logical factors such as coarticulation and phonological alternation. Therefore, one of the central goals of research on spoken word recognition are to elucidate the nature of speech sounds, i.e. how are they represented in the mental lexicon, as it could inform the recognition process that accesses those representations. There are two views on the representation of speech sounds. The abstract repre- sentation view argued that speech sounds are abstractly represented in the brain, ignoring certain sources of variation and leaving the redundant surface acoustic- phonetic details underspecified. For example, in English, the nasals in coda posi- tion are usually not fully specified and tend to assimilate the place of articulation of the following plosives (Lahiri & Reetz 2010). The surface representation view maintained that episodic details of speech sounds are retained in the brain. For ex- ample, talker-specific effects were found in repetition primingDufour ( & Nguyen 2014). Most research in this field has focused on the representation of segmental fea- tures, but the representation of suprasegmental elements such as tone is also im- portant, especially for languages that use tone to distinguish word meanings.
    [Show full text]
  • Three Cases in China on Hakka Identity and Self-Perception
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by NORA - Norwegian Open Research Archives Three cases in China on Hakka identity and self-perception Ricky Heggheim Master’s Thesis in Chinese Studie KIN 4592, 30 Sp Departement of Culture Studies and Oriental Languages University of Oslo 1 Summary Study of Hakka culture has been an academic field for only a century. Compare with many other studies on ethnic groups in China, Hakka study and research is still in her early childhood. This despite Hakka is one of the longest existing groups of people in China. Uncertainty within the ethnicity and origin of Hakka people are among the topics that will be discussed in the following chapters. This thesis intends to give an introduction in the nature and origin of Hakka identity and to figure out whether it can be concluded that Hakka identity is fluid and depending on situations and surroundings. In that case, when do the Hakka people consider themselves as Han Chinese and when do they consider themselves as Hakka? And what are the reasons for this fluidness? Three cases in China serve as the foundation for this text. By exploring three different areas where Hakka people are settled, I hope this text can shed a light on the reasons and nature of changes in identity for Hakka people and their ethnic consciousness as well as the diversities and sameness within Hakka people in various settings and environments Conclusions that are given here indicate that Hakka people in different regions do varies in large degree when it comes to consciousness of their ethnicity and background.
    [Show full text]
  • An Introduction to Kunming Hua Thomas Pinson, Jacqueline Pinson
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Archive Ouverte en Sciences de l'Information et de la Communication An introduction to Kunming Hua Thomas Pinson, Jacqueline Pinson To cite this version: Thomas Pinson, Jacqueline Pinson. An introduction to Kunming Hua. 2008. halshs-01383557 HAL Id: halshs-01383557 https://halshs.archives-ouvertes.fr/halshs-01383557 Preprint submitted on 18 Oct 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - ShareAlike| 4.0 International License 昆明话概况 An Introduction to Kunming Hua Thomas M. Pinson Jacqueline S. Pinson SIL International East Asia s 世界少数民族语文研究院东亚部 CONTENTS 0. Introduction................................................................... 1 1. Initials In Kunming Hua .............................................. 2 2. Finals In Kunming Hua................................................ 7 3. Tones In Kunming Hua.............................................. 19 3.1 Tone 1 Sandhi ............................................................
    [Show full text]
  • THE MEDIA's INFLUENCE on SUCCESS and FAILURE of DIALECTS: the CASE of CANTONESE and SHAAN'xi DIALECTS Yuhan Mao a Thesis Su
    THE MEDIA’S INFLUENCE ON SUCCESS AND FAILURE OF DIALECTS: THE CASE OF CANTONESE AND SHAAN’XI DIALECTS Yuhan Mao A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Language and Communication) School of Language and Communication National Institute of Development Administration 2013 ABSTRACT Title of Thesis The Media’s Influence on Success and Failure of Dialects: The Case of Cantonese and Shaan’xi Dialects Author Miss Yuhan Mao Degree Master of Arts in Language and Communication Year 2013 In this thesis the researcher addresses an important set of issues - how language maintenance (LM) between dominant and vernacular varieties of speech (also known as dialects) - are conditioned by increasingly globalized mass media industries. In particular, how the television and film industries (as an outgrowth of the mass media) related to social dialectology help maintain and promote one regional variety of speech over others is examined. These issues and data addressed in the current study have the potential to make a contribution to the current understanding of social dialectology literature - a sub-branch of sociolinguistics - particularly with respect to LM literature. The researcher adopts a multi-method approach (literature review, interviews and observations) to collect and analyze data. The researcher found support to confirm two positive correlations: the correlative relationship between the number of productions of dialectal television series (and films) and the distribution of the dialect in question, as well as the number of dialectal speakers and the maintenance of the dialect under investigation. ACKNOWLEDGMENTS The author would like to express sincere thanks to my advisors and all the people who gave me invaluable suggestions and help.
    [Show full text]
  • INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo­ Graph and Reproduce This Manuscript from the Microfilm Master
    INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9 ’ black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information C om pany 300 North ZaeD Road.
