Riassunti Lingua Inglese

Possible Exam Questions

1. Describe Kach model for representing English speakers.
2. What are the limitations of Kach model?
3. Which of these language features of ELF was found (NOT) to be crucial for understanding? a) b) c) d)
4. What is the difference between NS of English and ELF speakers?
5. List at least 3 formal features of ELF.
6. What does the accommodation strategy involves in ELF communication?
7. Provide an example of lexical creativity in ELF communication.

rstencounter to help us navigate and understand the event the next time. Bear in mind that schemas need to be constantly updated and have to be seen as imperfectly constructed models, not absolute replacements for reality. Schemas serve as useful guides for behaviour in a particular context or "genre". Schemas are therefore used to reduce anxiety and to reduce the amount of thought we need to employ in different cultural events. We have to remember that schemas vary depending on where we are in the world. People from different cultures have different schemas, and these schemas can influence how we perceive and interpret events.

experienced them, we copy a blueprint).typeA is a schema; it is a pattern of typicality that helps us to organise the world aroundus so that events can have meaning. Bit if a schema does not get upgraded each time aperson experiences a certain event, it becomes less and less helpful. When this occurs, astereotype.schema becomes a Stereotypes are points at which a schema becomes rigidand no longer capable of describing or understanding the object it is focused on in a fulland non-reductive nature.

The following questions relate to Reading Assignment 6 on Schemas (See Moodle).

1. What are schemas and where do they come from?

Schemas are cognitive mental structures which we impose on the world in anfi ff ff ff ff 29attempt to make sense of it. The first time we encounter something new we form amental schema of that event and the next time we encounter a similar event we usethe schema from the first encounter to help us navigate and understand the eventthe next time.

2. Why are schemas

Why are schemas important? Because they help us know how to act in a determinate environment/situation.

What is the difference between a type and a stereotype? A type is a schema, a pattern of characteristics that helps us organize what happens around us. If a schema does not get updated every time we re-live a certain situation, though, it becomes less and less helpful until it becomes a stereotype. A stereotype is the point where a schema becomes unable to describe or understand the object it's focusing on in a non-reductive manner, it becomes rigid.

Why do schemas need to be constantly updated? To avoid it becoming a stereotype and, consequently, to avoid it being useless and making us look bad in a certain situation (e.g. during a funeral or a wedding).

How and why may a cultural informer be useful? A cultural informer is someone that comes from the culture that's different from ours and that can help us navigate through it while we attempt to develop a new schema to fit into a certain situation.

What happens when our schema of a particular context or 'is different from another culture's schema for the same context or 'genre'? We don't know how to act, therefore we get anxious. We need to rebuild our schemas when in different cultures and not feel that we can 'get by' with our previous ones.

What does the expression 'ethnographic eyes' mean? To not act according to what we are familiar, but to try to see the event from the perspective of an outsider.

Why is 'mini ethnography' important? Because it helps us analyse a new event step-by-step, and it reduces the possibilities to make a mistake while creating a new schema. It helps us develop 'new ways of seeing' because you start from scratch, surrounded by things that are all meaningful and tell you something new about where you are.

What steps does it involve? Ask yourself many questions. Observe what is occurring, write it down and try to see patterns of behaviour.

it’s a very descriptive process. Having noted the empirical evidence, try to understand the ‘why’. How? By either interviewing 30 participants or analysing your own motives if you are a participant observer. Present the ‘evidence’ you collected to the participants and ask them why they think those patterns work nicely.

Lesson 12

The D-I-E Model

DIE stands for Describe, Interpret and Evaluate.

Information gathering

Mini-ethnography: objective stage = Describe collect information on What you see or hear analysis based on what we see or hear observation

Information processing subjective stage = Make a judgement on analysis What you think you see based on Interpret the meaning of what you personal/cultural or hear see or hear opinions and experiences What you think or feel

Evaluate — have an Determination stage = Evaluate about what you see or subjective reaction emotional reaction hear

This model can help us:

1. Not to jump to conclusions based merely on our (wrong) perceptions;
2. ...

Keep our schemas flexible and updated;

Suspend judgement in intercultural situations;

Be more effective in intercultural situations.

VerifyIf we add a V to the DIE model, it becomes D-I-V-E. 'V' stands for whether your interpretations are correct or not with one or more '(cultural) informants'.

The DMIS (Developmental Model of Intercultural Sensitivity)

Ethnocentrism -> assumes that the worldview if one's own culture is central to all reality.

Ethnorelativism -> supposes that cultures can only be understood relative to one another, and that particular behaviour can only be understood within a cultural context.

Intercultural sensitivity -> the ability to discriminate and experience relevant cultural differences.

Intercultural competence -> the ability to think and act in intercultural appropriate ways.

The DMIS was developed by the American sociologist Milton J. Bennett.

- cultural blindness and distortion.

It highlights aspects of

Il testo descrive come acquisiamo la capacità di creare un'esperienza alternativa che corrisponde più o meno a quella delle persone in un'altra cultura.

Predice un cambiamento di identità: da una visione etnocentrica a una sensibilità globale (visione etno-relativa).

È composto da sei fasi:

• Tre fasi etnocentriche:
1. Negazione
2. Difesa
3. Minimizzazione
• Tre fasi etno-relative:
1. Accettazione
2. Adattamento
3. Integrazione

Presupposti alla base del modello:

1. 'cultura' = ciò che è 'normale' per noi
2. La mia comprensione del mondo è una mappa/ modello mentale limitato del mondo (il mio mondo è IL mondo, l'unico 'normale').
3. Reazione negativa verso l' 'altro' = shock culturale
4. "...quando l'esperienza della differenza culturale diventa più sofisticata, la competenza nelle relazioni interculturali aumenta." (Bennett 2004)

Cosa è uno shock culturale? "La reazione emotiva alla disorientazione che si verifica quando si è

"immersed in an unfamiliar culture and is deprived of familiar cues” (Paige, 1993).

Ethnocentric Stages

Stage 1 - DENIAL

Honeymoon period: confirmation on the positive feelings of going abroad -> what we find attractive about the 'other'.

• Everything seems brighter, better and tastier (generalisation)
• We concentrate on what we expect (distortion)
• What is different is filtered out (deletion)

Blindness: the differences are not manifested -> no response to the 'other'.

• Cultural differences are not accounted for, which results in stereotyping (e.g. 'All Chinese look the same')

Stage 2 - DEFENCE

• What is different is dangerous / the world is organised into "us and them" (otherization)
• First response to culture shock
• Differences are now manifested -> negative reaction to the other's "abnormal" behaviour
• Defence of our own system of values as a

"talk the way we do”;- Superiority “When you go to other cultures, it makes you realise how much better the US is”;- Reversal “I wish I could give up my own cultural background and really be one of these people”;- Minimisation “It’s a small world after all” and “No matter what their culture, people are pretty much motivated by the same things”.

Ethnorelative Stages

Stage 4 — ACCEPTANCE

We realise that our ethnocentric model of the world is not the only one. Our model of the world is now framed and includes local contexts of situations and culture, creating curiosity and respect for c