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Research Methods in Intercultural Communication introduces and contextualizes the most important methodological issues in the field for upper-level undergraduate and graduate students. The coverage is broken into three parts, which support students from a project's start to finish. These are: research themes, methodological issues and challenges, and twelve specific methods. The specific methods covered include, among others, Matched-guise Technique, Critical Discourse Analysis, Critical Incident Technique, Virtual Ethnography, Corpus Analysis, Multimodality, and Narrative Analysis. Chapters assist readers in determining the most suitable method for various research questions, conceptualizing the research process, interpreting results, and drawing conclusions. A global team of experienced scholars and researchers from intercultural communication, anthropology, education, applied linguistics, and communication, explain both established and emerging research methods and analytical tools. With key terms, suggestions for further reading, and research summaries, this is the ideal companion for students embarking on their own research in intercultural communication. -- from back cover.
Sociolinguistics --- Mass communications --- Science --- Methods in social research (general) --- Interculturele communicatie --- Intercultural communication --- research --- Research. --- Methodology. --- research. --- Research --- Methodology --- Cross-cultural communication --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Anthropological aspects --- Intercultural communication. --- Intercultural communication - Research --- Intercultural communication - Methodology
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Intercultural communication. --- Interculturele communicatie. --- Language and culture. --- Sociolinguistics. --- Taal en cultuur. --- Intercultural communication --- Language and culture --- Sociolinguistics --- Language and languages --- Language and society --- Society and language --- Sociology of language --- Linguistics --- Sociology --- Integrational linguistics (Oxford school) --- Culture and language --- Culture --- Cross-cultural communication --- Communication --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Social aspects --- Sociological aspects --- Anthropological aspects
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This is the first book-length study of phonological development and impairment of Chinese-speaking children. It provides the first normative data on this population, which will be of value to speech and language therapists and other professionals. It also advances the notion of 'phonological saliency’ which explains the cross-linguistic similarities and differences in children's phonological development.
Language acquisition. --- Grammar, Comparative and general --- Chinese language --- Sino-Tibetan languages --- Phonology --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Phonology. --- Acquisition. --- Acquisition --- Phonetics --- Chinese languages --- Linguistics --- Philology --- Grammar, Comparative and general Phonology --- Child language development. --- Children's phonological development. --- Chinese. --- Cross-linguistic Studies. --- English. --- Language impairment. --- Phonological Acquisition. --- Phonological Development. --- Phonological saliency. --- Putonghua. --- Speech disorders.
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Intercultural communication - Study and teaching --- Language and culture - Study and teaching --- Multicultural education - Study and teaching --- Applied linguistics - Study and teaching --- Intercultural communication --- Language and culture --- Multicultural education --- Applied linguistics
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This chapter explores 3 to 6 year old Chinese children's comprehension of a picture storybook The Very Hungry Caterpillar. The results show: (1) Chinese children's understanding of images, actions and characters' states improves with age; (2) Children develop their understanding of images first, followed by actions and then characters' states; (3) It is easier for children to understand images prominent in pictures than those not prominent in pictures or containing culture-specific information with which children are not familiar, actions represented directly through the relationship of
English language --- Second language acquisition. --- Language acquisition. --- Discourse analysis. --- Discourse grammar --- Text grammar --- Semantics --- Semiotics --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Second language learning --- Language acquisition --- Study and teaching --- Chinese speakers. --- Acquisition --- Germanic languages
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