scholarly journals „TRZECI JĘZYK” W PRZEKŁADZIE: SZCZEGÓLNY PRZYPADEK OBCOŚCI NIEOBCEJ

2021 ◽  
Vol 9 (2) ◽  
pp. 117-133
Author(s):  
KATARZYNA KOTYŃSKA
Keyword(s):  
Source Text ◽  
Third Language ◽  
The Third ◽  
Ukrainian Text

The aim of the paper is to discuss the strategies used when translating inserts in the “third language” (L3). I focus on the situation where the “third language” remains fully understandable for the recipient of the source text. I will present the strategies for translating the Ukrainian text with Russian incrustations into Polish against a comparative background of other language triads.

scholarly journals Language variation in source texts and their translations

Target ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 113-130 ◽  
Author(s):  
Montse Corrius ◽  
Patrick Zabalbeascoa
Keyword(s):  
Case Studies ◽  
Language Variation ◽  
Source Text ◽  
Third Language ◽  
Feature Films ◽  
Convergence And Divergence

In addition to the two languages essentially involved in translation, that of the source text (L1) and that of the target text (L2), we propose a third language (L3) to refer to any other language(s) found either or both texts. L3 may appear in the source text (ST) or the target text (TT), actually appearing more frequently in STs in our case studies. We present a range of combinations for the convergence and divergence of L1, L2 and L3, for the case of feature films and their translations using examples from dubbed and subtitled versions of films, but we are hopeful that our tentative conclusions may be relevant to other modalities of translation, audiovisual and otherwise. When L3 appears in an audiovisual ST, we find a variety of solutions whereby L3 is deleted from or adapted to the TT. In the latter case, L3 might be rendered in a number of ways, depending on factors such as the audience’s familiarity with L3, and the possibility that L3 in the ST is an invented language.

Dubbing multilingual movies into Persian: a case of invented languages as the third language

Perspectives ◽  
2021 ◽  
pp. 1-15
Author(s):  
Maryam Golchinnezhad ◽  
Zahra Amirian
Keyword(s):  
Third Language ◽  
The Third

scholarly journals A glossary as an explicative translation technique in the translation of the third culture elements

2021 ◽  
Vol 145 ◽  
pp. 129-144
Author(s):  
Michał Gąska
Keyword(s):  
Literary Translation ◽  
Cultural Barriers ◽  
The Novel ◽  
Third Culture ◽  
Source Text ◽  
Translation Process ◽  
East Indies ◽  
The Third ◽  
Translation Technique ◽  
Similarities And Differences

Utilising notes or glossaries in literary translation has both its opponents and supporters. While the former conceive it as a translator’s helplessness and failure, the latter defend it as a manner of overcoming cultural barriers. The present article aims to scrutinize glossaries used as an explicative translation technique with regard to the rendering of the third culture elements. The analysis is conducted on the basis of the novel by Dutch writer Hella S. Haasse: Sleuteloog, in which the action is set in the Dutch East Indies. For this reason, Indonesian culture occurs as the third culture in the translation process. The source text is juxtaposed with its translations into German and Polish in order to examine the similarities and differences in images of the third culture elements the glossaries evoke in the addressees of the target texts.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani–Persian bilinguals

2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Second Language ◽  
First Language ◽  
Judgment Task ◽  
Third Language ◽  
The Third ◽  
Grammaticality Judgment ◽  
L3 Acquisition

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.

