Understanding cultural preferences of Arab communication patterns

Zaharna, R. S.

doi:10.1016/0363-8111(95)90024-1

Cited by 160 publications

(87 citation statements)

References 9 publications

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“…Therefore, the role of the listener in Arabic language is heightened. Besides, as Zaharna (1995) points out, the burden of meaning, in western rhetoric, falls on the person delivering the message. On the other hand, Arabic prefers to put more emphasis on the context of the message than the message itself.…”

Section: A Arabic Language Rhetoricmentioning

confidence: 99%

Arabic Language Influence on the Iraqi EFL Tertiary Learners’ Use of Grammatical Cohesive Devices in their Argumentative Essays

Abbas¹,

Yasin²,

Ismail³

2016

Eur. j. soc. sci. educ. res.

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This study intends to shed light on the significant role that language rhetoric and cultural differences play in affecting the EFL learners' written discourse. Thus, it investigates the effects of Arabic language as a mother tongue (L1) on the use of English grammatical cohesive devices in the argumentative essays of 20 Iraqi EFL tertiary students in their third year study in English Department, College of Arts, Al Iraqiya University. By identifying Arabic rhetoric and the cultural differences that are involved in the students' use of grammatical cohesion, it will be able to determine which types of grammatical cohesion are actually influenced and which are more affected. In addition, it intends to identify the effects of Arabic as L1 through exploring the Iraqi students' appropriate and inappropriate uses of English grammatical cohesive devices in their argumentative essays. To achieve this, it employed two writing tests: pre and post as well as a background educational questionnaire. First, a background educational questionnaire was administered on 90 students. It included some questions which asked the participants about the usefullness and role of Arabic writing in general and grammatical cohesion in specific in their English essays. Next, a diagnostic test, including two topics, was given to the participants and they were asked to choose one of them in order to write an argumentative essay. The purpose of this test was to elicit information about the students' ability to use appropriately the different types of grammatical cohesion in their argumentative essays. For post-pre-test, the participants received a training in cohesion and coherence similar to CATW approach in which they were trained, in a whole semester, on way to read a passage critically and make a paraphrase and then write an argumentative essay based on this paraphrasing. At the end of the semester, they sat for a final test in which two reading passages were given to the students and they were asked to write an argumentative based on them. The findings of the two writing tests, based on a qualitative content analysis, indicated that the participants, in the final test, used more appropriate uses of the four types of grammatical devices (reference, substitution, ellipsis and conjunctions). Based on a contrastive analysis, the results also revealed that the influence of Arabic in the pre test was very clear. In contrast, the influence of L1 in the final test was considerably less than that in the pre-test. Additionally, the results of the questionnaire showed that Arabic writing and its grammatical cohesive devices have a big influence on the use of English grammatical devices in the students' argumentative essays.

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Section: A Arabic Language Rhetoricmentioning

confidence: 99%

Arabic Language Influence on the Iraqi EFL Tertiary Learners’ Use of Grammatical Cohesive Devices in their Argumentative Essays

Abbas¹,

Yasin²,

Ismail³

2016

Eur. j. soc. sci. educ. res.

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“…The synthesizing implicit process of the Arab mind enfolded both espoused Islam and Islam-in-use integrating some basic values and principles and allowing the rest, especially perceived capabilities and time orientations as inconsistent and even contradictory mindsets. In literature 1995, Dweck, 2005 claimed that their model consists of two exclusive choices, growth mindset and a fixed mindset. Namely, there is one possible choice.…”

Section: The Arab Manager Mindsetsmentioning

confidence: 99%

Understanding Arab Manager S Mindsets

Yaseen¹

2017

Proceedings of the 6th Business &Amp; Management Conference, Geneva

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“…Some researchers assert that an awareness of differences between the culture of origin and the recipient culture enables practitioners to disseminate messages more effectively with their audience (Bellou, 2014;Zaharna, 1995). Munter (1993) stated clearly that "We need to remember that other cultures do not necessarily share our behaviors-verbal or nonverbal" (p. 69).…”

Section: International Cultural Dissemination In Today's Worldmentioning

confidence: 99%

Music Confucius Institute: Evaluating Its Approach as an Agent for International Chinese Music Dissemination

Wei¹,

Li²

2016

HES

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The paper identifies the educational and presentational functions of the Confucius Institute (MCI) at the Royal Danish Academy of Music (RDAM) as its core approaches which mostly influence Chinese cultural dissemination in its host country. The MCI's utilization of the two dissemination approaches aligns with the "receiver-centered" framework introduced by Jiang and Zhang (2009), providing three concurrent strategies-Localization, "Entertainalization" and Regulation (LER)-in order to enhance the dissemination of Chinese culture to the general public. Through detailed analysis of somewhat limited pre-existing research findings and literature, this article makes the claim that the MCI has achieved positive results in its two functional domains, meeting its overseas audience's needs at various levels whilst supporting Chinese cultural dissemination internationally. This article concludes on the prospect that more MCIs are expected to be established around the world in order to satisfy the growing needs of authentic studies in Chinese musical traditions without travelling to China, as well as to support Chinese cultural communication with the rest of the world.

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Understanding cultural preferences of Arab communication patterns

Cited by 160 publications

References 9 publications

Arabic Language Influence on the Iraqi EFL Tertiary Learners’ Use of Grammatical Cohesive Devices in their Argumentative Essays

Arabic Language Influence on the Iraqi EFL Tertiary Learners’ Use of Grammatical Cohesive Devices in their Argumentative Essays

Understanding Arab Manager S Mindsets

Music Confucius Institute: Evaluating Its Approach as an Agent for International Chinese Music Dissemination

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