The discursive construction of English naming practice in Mainland China: A nationalism and authenticity perspective

Wang, Hao; Yao, Mingfa

doi:10.1017/s0266078417000396

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Regarding English language instruction, research has also shown that language teachers are very influential in Chinese students' decisions to adopt non-Chinese names (Chen 2015;Chen 2021;Edwards 2006). In selecting and embracing their new names, Chinese students have also been found to modify their identities to accommodate to the foreign language classroom (Cotterill 2020;Wang & Yao 2018). At the same time, Chinese students often attempt to find an English name that suits their personality (Cotterill 2020;Henry 2012).…”

Section: Adopting Foreign Names By Chinese Studentsmentioning

confidence: 99%

“…As a result, Western personal names are becoming increasingly used by certain Chinese professionals who are work in foreign-investment corporations or Western educational circles. Although English and French are both official languages used in the United Nations and serve as popular international languages, the number of Chinese people who have English names still surpasses the number of Chinese people who have a French name as their foreign identification marker (Cheang 2008;Wang & Yao 2018).…”

Section: Introductionmentioning

confidence: 99%

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Adopting French Names as Identity Markers among Second Foreign Language (L3) Learners in China

2023

names

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Using foreign names has become common practice for Chinese students who are learning a foreign language to develop a special identity in multilingual contexts. French is one of the most studied foreign languages in China. Nevertheless, little attention has been paid to the practices learners follow when adopting French names as their identity markers. The current study addresses this gap by investigating twenty-nine French names adopted by Chinese university students who are learning French as the second foreign language (L3) in a Chinese university. Drawing on data collected through interviews, the motivations, and features behind the respondents’ name choices were examined. The qualitative and quantitative analyses show that the practice of adopting French names for these L3 students was primarily motivated by phonetic features and the study participants’ positive associations. The L3 learners deliberately selected a French name to create a multilingual and multicultural identity for themselves. The pedagogical implications regarding teachers’ development of cultural instruction materials as well as teachers’ potential influence on French language instruction overall are also discussed.

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Section: Adopting Foreign Names By Chinese Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adopting French Names as Identity Markers among Second Foreign Language (L3) Learners in China

2023

names

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“…Xu's (2018) experience emphasized the 'identity dilemma' of Chinese English learners (Ye, 2017, p. 17). Although English has been positioned as central to educational and economic success, many Chinese critics of global English have recognized that language learning and the adoption of English names may threaten nationalism and cultural homogenization (Wang & Yao, 2018). In this sense, the adoption of English names should not be seen exclusively as a disinterested linguistic endeavour; threads of globalization and cosmopolitanism are woven throughout the various reasons Chinese individuals give for adopting Anglo-Saxon names (Diao, 2014).…”

Section: Chinese Learners and The Adoption Of English Namesmentioning

confidence: 99%

Make a name for yourself: exploring the interculturality of naming and addressing practices among transnational teachers of Chinese as a foreign language

Gordon

Barros

2020

Language and Intercultural Communication

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Naming practices are inextricably linked to cultural values and social norms. Among Chinese English language learners, naming practices have been the focus of studies in both domestic and transnational contexts; however, teachers of Chinese as a foreign language have been largely overlooked. This case study seeks to address this gap by investigating the naming and addressing practices of two transnational Chinese teachers working in the U.S. to further understanding of interculturality and transculturality as constructs affecting pragmatic decisions related to upholding or circumventing normative practices in formal online instruction.

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“…The term "discursive construction" is used for different purposes depending on the subject of the study. So, we can talk about discursive construction of social world (Makarov, 2003;Filinskij, 2002); national identities (Wodak, et al, 2009); teacher identities (Delarue & Lybaert, 2016); identities in a social network-educational space (Chau & Lee, 2017); language attitudes among the Japanese youths (Saito, 2014); knowledge and equity in classroom interactions (Shepherd, 2014); intercultural relations (Liddicoat, 2013); experience of intercultural communication in a biographical narrative (Smirnova, 2011); empathy, goodwill, "democracy in action", solidarity (Plotnikova, 2011;Plotnikova, 2015); historical memory (Drugovejko, 2014); a world-class city (Flowerdew, 2004); scientific (un)certainty about the health risks of China's air pollution (Liu & Zhang, 2018); contested environmental issues in the news media (Lidskog & Olausson, 2013); English naming practice in Mainland China in the perspective of nationalism and authenticity (Wang & Yao, 2018), etc.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Discursive Construction of “Others” in the Semiotic Space of Political Communication

Kulikova

Detinko

2019

Functional Approach to Professional Discourse Exploration in Linguistics

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The paper is devoted to the presentation of linguo-semiotic and linguo-pragmatic means of discursive construction of "otherness" in modern British political communication. "Others" in political communication are viewed in two perspectives: intra-cultural ("others" are in the same country as the speaker / writer) and inter-cultural ("others" are the representatives of the countries different from the addressant's). The idea of discursive construction of reality reflects the modern tendencies in today linguistics and is defined in the paper as an instrumental-analytical method that allows to categorize a fragment of reality in discursive terms. The research is conducted in the context of a pragmatic approach to the study of political communication involving the methods of critical and multimodal discourse analysis. The authors present linguo-communicative model of constructing "otherness" with the four basic strategies (identification of "otherness", justification and retention of the status of the "others", transformation and destructive strategies) and twenty-one discursive-semiotic techniques which display "otherness" through the range of linguistic, discursive and multimodal means. The presented model of the discursive construction of "otherness" in British political communication can provide a basis for a comparative analysis of political systems in different countries which is topical in the contemporary cross-cultural interaction.

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The discursive construction of English naming practice in Mainland China: A nationalism and authenticity perspective

Cited by 7 publications

References 17 publications

Adopting French Names as Identity Markers among Second Foreign Language (L3) Learners in China

Adopting French Names as Identity Markers among Second Foreign Language (L3) Learners in China

Make a name for yourself: exploring the interculturality of naming and addressing practices among transnational teachers of Chinese as a foreign language

Discursive Construction of “Others” in the Semiotic Space of Political Communication

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