
Jan Ulijn
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Papers by Jan Ulijn
Jan Ulijn
What happens psycholinguistically if you have to read and write in another language or translate into it? Almost all international business managers or engineers--either directly or indirectly--have to deal with translation and other cross-linguistic and cross-cultural aspects of communication. This chapter, based on the tested practical theories presented in Chapters 3, 4, and 5, and a considerable number of experiments on cross-linguistic and cross-cultural aspects of communication, tries to foster an awareness of these linguistic and nonlinguistic elements. This chapter focuses primarily on the written aspects of communication while the oral ones are dealt with in Chapter 7.
Chapter Contents
6.0Introduction
6.1Implications of the Cognitive Language Comprehension and Production Model
6.1.1Lexicon and Bilingualism
6.1.2Second Language Acquisition and Translation
6.2Languages Processed and Produced as Native and Foreign Languages
6.2.1Are Different Languages Processed and Produced in Different Ways?
6.2.2Commonalities and Differences between a Specific Language Used as a Native Language and as a Foreign Language?
6.2.3Simplifying Business and Technical English for Nonnative Speakers
6.3Transfer from One language to Another in the Language User
6.3.1Reading and Writing
6.3.1.1Syntax
6.3.1.2Lexis
6.3.1.3Text
6.3.1.4Reading
6.3.1.5Reading and Writing
6.3.2Translation: a Special Case of Interlingual Transfer
6.4Interactive Partial Parallel Strategy : Interlingual Transfer in Foreign Language Comprehension and Production
6.4.1Reading and Syntax
6.4.2Translation and Syntax
6.4.3Discourse and Culture in Foreign Language Use and Translation
6.5Implications for Technical and Business Communication
6.5.1Dealing with Lexicon and Culture in Foreign Language Communication
6.5.2Writing Readable Texts for an International Audience
6.5.3The Effectiveness of Human vs Machine Translation.
6.5.4Efficient Foreign Language Learning
Summary
Study Questions
This chapter tries to foster an awareness for the reading and writing aspect of the communication processes in business and technology and to increase insight into the most effective methods of written communication based upon tested practical theory. This is a first step toward developing or improving skills in this area which will be of benefit not only to you but also to your suppliers, clients, managers and colleagues.
This chapter combines the information presented in Chapters 4 and 5 for the written mode (reading and writing). While there are many forms of and audiences for written communication, this chapter starts with one of the basic needs of every company working in a national or a global market: taking care of the clients by providing efficient technical documentation as a part of the product or service to be sold. To get a deeper insight into the effectiveness of such documentation, we suggest you take a reader-oriented approach. This would imply that you
oAnalyze your own writing situation.
oFocus on your reader(s) and the methods used to communicate with them.
oConsider yourself as a reader of other people's and your own text(s) to increase the quality of your own writing.
In addition to presenting information on producing high quality readable documents, this chapter provides psycholinguistic foundations for some of the writing guidelines on how to communicate better through all of your professional documents including the external ones you are going to write for your clients and the internal ones you are responsible for as a manager. This chapter also discusses specific writing styles and structures are most effective.
Chapter Contents
8.1What is your Writing Situation?
8.2How Do You Communicate with your Readers?
8.3How Can You Increase the Quality of your Writing?
8.4The Total Document
8.5Psycholinguistic Issues
Summary
Study questions
Assignment
The reading and writing chapters have an important overlap since reading processes depend on a written text. While Chapter 4 deals more with psycholinguistic evidence about the reader in his relationship with the text, this chapter deals more with the writer and her relationship with the text; however, all three factors--reader, writer, and text--contribute to the operationalization of the concept of readability.
The chapter first addresses the psycholinguistic aspects of language production processes and the evidence for the operation of the language generator, a crucial element in that process. Writing and speaking have some aspects in common in the planning or conceptualization of the message; however, the formulation or execution of the message is different for the writing and speaking processes. In this chapter, the writing process is discussed before the speaking process, even though those processes are acquired in the opposite order in an individual's personal development because it is more difficult to become skillful at written communication than at oral communication.
