A Study on the Relationship between Language and Culture

In recent years,many scholars have devoted themselves to the study of language and culture from different perspectives.The view this paper holds is that language and culture are closely related and the relationship between them is bidirectional:as a component of a certain culture system,a language notes down,spreads and passes on the message involved in the given culture;at the same time,it is culture that makes language form,develop and mature.

The Relationship between Language and Culture and its Pedagogical Implications

According to Brown's theory, culture plays an important role in language learning and teaching. This paper mainly analyzes the relationship between language and culture, and then gives some pedagogical implications.

The Relationship Between“Form-focused Approach”and “Language Proficiency”

In recent years,language researchers and teachers are paying more attention to form- focused language teaching approach. Second language teaching developed from an extreme of Focus of Forms to another extreme of Focus on Meaning. After the failure of two extremes,researchers synthesize the advantages and disadvantages of both methods and show more interests in Focus on Form( Hereinafter referred to as "F on F"). A good deal of scholars from all over the world start doing further researches into F on F. However,related studies of the relationship between Fon F and Language Proficiency are deficient. Based on the previous theories and researches of F on F,this article talks about the definitions of F on F and Language Proficiency respectively and analyses the relationship between F on F and Language Proficiency. Moreover,the author comes up with some problems existing in language teaching in current China and throws a sprat to further researches.

On the Relationship between Language and Culture

The so-called culture refers to the tradition and style of a nation to be gradually formed in the historical development process. Language is an important reflection to culture. In fact, all sorts of views about the relationship between language and culture have been proposed in the academic circles, which are varied greatly and unable to agree with each other. In Sapir Whorf Hypothesis, Marxist theory, Grimshaw theory, and Chomsky theory, an intimate relationship between language and culture is seriously considered. Then, what is the counection between language and culture？ This is discussed in the paper, hoping to play a role of reference and help people better understand language, culture, and the objective world people live in.

A Preliminary Study on the Relationship between Language and Culture under ELF

Recently there has been much rise in the interests of the research on English as lingua franca (ELF), however, inadequateattention is put on the culture dimension under the context of ELF. This article tries to explore the relationship between languageand culture under ELF and suggested that the culture is not settled or static, but is highly dynamic and context dependent. Therefore, the ability to negotiate becomes vital when English is used as a lingua franca.

The Relationship between Language and Culture

The strong version of Sapir-Whorf's hypothesis emphasizes the definite control of language over our thoughts or cul ture. While the weak one argues language can influence but the influence is relative. This thesis is to give a view on the relation ship between these two concepts, hoping to give some help to the research of language and culture, and the understanding of their relationship.

A Contrastive Study of the Relationship between Language and Culture Exemplified in English and Chinese

This paper analyses the relationship between language and culture exemplified in English and Chinese.Language is not only a part of culture but also the carrier and container of culture.As a mirror of culture language is strongly influenced by culture.Language also exerts its influence on culture.Language and culture is closely related.

Multi-Angle Exploration on the Inner Relationship among Language,Thought and Culture with “Sapir-Whorf Hypothesis”

“Sapir-Whorf hypothesis"holds that human thoughts are shaped by their native languages,and speakers of different languages think differently relevantly.The hypothesis is controversial partly because it seems to deny the possibility of a general principle for human cognition,and partly because some findings taken to support it have not reliably replicated.The author argued that considering this hypothesis through the lens of probabilistic inference has the potential to figure out both issues,at least with respect to certain prominent findings in the two languages—Chinese and English.After exploring on the inner relationship among language,thought and culture with the comparison between English and Chinese based on a series of examples including“numbers,Wuhan dialect and some different understandings of idioms”,the author made an inference that language can somewhat affect human thought under the different culture contexts.Besides,it also provides some reference for educators to take in-depth studies on the relationship among language,thought and culture,which is vitally significant for ESL educators and learners.

On Relationship between Language and Culture from Pragmatic Perspective

The idea that language and culture are closely related is normally abstract for most people.From pragmatic perspective,it' s noteworthy to reveal a clearer and more detailed picture of the relationship between language and culture.Taking speech act,sociocultural pragmatics,contrastive pragmatics and interlanguage pragmatics as four aspects to study,the features and realiza tion patterns of their relationship are elaborated.Besides,implications of this study lie in the usage of the relationship in second language teaching and learning.

