Comparative Literature?

PMLA ◽  
2003 ◽  
Vol 118 (2) ◽  
pp. 336-341 ◽  
Author(s):  
Haun Saussy
Keyword(s):  
Comparative Literature ◽  
Foreign Language ◽  
Native Language ◽  
Literary Analysis ◽  
English Department ◽  
University Campuses ◽  
Language And Literature ◽  
Knowledge Of Language ◽  
The University ◽  
Object Of Knowledge

What is comparative literature? Not a theory or a methodology, certainly (which raises the question of why this article should appear in a series so entitled), though theories and methodologies aplenty occur as part of its typical business. Is there, or can there be, an object of knowledge identifiable as “comparative literature”?When I began hearing about comparative literature in the middle 1970s, there was a fairly straightforward means of distinguishing comparative literature on the university campuses where it was done. The English department pursued knowledge of language and literature in one language; the foreign language departments pursued similar studies in two languages (typically English, assumed to be most students' native language, plus the foreign tongue); and comparative literature committees, programs, or departments carried out literary analysis in at least three languages at once.

scholarly journals Quelle pragmatique enseigne-t-on en ce moment (2017) en Roumanie en filière LEA?

2018 ◽  
pp. 75-85
Author(s):  
Florinela Şerbǎnicǎ
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Description Language ◽  
Undergraduate Level ◽  
Teaching Aids ◽  
Traditional Courses ◽  
Language And Literature ◽  
Il Y A ◽  
The University ◽  
Selection Of

En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique. What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes? In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market. Key words: course description; language and literature; LEA; syllabus; pragmatics.

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

A Shared Fate or a Common Destiny?

PMLA ◽  
2002 ◽  
Vol 117 (5) ◽  
pp. 1255-1260 ◽  
Author(s):  
J. Lawrence Mitchell
Keyword(s):  
Foreign Language ◽  
World Literature ◽  
Literary Tradition ◽  
Small World ◽  
Faculty Members ◽  
English Department ◽  
Adequate Knowledge ◽  
David Lodge ◽  
Language And Literature ◽  
Common Destiny

Robert burns, an astute student of human nature, wryly observes in his poem “To a Louse”: “O wad some Pow'r the giftie gi'e us / To see oursels as others see us.” What we may learn is not always palatable. It is no secret that, in the eyes of many of our colleagues in disciplines outside language and literature, English too often appears as a bewilderingly undisciplined discipline—irresistibly drawn to the latest fashionable theory, riven by tiresome factionalism, and shamelessly encroaching on the disciplinary territory of others. The view from within is not always rosy either, on the evidence of satirists such as David Lodge in Small World and Frederick Crews in Postmodern Pooh. In our own eyes, of course, we are stable, responsible, hard-working, and absolutely central to the humanities. It is our colleagues in foreign language departments, we sometimes insist, who are the fractious and feckless ones, and who give the humanities a bad name. But these, our closest colleagues, see us—institutionally, if not individually—as arrogant and imperialistic, and ill content to tend our own gardens, as Voltaire urged. The heart of the matter is that we deem ourselves qualified to teach and to write about works of literature in translation, sometimes without adequate knowledge of the language, culture, or relevant literary tradition. Moreover, in many institutions, world literature is the exclusive—and zealously guarded—province of the English department. How can we reconcile this disciplinary imperialism, not to mention our suspicions about the effectiveness of often balkanized foreign language departments, with the fact that for more than thirty years the most influential theorists have been French, German, and Russian (Auerbach, Bakhtin, Baudrillard, Derrida, Foucault, Habermas, Iser, Jakobson, Kristeva, et al.) and that, for the most part, we read them in translation too? Occasionally, of course, English faculty members have been the translators.

Analyse der studentischen schriftlichen Arbeiten mit dem Ziel, den Lehrprozess an der Universität zu optimieren

2021 ◽  
pp. 73-84
Author(s):  
Jana Ondráková ◽  
Vít Kučera ◽  
Kristýna Štočková ◽  
Markéta Vránová ◽  
Věra Tauchmanová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Native Language ◽  
Focus Of Attention ◽  
Learning Processes ◽  
Teaching Process ◽  
Error Analyses ◽  
The University ◽  
Made In

ANALYSIS OF STUDENT WRITTEN PAPERS WITH THE AIM TO OPTIMISE THE TEACHING PROCESS AT THE UNIVERSITY Mistakes are important for teachers as they help them to find places where their students are wrong and which issues are difficult for students to learn. Determining a mistake in foreign language teaching is not simple. In most cases, mistakes made in a foreign language utterance are described as deviations from the grammatical model (the criterion of correctness) and their influence on communication understanding (the criterion of comprehensibility) is evaluated. Some mistakes are typical for speakers with the same native language, and the focus of attention to such mistakes can help to improve the process of language learning. For this reason, we can find a variety of error analyses with the aim to optimize the teaching and learning processes.