    [Show full text]
  • 5. Verbal Lexemes
    5. VERBAL LEXEMES The presentation of vertal lexemes is organizcd in a manner similar to that of adjectival lexemes in chapter 4. I ike the term 'adjective', the term 'verb' is under- stood in the traditional sense as referring to a lexical caf€gory that typica[y desig- nates actions, and repetition is a morphological means to modify the duration or type of activity of verbs. Consequently, not unlike adjectives, repetition of verbs generally represents discoursedependent modulations of cognitively unitary verbal concepts, which meass that these repetitive fors¡s can hardly be expected to undergo lexicalisation, but a¡e ratber produced by general linguistic rules when the on-going communication so requires. This state of affai¡s naturally leads to the emphasis of tbe processual aspect of repetition in the exposition of tbe verbal data. It is ñ¡rtherclaimed thar the most Epical class of verbs liable to undergo repetition is comprised by verbs of volition. This is not aD absoluæ rule, but a general ændency whereby phenomena concerning repetition of other types of verbs in the whole corpus are possible. Before proceeding to a presentation of verbal repetitive forms proper, a few words oD a topic related not only to Standa¡d Chinese but concerniog other languages in the corpus as well, a¡e in order. In the chapær on adjectival repetition, the iconicity principle represenæd an attempt to describe tbe va¡ied repetitive datain ærms of a single, coherent concept. However, in tbe conæxt of adjectival repetition, the changes to be explained by the principle in question could be conceptualized in terms of differing values on a single bi-polar continuum of inænsity, whereas with verbs, the iconicity principle would have to be related simultaneousþ to more than one concept, each of which should be inærpreted as partaking of one and the same continuum.
    [Show full text]
  • Foreign-Educated Returnees' Experience of Reentry Into Chinese
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Homecoming: Foreign-Educated Returnees’ Experience of Reentry into Chinese Universities in Yunnan Province, China A thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy Massey University, Wellington New Zealand Min Wang 2016 Abstract With the growing number of foreign-educated graduates returning to China, few studies have been done on what happens when they return, especially those who work in Chinese universities. The purpose of the study is to explore the re-entry experiences of returnees who have been employed in higher education institutions in Yunnan Province, China, from three different perspectives: the perspectives of returnees, non-returnees and administrators via one-to-one interviews. The study assesses what difficulties and challenges these returnees face when they returned to China to work at Chinese academic communities and also make recommendations on how Chinese universities can make use of returnees’ social and cultural capital based on the findings of the study. In this study qualitative and quantitative research methods have been used to collect information from different sources. Qualitative method was adopted as the primary method and quantitative as supporting role. Twenty-four foreign-educated returnees and 11 non-foreign-educated graduates were interviewed. Nine management leaders were also interviewed to explore the organisational perspectives in dealing with the returnees. Simultaneously three different group questionnaires were distributed to these participants to collect quantitative data.
    [Show full text]
  • Wild Food Plants Used by the Tibetans of Gongba Valley (Zhouqu County, Gansu, China) Kang Et Al
    JOURNAL OF ETHNOBIOLOGY AND ETHNOMEDICINE Wild food plants used by the Tibetans of Gongba Valley (Zhouqu county, Gansu, China) Kang et al. Kang et al. Journal of Ethnobiology and Ethnomedicine 2014, 10:20 http://www.ethnobiomed.com/content/10/1/20 Kang et al. Journal of Ethnobiology and Ethnomedicine 2014, 10:20 http://www.ethnobiomed.com/content/10/1/20 JOURNAL OF ETHNOBIOLOGY AND ETHNOMEDICINE RESEARCH Open Access Wild food plants used by the Tibetans of Gongba Valley (Zhouqu county, Gansu, China) Yongxiang Kang1, Łukasz Łuczaj2*, Jin Kang1, Fu Wang1, Jiaojiao Hou1 and Quanping Guo3 Abstract Background: The ethnobotany of Tibetans is a seriously under-studied topic. The aim of the study was to investigate knowledge and use of wild food plants in a valley inhabited by Tibetans in the Gannan Tibetan Autonomous Region. Methods: The field research was carried out in a wooded mountain valley in 9 neighbouring villages the Zhouqu (Brugchu) county, and comprised 17 interviews with single informants and 14 group interviews, involving 122 people altogether. Results: We recorded the use of 81 species of vascular plants from 41 families. Fruits formed the largest category, with 42 species, larger than the wild greens category, with 36 species. We also recorded the culinary use of 5 species of edible flowers, 7 species with underground edible organs and 5 taxa of fungi. On average, 16.2 edible taxa were listed per interview (median – 16). Green vegetables formed the largest category of wild foods (mean – 8.7 species, median – 9 species), but fruits were listed nearly as frequently (mean – 6.9, median – 6).
    [Show full text]
  • Islamic “Authenticity” on China’S Peripheries
    LOCALIZING THE TRANS/NATIONALLY MODERN IMAGINARY: ISLAMIC “AUTHENTICITY” ON CHINA’S PERIPHERIES A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Lesley Rose Turnbull August 2014 © 2014 Lesley Rose Turnbull. ii iii LOCALIZING THE TRANS/NATIONALLY MODERN IMAGINARY: ISLAMIC “AUTHENTICITY” ON CHINA’S PERIPHERIES Lesley Rose Turnbull, Ph.D. Cornell University 2014 Due to increasing liberalization following China’s economic reforms, record numbers of Chinese Muslims have gone abroad to other parts of the Muslim world for study, religious pilgrimage (hajj) or work. Such direct interaction with the rest of the Muslim world has shaped how Hui- Muslims in China understand, imagine, and articulate their Islamic identity through nationalism, modernity, and Chinese state sovereignty. This dissertation asks how what I term the “transnationally modern” – that is, the imagined and experienced connections between China and the rest of the world that have emerged since China’s “opening up” in 1978 – is complicit in producing particular forms of Hui-Muslim religious “authenticity” in China. How, after decades of isolation, do Muslims in China legitimate their versions of Islam? I delve into this question by comparing two groups of Hui-Muslims in Yunnan Province: the urban, secular elite in the provincial capital Kunming, and the rural, religious elite in the Muslim enclave of Shadian. I examine how Muslims in each of these communities reconstructed their religious “authenticity” after the turmoil of the Cultural Revolution. In particular, I show how their proximity to urban centers of power and their embeddedness in dominant capitalist modes of production shaped the kinds of ethno-religious authenticity they produced.
    [Show full text]