Lost and Regained in Translation

2017 ◽  
Author(s):  
Beverley Sherry
Keyword(s):  
Foreign Language ◽  
Paradise Lost ◽  
Shock Effect ◽  
Sound Effects ◽  
Starting Point ◽  
Lost In Translation

This chapter argues that the translation of poetry can work as an instrument to identify the genius of the original poem, in particular to single out aural effects that are part of meaning and are lost in translation. First, the longstanding controversy over whether it is possible to translate poetry is addressed: while Frost’s dictum that ‘poetry is what is lost in translation’ provides a starting point, the theories of Dryden and Steiner are fundamental to the enquiry. Three translations of Paradise Lost are examined: two interlingual versions, the German of Haak (1681) and the French of Himy (2001), and the intralingual translation by Danielson (2008). The foreign-language versions throw light on Milton’s original by way of shock effect, while Danielson’s English paraphrase offers an opportunity to distinguish minute sound effects that are part of the poem’s meaning and central to Milton’s genius.

scholarly journals nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

2012 ◽  
pp. 149-162
Author(s):  
Glenna Westwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Information Needs ◽  
Information Resources ◽  
Specific Information ◽  
Personal Learning ◽  
Foreign Language Study ◽  
Starting Point ◽  
Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

Creating task-based oral foreign language exams linked to the CEFR in higher education

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Sandra Reisenleutner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Oral Language ◽  
Oral Exam ◽  
Classroom Activities ◽  
Grading Systems ◽  
Starting Point ◽  
Form Part ◽  
The University ◽  
Answer Format

AbstractOral language exams at university often consist of an individual or group conversation with the examiner about topics dealt with during the semester. A question-and-answer format is applied and vocabulary and structures tested. As a consequence, the oral exam does not reflect action-oriented approaches that often form part of classroom activities and are also fostered by the CEFR. This article describes the process and outcomes to date of action research carried out at the University of Sheffield and the University of Nottingham since 2014. The starting point is that many courses are linked to CEFR levels, which I wanted to include in oral language exams by working with descriptors. The article illustrates ways of making oral language exams more task-based, while still ensuring that topics, structures and vocabulary dealt with during the semester are incorporated. The process of changing the exam is described and examples are given. I also pose the question of how level descriptors of the CEFR might be linked to marking schemes and grading systems of British universities.

Hearing Haneke

2018 ◽  
Author(s):  
Elsie Walker
Keyword(s):  
Foreign Language ◽  
Genre Studies ◽  
Film Festival ◽  
Progressive Change ◽  
Adaptation Studies ◽  
Auteur Theory ◽  
Personal Significance ◽  
Sound Effects ◽  
Theoretical Approaches ◽  
Forms Of Violence

Haneke’s films are sonically charged experiences of disturbance, desperation, grief, and many forms of violence. They are unsoftened by music, punctuated by accosting noises, shaped by painful silences, and defined by aggressive dialogue. Haneke is among the most celebrated of living auteurs: he is two-time receipt of the Palme d’Or at Cannes Film Festival (for The White Ribbon [2009] and Amour [2012]), and Academy Award winner of Best Foreign Language Film (for Amour), among numerous other awards. The radical confrontationality of his cinema makes him a most controversial, as well as revered, subject. Hearing Haneke is the first book-length study of the sound tracks that define his living legacy as an aural auteur. Hearing Haneke provides close sonic analyses of The Seventh Continent, Funny Games Code Unknown, The Piano Teacher, Caché, The White Ribbon, and Amour. The book includes several sustained theoretical approaches to film sound: including postcolonialism, feminism, genre studies, psychoanalysis, adaptation studies, and auteur theory. From these various theoretical angles, Hearing Haneke shows that the director consistently uses all aural elements (sound effects, dialogue, silences, and music) to inspire our humane understanding. He expresses faith in us to hear the pain of his characters’ worlds most actively, and hence our own more clearly. This has profound social and personal significance: for if we can hear everything better, this entails a new awareness of the “noise” we make in the world at large. Hearing Haneke will resonate for anyone interested in the power of art to inspire progressive change.

scholarly journals Fazy przetwarzania informacji językowych w nauce obcojęzycznego słownictwa

Neofilolog ◽  
2012 ◽  
pp. 81-93
Author(s):  
Agnieszka Kubiczek
Keyword(s):  
Information Processing ◽  
Language Acquisition ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Theoretical Background ◽  
Natural Processes ◽  
Input Processing ◽  
Starting Point

