Enhancing Intercultural Communication in Teaching Chinese as a Foreign Language : An Action Research Study

Enhancing Intercultural Communication in Teaching Chinese as a Foreign Language – An Action Research Study Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students’ intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.

Processes and variations in language economisation

This article analyses the processes of reducing language in textchats produced by non-native speakers of English. We propose that forms are reduced because of their high frequency and because of the discourse context. A wide variety of processes are attested in the literature, and we find different forms of clippings in our data, including mixtures of different clippings, homophone respellings, phonetic respellings including informal oral forms, initialisms (but no acronyms), and mixtures of clipping together with homophone and phonetic respellings. Clippings were the most frequent process (especially back-clippings and initialisms), followed by homophone respellings. There were different ways of metalinguistically marking reduction, but capitalisation was by far the most frequent. There is much individual variation in the frequencies of the different processes, although most were within normal distribution. The fact that nonnative speakers seem to generally follow reduction patterns of native speakers suggests that reduction is a universal process.

Risk factors for violence in psychosis: systematic review and meta-regression analysis of 110 studies

Background

Previous reviews on risk and protective factors for violence in psychosis have produced contrasting findings. There is therefore a need to clarify the direction and strength of association of risk and protective factors for violent outcomes in individuals with psychosis.

Method

We conducted a systematic review and meta-analysis using 6 electronic databases (CINAHL, EBSCO, EMBASE, Global Health, PsycINFO, PUBMED) and Google Scholar. Studies were identified that reported factors associated with violence in adults diagnosed, using DSM or ICD criteria, with schizophrenia and other psychoses. We considered non-English language studies and dissertations. Risk and protective factors were meta-analysed if reported in three or more primary studies. Meta-regression examined sources of heterogeneity. A novel meta-epidemiological approach was used to group similar risk factors into one of 10 domains. Sub-group analyses were then used to investigate whether risk domains differed for studies reporting severe violence (rather than aggression or hostility) and studies based in inpatient (rather than outpatient) settings.

Findings

There were 110 eligible studies reporting on 45,533 individuals, 8,439 (18.5%) of whom were violent. A total of 39,995 (87.8%) were diagnosed with schizophrenia, 209 (0.4%) were diagnosed with bipolar disorder, and 5,329 (11.8%) were diagnosed with other psychoses. Dynamic (or modifiable) risk factors included hostile behaviour, recent drug misuse, non-adherence with psychological therapies (p values<0.001), higher poor impulse control scores, recent substance misuse, recent alcohol misuse (p values<0.01), and non-adherence with medication (p value <0.05). We also examined a number of static factors, the strongest of which were criminal history factors. When restricting outcomes to severe violence, these associations did not change materially. In studies investigating inpatient violence, associations differed in strength but not direction.

Conclusion

Certain dynamic risk factors are strongly associated with increased violence risk in individuals with psychosis and their role in risk assessment and management warrants further examination.

Studies in modern Irish

Mode of access: Internet.

Studies in the science of English grammar,

Mode of access: Internet.

A funny thing happened on the way to the forum: Electronic discussion and foreign language learning

Amongst the opportunities for cross-cultural contact created by the burgeoning use of the Internet are those provided by electronic discussion lists. This study looks at what happens when language students venture out of the classroom (virtual or otherwise) to participate in on-line discussion groups with native speakers. Responses to messages and commentary by moderators and other participants on the (in) appropriateness of contributions allow us to determine what constitutes successful participation and to make suggestions regarding effective teaching strategies for this medium. A case study examines the threads started by four anglophone students of French when they post messages to a forum on the Web site of the French newspaper Le Monde. Investigation of these examples points to the ways in which electronic discussion inflects and is inflected by cultural and generic expectations. We suggest that successful participation on Internet fora depends on awareness of such cultural and generic mores and an ability to work within and/or with them. Teachers therefore need to find ways in which students can be sensitized to such issues so that their participation in such electronic discussion is no longer seen as linguistic training, but as engagement with a cultural practice.

Multilingualism and local-global identities: Japanese language education in rural Australia

The purpose of this article is to examine the value accruing to a regional area in Australia from the location of an undergraduate Japanese language education program in a university in that area. The focus is on the manner in which the inclusion of such a program enhances the sustainability of the area. Sustainability is here defined as the resilience demonstrated by social subjects in the absence of the full range of services available in more densely populated and resource advantaged areas. Such resilience implies an ongoing capacity on the part of subjects to contribute productively to social and economic networks in the area. The discussion includes two cases of graduates of the program under review. On the basis of these cases, the argument is advanced that local regional and rural area access to a tertiary sector second language program offers a unique and valuable strategic dimension to the personal and professional development of social agents in regional areas and to the sustainability of these areas generally.