‘Autonomy Convention’ and ‘Consulta’: Deliberative Democracy in Subnational Minority Contexts

2018 ◽  
Vol 15 (01) ◽  
pp. 194-225 ◽  
Author(s):  
Elisabeth Alber ◽  
Marc Röggla ◽  
Vera Ohnewein
Keyword(s):  
Deliberative Democracy ◽  
Power Sharing ◽  
Divided Societies ◽  
Third Language ◽  
South Tyrol ◽  
The Third ◽  
Language Groups ◽  
Basic Law ◽  
Special Rules ◽  
Autonomous Province

The article compares deliberative practices within the two constituent units of the Italian Autonomous Region of Trentino-South Tyrol: the Autonomous Province of Bolzano/Bozen (South Tyrol) and the Autonomous Province of Trento (Trentino). South Tyrol’s ‘Autonomy Convention’ and Trentino’s ‘Consulta’ are consultative processes that are differently structured but have the same aim: the elaboration of proposals as to the revision of the region’s basic law, the Autonomy Statute of 1972. The article highlights differences in structures and procedures of both deliberative practices and it gives evidence on the implications such differences have in the respective sociopolitical contexts. Unlike Trentino, South Tyrol is characterized by a power-sharing system between its major language groups, German- and Italian speakers; some special rules also apply to the third language group, the Ladins. The argument developed is that, in South Tyrol, the successful settlement of conflict by means of consociational arrangements favoured the institutionalization of deliberative practices. However, the same arrangements pose challenges to deliberative practices. The article contributes to the emerging literature on pitfalls and potential of deliberative practices implemented in multilingual and divided societies.

The Proto-Omotic verb formative *d–

1984 ◽  
Vol 47 (2) ◽  
pp. 324-330 ◽  
Author(s):  
R. J. Hayward
Keyword(s):  
Inflectional Morphology ◽  
Third Language ◽  
The Third ◽  
Cluster A

One major problem which comes to the fore in comparing Omotic languages is the wide diversity seen in the inflectional morphology of the verb. To the linguist coming from Ethiopian Semitic or East Cushitic the variety encountered from language to language in Omotic is bewildering. The problem may be illustrated by comparing paradigms of three languages of the Ometo cluster—a group which on the basis of lexicostatistic calculations is considered to be fairly close-knit. Two of the languages, Zayse and Koyra, have been classified (together with Haruro, Ganjule, Harro and Zargula) as East Ometo, a label which is intended to convey a genetic as well as a geographical affiliation. The third language is Gofa, which, as a member of the dialect cluster which includes Wolaitta, Kullo, Konta, Gemu, Zala, Malo, Oyda, etc., is classified as Central Ometo. The paradigms compared are: (i) the perfect (or past) declarative, (ii) the perfect (or past) interrogative, (iii) the imperfect (or present) declarative, (iv) the imperfect (or present) interrogative. The verb employed in the illustration is wod'-‘kill’.

Russian Loans in Uzbek

1974 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Paul M. Austin
Keyword(s):  
Soviet Union ◽  
Creative Writing ◽  
Slavic Language ◽  
Third Language ◽  
The Third ◽  
The Soviet Union ◽  
The Common ◽  
Casual Observer

Fears have often been expressed outside the Soviet Union that the influx of Russian words into the non-Russian languages is part of an attempt to russianize them with a view to make them ultimately superfluous. These fears now seem to be greatly exaggerated, as there is little evidence to show that these languages are losing their vitality or are doomed to extinction. While the total lexicon of any given language, in this case Uzbek, the third language numerically (after Russian and Ukrainian) and the largest non-Slavic language, may have a significant number of Russian loanwords, it does not necessarily follow that all these words are in fact an essential segment of the language. The life and viability of a language depend not upon the percentage of so-called foreign words in its vocabulary, but upon its daily use in ordinary situations and in creative writing. The major problem in this area has been the apparently large number of Russian borrowings seen in the non-Russian languages, especially those in non-Slavic ones using Cyrillic. Words are often taken in their Russian orthographic shape without regard for the internal rules of the various languages. Even a cursory glance at any newspaper is enough to show the casual observer that these languages have been russianized to a certain extent. Soviet sources have always emphasized that there has been a “sovietization” of non-Russian languages, while admitting that Russian is the main source for new vocabulary. However it is pointed out that most of these borrowings are “international” words taken into the several languages via Russian. Counter arguments have emphasized that the “common-spelling” principle, by which all words from Russian, be they “international” or not, are borrowed in their exact Russian spelling, proves that russianization, not sovietization, is taking place.

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