In the article I am presenting the course of the process of learning vocabulary activated while teaching a foreign language. The paper takes the models of information processing and input processing as a starting point to describe the phases of vocabulary learning and to implicate the teaching procedures based on the insights in the natural processes of language acquisition. It provides theoretical background referring to the concept of instructed learning understood as the possibility of steering learners’ perception and processing of lexical structures by the teacher, and also examples on how to use this knowledge in the classroom.

scholarly journals A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

2021 ◽  
Vol 12 (2) ◽  
pp. 211
Author(s):  
Johanna Lea Korell
Keyword(s):  
Foreign Language ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Gender Representation ◽  
Analysis Model ◽  
General Introduction ◽  
Teaching Pedagogy ◽  
Starting Point ◽  
Gender Awareness ◽  
State Of Research

In the following article, gender-related aspects in ELE textbooks will be examined from a broader thematic point of view, as well as detailed linguistic perspective. As a starting point, the state of research on gender-related studies in foreign language teaching pedagogy and research in Germany will be outlined, followed by a discussion on the importance of gender awareness promoting textbooks. After a general introduction and a rationale for the relevance of the study, central findings of studies examining gender representation in ELE textbooks will be discussed. This is followed by an analysis, in which specifics of textbook analysis and sampling criteria are explained. Furthermore, an analysis model is developed, based on the latest findings of gender-related textbook research. After an excursus on language-specific possibilities of gender sensitivity in Spanish, the results of the analysis are presented and discussed. Finally, implications of the findings for teachers will be deduced and recommendations regarding what can be done to promote and deepen gender awareness of learners will be given.

scholarly journals COMPUTER ADAPTIVE LANGUAGE TESTING ACCORDING TO NATO STANAG 6001 REQUIREMENTS

2021 ◽  
Vol 8 (18) ◽  
pp. 19-26
Author(s):  
Piotr Gawliczek ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Maksym Tyshchenko ◽  
Oleksandr Shapran
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Objective Assessment ◽  
Language Testing ◽  
Armed Forces ◽  
Proficiency Level ◽  
Starting Point ◽  
Special Value ◽  
Results Management ◽  
Adaptive Ability

The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”, “Scoring algorithm” and “Termination criterion”. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers’ foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID 19 pandemic.

scholarly journals Surrounded by Ear Candy?

2020 ◽  
Vol 35 (s1) ◽  
pp. 251-262
Author(s):  
Svein Høier
Keyword(s):  
Best Practice ◽  
Sound Design ◽  
Surround Sound ◽  
Sound Effects ◽  
Starting Point ◽  
The Us ◽  
Contemporary Cinema

AbstractThis article looks at surround sound in contemporary cinema, with the aim of discussing practices of sound design and, more particularly, pinpointing a ‘best practice’ of surround sound today – focusing here on the practices in the US. The empirical starting point for the analysis is a study of ten Oscar-nominated movies, analysing their soundtracks and especially comparing their stereo and surround versions. The method can be described as a ‘directional’ listening mode, analysing how the different channels and speakers are used when presenting sonic elements like voices, music, atmospheres and sound effects.

scholarly journals Wykorzystanie techniki swobodnych tekstów C. Freineta dla wspomagania rozwoju mowy i myślenia w języku obcym u studentów neofilologii

2020 ◽  
pp. 315-324
Author(s):  
Zdzisław Aleksander
Keyword(s):  
Foreign Language ◽  
Personal Experience ◽  
Intellectual Development ◽  
Language Skills ◽  
Language Teachers ◽  
Free Text ◽  
Verbal Expression ◽  
Starting Point ◽  
The One ◽  
The University

In everyday practice, the university has a task of shaping the intellect and developing the mental culture of students. The creative and active character of a person's personality is manifested and shaped in the process of exteriorization and expression. Based on the concept of language and thinking, attention should be paid to the particular importance of verbal expression. The basis here is the hypothesis that thought is realized in a word. As we develop a language, we also increase opportunities for externalization and improvement of thought. The article emphasizes values of verbal expression and its role in the personal experience and assimilation of the world, in shaping creative attitudes. The author recommends linking creative work of neophilology students to the mastery of a foreign language with the formation of their intellect and humanistic attitudes. Such conditions enabling, on the one hand, the improvement and enrichment of language skills and, on the other hand, free expression of one's thoughts are created by learning based on the technique of free text developed by French educator C. Freinet. The article shows how the technique of free text can not only be an auxiliary element, but can become a starting point and crucial issue in the work on the practical mastery of a foreign language and intellectual development of students, as well as how to anchor the improvement of language skills in intelligence, dynamics and expression of future language teachers.

