3. Aspects of cultural intelligence in idiomatic Asian cultural scripts.pdf
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1、This article was downloaded by:Gazi UniversityOn:05 March 2015,At:07:47Publisher:RoutledgeInforma Ltd Registered in England and Wales Registered Number:1072954 Registeredoffice:Mortimer House,37-41 Mortimer Street,London W1T 3JH,UKClick for updatesWORDPublication details,including instructions for a
2、uthors andsubscription information:http:/ of cultural intelligence inidiomatic Asian cultural scriptsJyh Wee Sewaa Centre for Language Studies,Faculty of Arts&Social Sciences,National University of Singapore,SingaporePublished online:05 Mar 2015.To cite this article:Jyh Wee Sew(2015)Aspects of cultu
3、ral intelligence in idiomatic Asian culturalscripts,WORD,61:1,12-24,DOI:10.1080/00437956.2015.1006854To link to this article:http:/dx.doi.org/10.1080/00437956.2015.1006854PLEASE SCROLL DOWN FOR ARTICLETaylor&Francis makes every effort to ensure the accuracy of all the information(the“Content”)contai
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6、ges,and other liabilities whatsoever orhowsoever caused arising directly or indirectly in connection with,in relation to or arisingout of the use of the Content.This article may be used for research,teaching,and private study purposes.Anysubstantial or systematic reproduction,redistribution,resellin
7、g,loan,sub-licensing,systematic supply,or distribution in any form to anyone is expressly forbidden.Terms&Conditions of access and use can be found at http:/ by Gazi University at 07:47 05 March 2015 Aspects of cultural intelligence in idiomatic Asian cultural scriptsJyh Wee Sew*Centre for Language
8、Studies,Faculty of Arts&Social Sciences,National Universityof Singapore,Singapore(Received 7 September 2013;accepted 4 March 2014)This discussion explores cultural intelligence in Chinese and Malay idiomatic expres-sions.In terms of intercultural communication,non-Chinese speakers use differentcultu
9、ral intelligence schema to decipher particular aspects of Chinese culture of whichlanguage is a component.For example,the knowledge that the numeral 8 is a symbolrife with positive connotations would help one understand the Chinese governmentsrationale for staging the Beijing Olympic Games opening c
10、eremony on the 8 August2008 at 8.08 pm.Academic studies(Matthews&Yip 1994;Zainon Hamzah&MatHassan 2011)have suggested that Chinese and Malays engage linguistic,rhythmic,and mathematical intelligences to communicate.In fact,idiomatic constructions suchas reduplicated phrases are considered useful tea
11、ching material for learners in Chineseconversation(So&Harrison 1996)and written Malay communication(Sew 1998).Inthis vein,data consisting of 14 Malay and 14 Mandarin idiomatic expressions areexamined and the collative patterns involving numbers and words serializing differentkinds of information ana
12、lyzed.A foreign-language curriculum could thus incorporatethese cultural elements together with teaching grammar rules.The addition is a value-adding component,as it leads to enhanced cultural intelligence in foreign-languagelearners.Keywords:Chinese idiomatic expressions;cultural intelligence;commu
13、nicative act;indexical signaling;Malay idiomatic expressions1.IntroductionIn preempting the dangers of simplifying learning,Appelbaum(2004)warns of the fallacyof dividing intelligences into categories,as these are a combination of unbounded entities.Multiple Intelligences may be perceived as a simpl
14、e theoretical division that results innumbers being part of the mathematical or logical domain and words to the linguisticdomain(Gardner 2006;Lazear 2003).Linguistic intelligence,however,is a conceptwrought with socio-cultural complexity.Nolan(2004)highlights one of the problems oflinguistic intelli
15、gence that prioritizing one particular discourse in what is in reality aplurality of discourse types effectively denigrates other discourse varieties.This results in a power struggle of sorts.An example can be found in the reintroduc-tion of Malay as the medium of instruction for education in Malays
16、ia a move that wasproblematic both politically and socially.The contentious issue of language choices is adirect consequence of academic results in public education and is a significant matter incertain Southeast Asian countries(Hashim 2009:478):*Email:clssjwnus.edu.sgWORD,2015Vol.61,No.1,1224,http:
17、/dx.doi.org/10.1080/00437956.2015.1006854 2015 International Linguistic AssociationDownloaded by Gazi University at 07:47 05 March 2015 The Malaysian Ministry of Education has announced that there will be a switch back toMalay as medium of instruction for maths and science.The reasons given are the
18、poorsuccess rate of the implementation of English for the teaching of maths and science,and thepressure by parents and teachers from both national and Chinese and Tamil schools for amove back to Malay and the vernacular languages for these two subjects.The switch willtake effect in 2012 to give teac
19、hers enough time to prepare for the change;and the DewanBahasa dan Pustaka and the National Institute of Translation will be tasked with translatingscience,technology and maths terminology into Malay.In addition,in lieu of using Englishfor the teaching of maths and science,the time allotted to Engli
20、sh lessons will be increasedby 14%for the time being,up to an increase of 70%starting in 2012.In response to rapid globalization,a recent study on global localism suggests that popularculture is a necessary tool to reassert local identities and preserve native culture(Kansu-Yetkiner&Oktar 2012).The
21、understanding of cultural grammar is a means towardglocalization.In Brunei and Malaysia,young educated native Malay speakers accordprestige and a higher economic value to English and English cultural products(Coluzzi2012).The surveys in Coluzzis report reinforce this finding among Malay speakers inB
22、runeian and Malaysian universities.It was noticed after meeting with a Malay English-language teacher that the averagenative Malay speaker is unable to summon the numeral classifier for words like flowerand umbrella.It may be further conjectured that Malay grammar categories that are notfound in Eng
23、lish will be easily eroded among those who speak increasingly less Malaydue to work and other aspects of life.Native grammar attrition is an issue any multi-lingual speaker faces.An awareness of the need for education to be(eventually)eco-nomically beneficial is necessary for both individuals and in
24、stitutions to guard against anoverly narrow specialization.A morbid image of a dismembered body that represents theskilled labor a capitalist society desires but that is incapable of generating creative ideasitself,serves as a warning(Raduntz 2005).Cultural grammar is a good choice as the core area
25、in first language and mothertongue education as it contains idioms and proverbs that are inherent in the languagesgrammatical structures.These idiomatic expressions are recognizable as wise sayings oradvice whenever they are invoked verbally during face-to-face interaction,or writtencommunication.St
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