Showing papers on "Connotation published in 1995"
TL;DR: In this paper, the authors compared the self-concept of profoundly deaf adolescents with that of their hearing companions of the same age and found significant differences between the hearing and the deaf, and the difficulties of the latter in defining themselves as deaf.
Abstract: This study compares the concept of self of profoundly deaf adolescents with that of their hearing companions of the same age. The technique originally designed by Khun and Portland was used: “Who am I?” The chief results indicate on the one hand some significant differences between the hearing and the deaf, and on the other hand the difficulties of the latter in defining themselves as deaf. However, it is necessary to point out that the few references to hearing deficiency do not carry a negative connotation.
11 citations
TL;DR: The authors conducted an exploratory study on the connotations of certain French words for a mixed-culture group of French teachers and found that many connotations were shared by non-native speakers as well as native speakers.
Abstract: Language teachers are often involved in teaching cultural awareness. One aspect of language where the link with culture is particularly salient is connotation: when working with word meaning in ‘authentic’ texts, teachers may need to address connotations which are intimately linked to the target culture. Many non‐native language teachers feel themselves to be at a disadvantage for this activity. An exploratory study on the connotations of certain French words for a mixed‐culture group of French teachers nevertheless indicated that many connotations were shared by non‐native‐speaker as well as native‐speaker group members. This can be explained in terms of both encyclopaedic knowledge and multiple group identities.
3 citations
2 citations