Quale lingua prima? Per un esperimento CEE che utilizzi l'esperanto

1995 ◽  
Vol 19 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Renato Corsetti ◽  
Mauro La Torre
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
European Community ◽  
Mother Tongue ◽  
Critical Examination ◽  
Scientific Methods ◽  
Starting Point ◽  
The 1960S ◽  
New Look

SUMMARY Which Language First? For a European Community Experiment Using Esperanto In view of the European Community's attempts to encourage its citizens to learn each others' languages, the authors have taken a new look at Europe-wide experiments on the role of Esperanto in facilitating language learning. They review all experiments carried out this century on the use of Esperanto as a preparatory aid in language learning. A critical examination of the results obtained shows that in only a few cases, for instance in Halloran's experiment, were these achieved by accurate scientific methods. In that example, however, the value of Esperanto in facilitating language learning was not clearly proved. Besides this, the authors discuss the assumptions on which those experiments were based, and argue that it is necessary to set out from a different theoretical starting point. They refer particularly to the ideas of I. Szerdahelyi, which were formulated in the 1960s. They argue that the degree of difficulty in learning a second foreign language after Esperanto depends on linguistic affinities between the mother tongue, Esperanto, and the language concerned. On the basis of this hypothesis they present a plan for a possible experiment to be carried out on a European scale, which would measure when and to what extent Esperanto could genuinely aid language learning. In this way they hope to avoid the oversimplification which has unfortunately been all too frequent in earlier experiments. Finally they emphasize the importance of this experiment as a step towards the desirable goal of a multilingual Europe. RESUMO Kiun lingvon unue? Por tuteŭropa eksperimento kiu utiligu Esperanton La aûtoroj enkadrigas la ideojn pri tuteŭropaj eksperimentoj pri la lernfaciliga rolo de Esperanto en la nuntempajn klopodojn de la Eŭropa Komunumaro instigi la civitanojn de la membraj statoj pli bone lerni pli multajn lingvojn de aliaj eŭropaj landoj. Ili rekonsideras ciujn eksperimentojn faritajn dum ci tiu jarcento pri la lernfaciliga rolo (propedeŭtikeco) de la internacia lingvo Esperanto kaj kritike ekzamenas la rezultojn, kiuj en nur kelkaj kazoj (ekzemple en la eksperimento de Halloran) estas sciencnivele tre akurate atingitaj. En tiu kazo, aliflanke, ili ne estas nete por la lernfaciligaj ecoj de la internacia lingvo. Hi, krome, diskutas la teorian bazon de tiuj eksperimentoj kaj la neceson ekiri de alimaniere formulita teoria bazo, kiu cefe apogigas sur la ideoj de I. Szerdahelyi eldiritaj jam en la 60-aj jaroj. Temas esence pri la lingvo-tipaj rilatoj inter la gepatra lingvo, la internacia lingvo kaj la poste lernota fremda lingvo, kiuj respondecas pri pli granda au pli malgranda lernfaciligo. Surbaze de tiu teorio ili reformulas eblan planon por tuteŭropa eksperimento, kiu povus mezuri kiom kaj kie la internacia lingvo efektive estas lernfaciliga, preter la tro generalaj asertoj, kiujn oni de tempo al tempo renkontas. La graveco de la rezultoj por la estonta laŭdezire multlingva Eûropo estas fine substrekata.

Interpreting the interpreter: Navigating translation, interpretation, and mediation

2016 ◽  
Vol 22 (4) ◽  
pp. 502-519 ◽  
Author(s):  
Inger Skjelsbæk
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Data Gathering ◽  
Methodological Challenges ◽  
Starting Point ◽  
Research Interview ◽  
Research Interviews

As a psychologist who has conducted research interviews in a foreign language setting, I have found that the methodological literature does not provide needed insights on how to tackle the issue of interpreters and the following article is an attempt to untangle some of the methodological and theoretical concerns this situation entails. The starting point of analysis is the qualitative research interview and discusses what the methodological challenges and theoretical opportunities data gathering through interviews with the help of interpreters might entail.

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