You, as business managers and engineers need to be sure that what you write and what you say is clearly understood. Therefore, the issue of readability and its parallel for listening are reviewed. In addition, this chapter briefly examines how the use of computers can be used to support effective writing and communication practices.
Chapter Contents
5.1Psycholinguistics and the Language Production Processes
5.2Writing and Speaking Processes
5.2.1Writing
5.2.2Speaking
5.2.3Reviewing and Revision
5.3Similarities Between Writing and Speaking
5.4Differences Between Writing and Speaking
5.4.1Generalizations
5.4.2Linguistic Aspects
5.5Readability: Implication for the Writer
5.6Use of Computers in Writing and Communication
5.7Conclusion and Implications for the Business Manager and Engineer
Chapter Contents
2.1Introduction
2.2The Flow of a Technical Concept in Industry and Its Consequences for Communication
2.3General Communication Needs in Business and Technology
2.3.1Language and Communication vs. Other Needs
2.3.2Communication Activities
2.3.3Technical Writing as a Special Communication Activity
2.4Potential and Real Foreign Language (FL) Needs in Business and Technology
2.4.1Potential Needs
2.4.2Frequency and Importance of Real Contacts and Occurrence of Problems
2.4.3Summary of Potential Needs and Frequency and Occurrence of Problems
2.5Strategies to Fulfill the Language and Communication Needs of Business Managers and Engineers
Summary
Study questions
Assignments
Cultural differences can trigger social change especially when cross border interactions between people take place. Technological innovations can start new worldwide interactions and as a consequence bring about social change. Probably these “socio-technical” developments are two sides of the same coin. Nowadays it becomes more crucial to hold the same pace in both technological and social changes.
We are looking for both country and cross border studies based on empirical data within the fields of organization and professional culture related to technological and social change. Authors are invited to focus on macro, meso and micro levels of cultural cross border social and technological changes. We welcome both conceptual and empirical studies (both quantitative and/or qualitative). With respect to culture we prioritize mutual perception and Delphi studies over self-reports, but the latter are welcome as well. Change might be studied not only structurally, but also in an organic and evolutionary way.
Jan Ulijn
What happens psycholinguistically if you have to read and write in another language or translate into it? Almost all international business managers or engineers--either directly or indirectly--have to deal with translation and other cross-linguistic and cross-cultural aspects of communication. This chapter, based on the tested practical theories presented in Chapters 3, 4, and 5, and a considerable number of experiments on cross-linguistic and cross-cultural aspects of communication, tries to foster an awareness of these linguistic and nonlinguistic elements. This chapter focuses primarily on the written aspects of communication while the oral ones are dealt with in Chapter 7.
Chapter Contents
6.0Introduction
6.1Implications of the Cognitive Language Comprehension and Production Model
6.1.1Lexicon and Bilingualism
6.1.2Second Language Acquisition and Translation
6.2Languages Processed and Produced as Native and Foreign Languages
6.2.1Are Different Languages Processed and Produced in Different Ways?
6.2.2Commonalities and Differences between a Specific Language Used as a Native Language and as a Foreign Language?
6.2.3Simplifying Business and Technical English for Nonnative Speakers
6.3Transfer from One language to Another in the Language User
6.3.1Reading and Writing
6.3.1.1Syntax
6.3.1.2Lexis
6.3.1.3Text
6.3.1.4Reading
6.3.1.5Reading and Writing
6.3.2Translation: a Special Case of Interlingual Transfer
6.4Interactive Partial Parallel Strategy : Interlingual Transfer in Foreign Language Comprehension and Production
6.4.1Reading and Syntax
6.4.2Translation and Syntax
6.4.3Discourse and Culture in Foreign Language Use and Translation
6.5Implications for Technical and Business Communication
6.5.1Dealing with Lexicon and Culture in Foreign Language Communication
6.5.2Writing Readable Texts for an International Audience
6.5.3The Effectiveness of Human vs Machine Translation.
6.5.4Efficient Foreign Language Learning
Summary
Study Questions
This chapter tries to foster an awareness for the reading and writing aspect of the communication processes in business and technology and to increase insight into the most effective methods of written communication based upon tested practical theory. This is a first step toward developing or improving skills in this area which will be of benefit not only to you but also to your suppliers, clients, managers and colleagues.
