Nasals are cross-linguistically susceptible to change, especially in the syllable final position. Acoustic reports on Mandarin nasal production have recently shown that the syllable-final distinction is frequently dropped. Few studies, however, have addressed the issue of perceptual processing in Mandarin nasals for L1 and L2 speakers of Mandarin Chinese. The current paper addressed to what extent and in what directions L1 and L2 speakers of Mandarin differed in perceiving Mandarin nasals. Possible variables, including the linguistic backgrounds (i.e. L1 vs. L2 speakers of Mandarin Chinese), the vocalic contexts (i.e. [i, ə, a, y, ua, uə, ia]) and the phonetic settings (i.e. syllable-initial vs. syllable-final), were discussed. Asymmetrical findings in the current investigation indicated limitations of speech learning theories developed from European languages in the context of Mandarin nasals. A tri-dimensional model was thus suggested for interpreting the cognitive mechanism in Mandarin nasal perception.
This study aimed to investigate the effect of the contrastive lexical approach on Iranian EFL learners' writing skills. For this study, forty pre-intermediate students from a private English language institutes in Ahvaz, Iran were selected. Then, they were randomly divided into two equal groups of 20; one experimental and one control group. To have two groups of equal numbers, we used a block randomization sampling method. All of these students were female, ranging in age from 18 to 30. Their level of English language proficiency had already been determined by the Institute to be pre-intermediate. First, they were given a pre-test to determine their writing ability. Afterward, the experimental group received writing practices through the Contrastive Lexical Approach (CLA), during 14 sessions. Each session lasted for an hour and a half. The teacher sensitized learners in the experimental group towards the presence of L2 equivalents for L1 formulaic expressions, while the control group received an ordinary, traditional instruction, during which learners read texts containing the same formulaic expressions as for the experimental group without receiving any translation and were then asked to write about the same topics. At the end of the course, a post-test was administered to the two groups. Data were analyzed through independent and paired samples t tests after ensuring the normality of the data. Finally, to discover the power of the statistical tests, the effect size was also calculated. The study showed that using a contrastive lexical approach has a significant positive effect on Iranian EFL learners' writing skills. As the findings in this study propose, the writing skill can be improved through the use of a contrastive lexical approach. Teaching through a contrastive lexical approach, hopefully, gives the learners the chance to fathom their skillful writing competence, which requires the proper use of varied forms of structures and expressions and this, in turn, may sensitize them to know more about what language features to work on to increase their writing proficiency.
Two studies investigated interaction of animacy-based accessibility and competition processes with language specific constraints in shaping production preferences. Relative clause elicitation tasks (Gennari et al. in Cogn Psychol 65:141-176, 2012) were performed by two groups with 40 participants in each. Significantly more passives were produced with animate question/focus and assigned subject function to them in Malayalam, while the difference was insignificant in Hindi with animacy not equating with grammatical function assignment. Both languages produced active objects with OSV order significantly more with animate question/focus. This indicates animacy effect on word order. Animacy also influenced the expression of the agent phase in both languages as a tendency was found to omit the agent by-phase or to delay its appearance, when the two animate nouns entering into the structure are highly similar. The results point to language specific constraints in relative clause production and variability in the role of animacy-based retrieval order across languages.
Intangible cultural heritage (ICH) terms are unique expressions of cultural knowledge and practices that are deeply rooted in a particular region or community. Accurately translating ICH terms is crucial for sharing this knowledge and promoting cross-cultural understanding. However, the complex nature of ICH terms, including their regional and cultural specificity, means that mistranslations can easily occur during the translation process. In addition to linguistic and cultural barriers, psychological factors can also impact the accuracy of translations. Translation psychology, a new discipline that examines the psychological process of bilingual conversion and its cognitive mechanisms, can provide insights into the translation of ICH terms. This paper proposes an information processing model of translating ICH terms based on translation psychology, which examines the psychological processes of translators during the translation of Chinese ICH terms into English. Through questionnaires and translation exercises, the study compares and analyzes the psychological activity process of the translators, verifies the expression of translation psychology in the translation of ICH terms, and identifies the characteristics of students' translations. The study's subjects were non-English major sophomores with diverse academic backgrounds, randomly sampled from a representative polytechnic university in Guangdong. The findings of this study are significant for improving the quality of translations and promoting cross-cultural understanding of ICH terms. By understanding the psychological factors involved in the translation of ICH terms, we can overcome language and cultural barriers and accurately convey the rich cultural heritage embodied in these terms.
Amidst the contemporary diasporic landscape in Sinophone literature, this research critically examines the nexus of language, culture, and identity. The study aims to analyze literary pieces composed in Sinophone languages across diverse diasporic communities and uncover the impact of language and cultural elements on the articulation and comprehension of diasporic identity. This paper used the following. comparative and typological research, an in-depth analysis of three Sinophonic texts, and contextual analysis. The subject of the study was three texts: The Joy Luck Club (Amy Tan), Balzac and the Little Chinese Seamstress (Dai Sijie), and The Woman Warrior (Maxine Hong Kingston). The results showed that In The Joy Luck Club, language and cultural facets unveil the characters' dual identity struggles due to living abroad, exemplified through code-switching's psychological tension. Balzac and the Little Chinese Seamstress utilizes language and cultural details to underscore the significance of preserving heritage within the diaspora, with literary allusions amplifying this endeavor. In The Woman Warrior, language and cultural elements reflect the heroine's inner conflict as she navigates her dual cultural allegiance. This scholarly revelation deepens comprehension of how these aspects influence identity formation in the diaspora. These findings broaden the understanding of Sinophone diasporic literature, spotlighting shared trends in identity portrayal through language and culture. The research has theoretical value for literary, cultural, and anthropological studies and practical significance, potentially informing educational initiatives on diasporic literature and cultural diversity. This study's outcomes hold relevance for students, researchers, and cultural scholars exploring the role of language and culture in diasporic identity expression.