Spoken and written discourse occurs in particular social and cultural settings and it is used and understood in different way in different social and cultural settings. The notions of discourse community and speech community influence what we say and how we say it in terms of the language variety we choose in writing or speaking; the speaker’s social class and social networks (generally speaking, the social class of the participants in any communication) also affect their use of language. These participants
the codes of different discourse communities within the same language, which might not be clear on the surface. By assuming the original and modified discourses as two dialects of a source language, Farhady and Gholami (1999) have proposed the following definition for Intralingual Translation: Intralingual translation refers to an externally motivated linguistic process occasioned by a particular barrier in communication, consisting of the re-expression of units of discourse, written originally in
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
descriptive point of view (may be interpreted). What can be understood from this is that translation shifts can be found by comparing the ST with TT to see the changes the ST is undergone and examining the TT with an emphasis being laid upon the relation with its readers. Popovic views the text as one element of a system which includes the writer and the text’s literary culture. He then attributes translation shifts to the differences between “the two languages, the two authors, and the two
Literature – in a restricted sense – is a body of w ritten work possessing artistic merits; but beyond this rudimentary definition, lit erature is also a significant marker of the cultural health of a society. Different peri ods and movements of a society get represented through its literature in various modes from realistic to fantastic; and, conversely, literature too holds the potential to b ring about remarkable changes and developments in the society by influencing the clim ate of thought of
demand for equality and better life conditions. The various systems of oppression as presented in the book being specific to black women and their experience also provide an insight into the same processes and institutions and the dynamics of power in relation to other social groups and individuals. Her second publication, an important collaboration with Margret Anderson was Race, Class and Gender : An Anthology came in 1992. This book is a compilation of essays on the intersectionality of Race, Class
the question of not only who is eligible to fit the normative conception of citizenship but also who has the right to judge who is a member of a community. The deportability and the construction of the deportable subject go hand in hand with migrant illegality. Both deportability and illegality or legal production of illegality aims to create a non-citizen subject in a precarious legal status. Since 1990’s, the increasing production of migrant illegality has been perceived as a problem or crisis
to maintain community standards of politeness and morality. Freedom of political speech, associational, assembly rights are central to a functioning democratic society, but are restricted by both formal and informal means. An OB marker, short for ‘out of bounds marker, is used in Singapore to denote what topics are permissible for public discussion. The purpose is to delimit the boundaries of what it considers to be legitimate political critics, including insistence that government leaders be addressed
Chapter Two: Literature review Introduction English as a second or foreign language has gained much attention during the past decades in almost every country. In Iran English is taught as a foreign language in high-schools as well as in universities (Mirdehghan, HoseiniKargar, Navab, & Mahmoodi, 2011). Aside from different language courses presented in different levels of public academic centers, there are also private institutes that teach different levels of foreign language
Singaporean identity competes with our ethnic identity (Devan, 2013), and to a large extent, the latter prevails in an individual’s sense of self as opposed to their identity as Singaporean. From cradle to grave, ethnicity is the ‘single most important marker of our social existence’ (Taib, 2013). Individuals are required to declare their ethnicity on everything from job applications to lucky draw forms (Loi,