scholarly journals Text in the system of development of native and foreign speech activity: the relationship of the linguistic base of education in school and HEI

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Transfer Of Knowledge ◽  
Speech Activity ◽  
School Programs ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

The article deals with the problem of interrelation of linguistic base of development of native and foreign speech activity of schoolchildren and students. The authors identify the actual difficulties experienced by Chinese students in mastering the Russian language at an advanced stage in the University, and justify the assumption that one of the reasons for difficulties in the creation of a complete text is in the margin of the linguistic base (insufficient information about the text) development of native language activity in the school to the needs of foreign language teaching at the University . In search of the reason, the authors carry out a comparative analysis of school programs in the native language of the two countries - Ukraine and China – and provide an opportunity for the pedagogical community to get acquainted with the content of training on the development of speech activity, with the structure of programs in order to understand and choose a more effective way of building the program and filling it with the necessary content from the field of linguistics of the text. This information, according to scientists, is the basis for the development of both native and foreign speech. Strengthening the school base for the development of a speech activity in the field of the native language will contribute to the transfer of knowledge and skills from the field of the native language to the field of foreign language and, thus, overcome the difficulties in mastering the ability to create a complete text in a foreign language, since the laws of construction of the text are similar in different languages. The continuity of knowledge between the links of the educational system in this aspect is an important condition for the effectiveness of mastering communicative competence, and its observance is the care of the compilers of programs and textbooks.

scholarly journals Using humour in teaching English as a foreign language at more advanced levels

2011 ◽  
Vol 43 (2) ◽  
pp. 254-265
Author(s):  
Diana Prodanovic-Stankic
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Small Scale ◽  
English Department ◽  
Language Play ◽  
Proficiency Level ◽  
University Level ◽  
Novi Sad ◽  
The University ◽  
Grammatical Structures

The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure) in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students? level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students? proficiency level. Moreover, using humour both as a tool and as a resource affected students? motivation and willingness to study.

scholarly journals THE USE OF A DIGITAL WORKSHEET DURING THE UNIVERSITY STUDY OF GERMAN AS A FOREIGN LANGUAGE

1970 ◽  
Vol 10 (10) ◽  
pp. 151
Author(s):  
Mateja Žavski Bahč ◽  
Doris Mlakar Gračner
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Digital Media ◽  
Point Of View ◽  
German Language ◽  
Work Process ◽  
Student Centered ◽  
Language And Literature ◽  
The University ◽  
Learner’S Perspective

In education, more and more digital media is being introduced into the classroom. Most of the time, experts explain in detail the use of digital worksheets from the teacher's point of view while the learner's perspective is considered less often. Therefore, the following article tries to determine, based on a qualitative empirical study, how the use of digital worksheets is perceived and evaluated by students of German language and literature. The subjects of the study were 1st year students of German language and literature in Slovenia. After working with the digital worksheet, the subjects answered a questionnaire to reflect on their entire work process. The obtained data were analyzed and interpreted. The results of the study can serve as a stimulus for teachers of German language to plan their lessons aiming not only to the use of digital media by themselves in their teaching, but also to make the lessons more student-centered and self-directed by the use of digital media.

The Significance Of Teaching Pragmatics To Engineering Students In Communications Skills Education in Andhra Pradesh

2017 ◽  
Vol 3 (4) ◽  
Author(s):  
I. Suresh ◽  
Srinivasa Ramanujan ◽  
Rajeswari Surisetty
Keyword(s):  
Communication Skills ◽  
Andhra Pradesh ◽  
Engineering Students ◽  
Native Language ◽  
Pragmatic Competence ◽  
Academic English ◽  
Communications Skills ◽  
Knowledge Of Language ◽  
The University ◽  
Skills Education

This paper discusses about the importance of teaching Pragmatics to students in Engineering Colleges in Andhra Pradesh where Telugu is the native language of the state. It throws light on the emergence of developing Pragmatics among the students and suggests to comprise it as a part of Communication Skills Education. This review emphasizes on the need of realizing the contrast between Academic English that is prescribed by the University and Communicative English which includes Pragmatic Competence that paves path to the students career even after completion of their Technical Graduation and also being a successful employee in future. It reveals the seriousness of Practice rather than tones of theoretical based work of the language. It brings awareness that speaking English is the ultimate task of the student than quietly accumulating knowledge of language.

Dominant-language Use in Foreign-language Academic Writing Processes

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 114-139
Author(s):  
Ina Alexandra Machura
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Degree Program ◽  
Writing Processes ◽  
Language And Literature ◽  
Language Writing ◽  
English Students

The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.

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