This chapter combines the information presented in Chapters 4 and 5 for the written mode (reading and writing). While there are many forms of and audiences for written communication, this chapter starts with one of the basic needs of every company working in a national or a global market: taking care of the clients by providing efficient technical documentation as a part of the product or service to be sold. To get a deeper insight into the effectiveness of such documentation, we suggest you take a reader-oriented approach. This would imply that you
oAnalyze your own writing situation.
oFocus on your reader(s) and the methods used to communicate with them.
oConsider yourself as a reader of other people's and your own text(s) to increase the quality of your own writing.
In addition to presenting information on producing high quality readable documents, this chapter provides psycholinguistic foundations for some of the writing guidelines on how to communicate better through all of your professional documents including the external ones you are going to write for your clients and the internal ones you are responsible for as a manager. This chapter also discusses specific writing styles and structures are most effective.
Chapter Contents
8.1What is your Writing Situation?
8.2How Do You Communicate with your Readers?
8.3How Can You Increase the Quality of your Writing?
8.4The Total Document
8.5Psycholinguistic Issues
Summary
Study questions
Assignment
The reading and writing chapters have an important overlap since reading processes depend on a written text. While Chapter 4 deals more with psycholinguistic evidence about the reader in his relationship with the text, this chapter deals more with the writer and her relationship with the text; however, all three factors--reader, writer, and text--contribute to the operationalization of the concept of readability.
The chapter first addresses the psycholinguistic aspects of language production processes and the evidence for the operation of the language generator, a crucial element in that process. Writing and speaking have some aspects in common in the planning or conceptualization of the message; however, the formulation or execution of the message is different for the writing and speaking processes. In this chapter, the writing process is discussed before the speaking process, even though those processes are acquired in the opposite order in an individual's personal development because it is more difficult to become skillful at written communication than at oral communication.
You, as business managers and engineers need to be sure that what you write and what you say is clearly understood. Therefore, the issue of readability and its parallel for listening are reviewed. In addition, this chapter briefly examines how the use of computers can be used to support effective writing and communication practices.
Chapter Contents
5.1Psycholinguistics and the Language Production Processes
5.2Writing and Speaking Processes
5.2.1Writing
5.2.2Speaking
5.2.3Reviewing and Revision
5.3Similarities Between Writing and Speaking
5.4Differences Between Writing and Speaking
5.4.1Generalizations
5.4.2Linguistic Aspects
5.5Readability: Implication for the Writer
5.6Use of Computers in Writing and Communication
5.7Conclusion and Implications for the Business Manager and Engineer
Chapter Contents
2.1Introduction
2.2The Flow of a Technical Concept in Industry and Its Consequences for Communication
2.3General Communication Needs in Business and Technology
2.3.1Language and Communication vs. Other Needs
2.3.2Communication Activities
2.3.3Technical Writing as a Special Communication Activity
2.4Potential and Real Foreign Language (FL) Needs in Business and Technology
2.4.1Potential Needs
2.4.2Frequency and Importance of Real Contacts and Occurrence of Problems
2.4.3Summary of Potential Needs and Frequency and Occurrence of Problems
2.5Strategies to Fulfill the Language and Communication Needs of Business Managers and Engineers
Summary
Study questions
Assignments
Cultural differences can trigger social change especially when cross border interactions between people take place. Technological innovations can start new worldwide interactions and as a consequence bring about social change. Probably these “socio-technical” developments are two sides of the same coin. Nowadays it becomes more crucial to hold the same pace in both technological and social changes.
We are looking for both country and cross border studies based on empirical data within the fields of organization and professional culture related to technological and social change. Authors are invited to focus on macro, meso and micro levels of cultural cross border social and technological changes. We welcome both conceptual and empirical studies (both quantitative and/or qualitative). With respect to culture we prioritize mutual perception and Delphi studies over self-reports, but the latter are welcome as well. Change might be studied not only structurally, but also in an organic and evolutionary way.