Intrinsically Interconnected and Interactive Relationship of Language and Culture—From the Perspective of Communication and Based on Case Studies

Language and culture are intrinsically interconnected and interactive with each other.On one hand,language is a part of culture and plays a very important role in it:language expresses,embodies and symbolizes cultural reality.On the other,language is influenced and shaped by culture;it reflects culture.This kind of relationship of language and culture is indispensible,which is clearly reflected in and especially ture with their play of roles in communication.Through the overviews of language and culture,and based on the case studies of three types of communication(cross-cultural,intercultural and multicultural communication),this article is aimed at discussing the relationship of language and culture in detail from the perspective of communication,and further explain and prove the importance of language and culture in successful communication.

Intrinsic and Indispensable Relationships between Language Learning and Culture Learning-Based on Case Studies of Cross-cultural Communication

Language and culture are closely related with each other: language is the carrier and a fundamental part of culture, while culture has an intrinsic and indispensable impact on language and is also reflected in language. So if in the language learning and teaching, attention is only paid to the linguistic forms but the relationship between language and culture is ignored, then the learner's linguistic ability will not be equivalent to his or her social and cultural communication competence. Especially in the times of globalization with increasing transna tional and cross-cultural communication, the knowledge of cultural background is the must prerequisite for not only the avoidance of cul tural "conflict" but the success of communication. Based on the studies of several cross-cultural communication cases and the analysis of the relationship between language and culture, including the famous Sapir-Whorf hypothesis, this paper is aimed to analyze the intrinsic and in dispensable relationship between language learning and culture learning.

Feasibility of the 2-point method to determine the load-velocity relationship variables during the countermovement jump exercise

Purpose:This study aimed to examine the reliability and validity of load-velocity(L-V)relationship variables obtained through the 2-point method using different load combinations and velocity variables.Methods:Twenty men performed 2 identical sessions consisting of 2 countermovement jumps against 4 external loads(20 kg,40 kg,60 kg,and80 kg)and a heavy squat against a load linked to a mean velocity(MV)of 0.55 m/s(load_(0.55)).The L-V relationship variables(load-axis intercept(L_(0)),velocity-axis intercept(v_(0)),and area under the L-V relationship line(A_(line)))were obtained using 3 velocity variables(MV,mean propulsive velocity(MPV),and peak velocity)by the multiple-point method including(20-40-60-80-load_(0.55))and excluding(20-40-60-80)the heavy squat,as well as from their respective 2-point methods(20-load_(0.55)and 20-80).Results:The L-V relationship variables were obtained with an acceptable reliability(coefncient of variation(CV)≤7.30%;intra-class correlation coefficient>0.63).The reliability of L_(0)and v_(0)was comparable for both methods(CV_(ratio)(calculated as higher value/lower value):1.11-1.12),but the multiple-point method provided Al_(ine)with a greater reliability(CV_(ratio)=1.26).The use of a heavy squat provided the L-V relationship variables with a comparable or higher reliability than the use of a heavy countermovement jump load(CV_(ratio):1.06-1.19).The peak velocity provided the load-velocity relationship variables with the greatest reliability(CV_(ratio):1.15-1.86)followed by the MV(CV_(ratio):1.07-1.18),and finally the MPV.The 2-point methods only revealed an acceptable validity for the MV and MPV(effect size≤0.19;Pearson s product-moment correlation coefficient≥0.96;Lin's concordance correlation coefficient≥0.94).Conclusion:The 2-point method obtained from a heavy squat load and MV or MPV is a quick,safe,and reliable procedure to evaluate the lower-body maximal neuromuscular capacities through the L-V relationship.