The Euregion Meuse-Rhine is one of 65 border regions in the EU that were founded to create more opportunities to perform cross-border business. Actually, it appears that the entrepreneurs do not take advantage of these opportunities. As a starting point to improve the opportunities that the Euregion offers, we want to study the qualities of the entrepreneurs, who do take the opportunities and compare them with the qualities of those, who are not that successful or do not perform cross-border business in the first place. We conclude that most entrepreneurs find cross-border business very important, but that there are significant differences between the districts within the Euregion Meuse-Rhine regarding the satisfaction of entrepreneurs with the outcomes of cross-border business. One can identify common qualities of Belgian, Dutch, and German entrepreneurs in the Euregion regarding Business Communication Skills, but there are no real common qualities regarding Cultural Sensitivity. For entrepreneurs in Southern Limburg and in Belgian Limburg the knowledge of foreign culture and the ability to adjust to the foreign language have a significant influence on the level of success of cross-border business. For entrepreneurs it is also important to take the cultural, legal, and economic norms and values of the other districts into account. For entrepreneurs in the District of Aachen the level of success of cross-border business is influenced by the level of adjustment to how the process of decision-making is organized in the other districts.
English summary of dataset (in progress)
The relation between Vincent van Gogh and the (protestant) church appeared to be at least controversial both within his work and his personal life. As the son of a Dutch reformed pastor he tried to be a genuine Christian. Whereas he was very succesful as a painter, he failed in his attempts to educate himself as a protestant theologist in Amsterdam and one year later in Brussels to fulfill the function of an assistant preacher. This was simply a bridge too far.
His long life mantra became that of the famous parole of Victor Hugo: Les religions passent, Dieu reste. He did not believe in the institutions that drifted away from the real mercy of helping the poor peasants, weavers and miners. In the Borinage as an example he gave everything away to rescue and nurse miners after a mine disaster. He was even a nurse to his own mother together with his only true love in life Margot Begemann, his neighbor 12 years older than he himself, when Ms. Van Gogh broke her upper leg. He was simply practicing as Jesus Christ himself what he was unable to preach. This brought him to eructations of religiosity in inspiring his art to hisfaith, such as first the Holy Bible of his father after his death in April 1885 and later in 1889/1990 St Rémy and Auvers painting the Good Samaritan and the Pietà after one of his masters: Eugène Delacroix just before comitting suicide in July 1890.
This article tries to retrace this religious itinary around the questions to what extent was he a church goer in the 9 churches with 8 being ones where his father preached as a priest? In passing 8 grave yards are also listed where family members of Van Gogh, himself, his older and younger brothers and Margot Begemann and her family found their last rest places. In sum he refused to go to church at crucial year events, such as Christmas, when his family disapproved his behavior towards women, such as Kee Vos with whom he fell desperately in love, just after she was bewidowed. She was the daughter of a colleague of his father: the Reverend father Stricker in Amsterdam. In the case of Sien Hoorninck in The Hague in 1882 just before Vincent he came to Nuenen, he simply tries to save this dress maker and abondoned prostitute with two kids who were not his own offspring. He offered her shelter, yes with money of Theo. He used her also as free of charge model and a sexual partner, in vain trying to develop his own family. Was he to blame in his situation with his character? He on his part disapproved the hypocretical attitude of many protestant and RC clergymen, in particular in his Dutch period, and purported to express real life mercy towards the underpriveledged in his time by calling attention in his art work in expressing the strong emotions of his society.
There was a personal drama in the clash with his own father who on his part tried despairingly to use the church institution to the service of the lower class in the second half of the century of the industrial revolution. In the Netherlands, then with a protestant upperclass, poor protestants were resettled to the poor South to become farmers, from being peat cutters in the northern province of Drenthe, very protestant indeed. We are talking of the time of the papal encyclique of Rerum Novarum of Pope Leo XIII. This article draws a routing along 9 churches and 8 grave yards affiliated with them partly in which Vincent van Gogh attempted to search meaningfulness with endeavor in his own short life. Finally he could subtantiate this in his life as an artist between 1880-1890 with 2200 recognized mostly world famous pieces (500 in Nuenen). Also his religious art revealed to be an innovation of being the father of expressionism and modern art with complementary colors (see also Ulijn et al. 2016 elsewhere on this site).