Relationships between Rainy Days,Mean Daily Intensity and Seasonal Rainfall in Normal,Flood and Drought Years over India

here are limitations in using the seasonal rainfall total in studies of Monsoon rainfall climatology. A correlation analysis of the individual station seasonal rainfall with all India seasonal mean rainfall has been made. After taking the significance test (strictly up to 5% level) the stations which are significantly correlated have been considered in this study in normal, flood and drought years respectively. Analysis of seasonal rainfall data of 50 stations spread over a period of 41 years suggests that a linear relationship fits better than the logarithmic relationship when seasonal rainfall versus number of rainy days is studied. The linear relationship is also found to be better in the case of seasonal rainfall versus mean daily intensity.

The Theory of Meaning on Language Philosophy in Vocabulary Acquisition

The theory of meaning is the focus of philosophy of language,which involves the meaning that words and phrases express.At the same time,it also includes the meaning that sentences express.By researching the theory of meaning of philosophy of language,people absorb merits among different schools,and study how the theory of meaning is reflected in second language acquisition,especially in vocabulary acquisition.

Rhetoric and Meaning in Poetry： The Case of Zambia

This paper aims at showing how rhetoric and meaning in Zambian poetry interact. The work analyses the definition of poetry and gives the understanding that poetry is an artistic use of language that employs figurative language for maximum effect. The work also analyses rhetoric and concludes that the sole aim of rhetoric is to persuade the audience. The use of this rhetoric is later identified as a preoccupation of most poets. After studying a number of rhetorical devices used in poetry, the work has studied selected Zambian poems and focussed on the use of rhyme and alliteration in the poems. It has been shown that there is much use of rhyme but with limited use of alliteration. In both cases, the use is not so much to the contribution to the meaning in the poetry. The poets usually use these devices for the sake of beauty and not meaning. The paper therefore suggests that poets could undergo some formal training in composition while the art is also taught to the young while in their early years in schools.

The Use of Cognate Words and Interlingual Homographs to Investigate the Cross-Linguistics in Second Language Processing in Iran

Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.

Translation and Meaning in the New Version of the Tshivenda Bible With Specific Reference to The Lord＇s Prayer

The Bible has been translated into many languages, including Tshivenda. Translating a text from the source language into the target language is always characterized by translational problems. The first version of the Tshivenda translated Bible was produced in 1936, whereas the new version was published in 1998. The translation of the new version of the Tshivenda Bible is based upon the new English version. However, some of the Tshivenda translation equivalents do not reflect the same meaning as those of the source language. There are many factors behind the non-equivalence of the English and Tshivencla lexical items, for example, culture and linguistic systems. The Bible contains ＂culture-bound＂ items, which present specific challenges to translation. Therefore, context becomes important in determining the meaning of the words. The aim of this paper is to highlight translation strategies used in the translation of The Lord＇s Prayer from the new English version of the Bible titled GoodNews Bible： Today＇s English Version With Deutorocanonicals/Apocrypha （1996） into Tshivenda, and the effects they have in transferring the meaning of aspects of the prayer.

Language Teaching and the Visual Element

Visual methods in language teaching have come in very quickly; their introduction has been hastened by the development of the electronic and mechanical means for displaying visual materials. And the learning of language and the teaching of meaning have been a long-lasting and significant topic in applied linguistics. In this paper several aspects of language teaching including main features of language learning, different ways for teaching of meaning etc. have been discussed. Then, the visual element in language teaching and different kinds of visual materials such as sound film, audio-visual courses, television will be introduced with an application of visual materials in real language class. Then, after the above discussion, the final conclusion will be arrived that the ultimate goal of language teaching is meaning and visual element can be of great importance in the creation of a real situation in language teaching.

Analyze the Influence of Language and Culture on Thought from 1984

The relationship between language and thought has always been a controversial topic. Whether language determines thought or thought determines language, researchers have different opinions. As early as in ancient Greece, someone put forward that thought was a silent language, language and thought could not be separated, and thought was a part of language. However, oth-ers argue that language is a sign of thought and should not be confused with thought.Until the 20th century, researchers represented by Sapir-Whorf put forward the Sapir-Whorf hypothesis, which believe that language has a direct impact on thought, and thought varies with language. Hence, based on the relationship between language and thought, culture and thought, this thesis mainly dis-cusses the relationship between language, culture and thought combine with the Newspeak in the novel of 1984.