scholarly journals TRANSLATION OF LINGUOCULTUREMES IN THE FICTION TEXT “PETER PAN”

2019 ◽  
Vol 10 (1) ◽  
pp. 213-224
Author(s):  
Evgeniya P Yunkova
Keyword(s):  
Cross Cultural ◽  
Spanish Language ◽  
Russian Language ◽  
Original Material ◽  
Basic Definition ◽  
Peter Pan ◽  
Translation Strategies ◽  
Cross Cultural Communication ◽  
Definition Of

This article presents the comparative analysis of two different Russian translations of English fiction text. The research deals with linguoculturemes. The author gives a variety of definitions of the term linguocultureme, comparing this concept´s studies. The author offers to consider not only Russian-speaking but also foreign theoretical practices on a subject of basic linguoculturological concepts. Thus, through the synthesis of domestic and Spanish-language works the basic definition of a linguocultureme is offered. The four-component classification of the linguoculturemes helps to present the diversity of these components in the space of the English fiction text. The material of the research is Russian variants of translation of the English story “Peter Pan”. The purpose of this article is to compare the translations of the fiction text observing the rate of linguoculturemes in the text and classifying them, showing the variety of translation strategies. The results confirm the thesis about linguocultureme as a “zero-unit” which is a source of a translation problem. Comparative study of two Russian-language translations and its pragmatical analysis also confirms the thesis about the influence of the potential addressee of the text on the choice of language units during the translation. The attempt to study the translation as a part of the cross-cultural communication as well as the presence of the original material make this study relevant.

Verbal humor

2020 ◽  
pp. 176-198
Author(s):  
Salvatore Attardo
Keyword(s):  
Basic Definition ◽  
Folk Theory ◽  
Theory Of Language ◽  
Phonetic Distance ◽  
Definition Of

This chapter deals with puns. The classification of puns is discussed and a basic definition of pun is provided: a text in which a sequence of sounds must be interpreted with a formal reference to a second sequence of sounds and two incongruous meanings are triggered by this process. Puns may come from ambiguity, or paronymy (puns that are similar in sound). The phonetic distance is the measure of how far two paronyms may differ and still be considered puns. The position of the connector (the ambiguous or paronymic element) and the disjunctor (the element in the text that triggers the recognition of the pun) are discussed. A Cratylistic motivated folk-theory of language is shown to underlie puns in the minds of speakers. Finally, a discussion of the psycholinguistics of puns completes the chapter.

International public relations and cross-cultural communication

2017 ◽  
Vol 18 (1) ◽  
pp. 0-0
Author(s):  
Aneta Parkes
Keyword(s):  
Public Relations ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
Multicultural Environment ◽  
International Public Relations ◽  
Key Factor ◽  
The Subject

The article presents the subject of international public relations, which can be defined as a process of communication in which its participants originate from different countries and cultural backgrounds. The differences in cross-cultural communication resulting from the variety of cultures are shown on the grounds of classification of cultures presented by R. Gesteland. Recognition of the basic cultural differences, which determine the process of communication, is a key factor to act efficiently as a Public Relations’ specialist in a multicultural environment.

New Insights in Cross-Cultural Communication

2012 ◽  
pp. e85-e88
Author(s):  
Lidia Schapira
Keyword(s):  
Decision Making ◽  
Cultural History ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cross Cultural ◽  
Low Literacy ◽  
Cross Cultural Communication ◽  
Working Definition ◽  
Cross Cultural Education ◽  
Definition Of

Overview: Improving clinician-patient communication, improving clinical decision making, and eliminating mistrust have been identified as three key areas for reducing disparities in care. An important step is the training of cancer professionals to deliver culturally competent care in clinical settings as well as increasing the proportion of underrepresented minorities in the health care workforce. Providing care that is attuned to the patient's cultural preferences begins by talking to the patient about his or her cultural history and identifying the locus of decision making, preferences for disclosure of vital health information, and goals of care. Patients with low literacy and those with poor fluency of the dominant language require additional services. Language interpretation by trained professionals is fundamental to ensure that patients are able to provide informed consent for treatment. A working definition of culture involves multiple dimensions and levels and must be viewed as both dynamic and adaptive, rather than simply as a collection of beliefs and values. Effective cross-cultural education avoids stereotyping and promotes communication and negotiation to solve problems and minimize tension and conflict. Recent research has identified that unconscious biases held by clinicians affect their behavior and recommendations for treatment.

scholarly journals What, where, when, what for and how? (Reflections on Pragmatic Adaptation)

2021 ◽  
pp. 266-279
Author(s):  
Olga V. Petrova
Keyword(s):  
Relevant Information ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Source Language ◽  
Cross Cultural Communication ◽  
Different Types ◽  
Definition Of ◽  
Types Of Information ◽  
The Impact ◽  
Language Text

The article discusses the problem of choosing ways and means of pragmatic adaptation in translating a text. The relevance of the topic is due to the necessity to facilitate cross-cultural communication in view of the increased intensity and diversity of forms of international contacts. The definition of pragmatic adaptation as the actions of a translator aimed at adapting the source language text to its perception by a recipient belonging to a different culture, does not answer the questions of when and how a translator can and should change the text in order to preserve the pragmatic potential of the original. The aim of the article is to analyze the problems arising in translating texts requiring pragmatic adaptation and evaluate the impact of different types of pragmatic adaptation on reproducing the pragmatic potential of the original and achieving the possible purposes of translation. In order to do it an experiment was carried out: a text was translated in four different ways with different means used for its pragmatic adaptation, and the translations were compared. The results of the experiment show that the choice of pragmatic adaptation methods and techniques is determined not by the type of text or the type of adaptation, as is usually believed, but by the specific purpose for which the text is translated. Thus, when translating a literary text, which always contains factual, conceptual, emotional, aesthetic, and cultural information, the choice between the naturalness of the text, the preservation of the author’s style, the completeness of the content and the communication of culturally relevant information means, in fact, setting different accents. The means of pragmatic adaptation used by the translator depend entirely on the prioritization of these types of information, in other words, on the purpose of translation.

scholarly journals A Comparative Study on Chinese Teachers' Implicit Theories of Creativity in the Context of Cross-cultural Communication

2021 ◽  
pp. 20-24
Author(s):  
Shan Huang ◽  
◽  
Baoling Yang
Keyword(s):  
Creative Thinking ◽  
Implicit Theories ◽  
International Schools ◽  
Cross Cultural ◽  
School Evaluation ◽  
Cultural Groups ◽  
Chinese Teachers ◽  
Cross Cultural Communication ◽  
Individual Interviews ◽  
Definition Of

Teachers' Implicit theories of creativity affect cultivation of students' creativity. This study aimed to investigate Chinese teachers' implicit theories of creativity in international schools in Chinese mainland by comparing the effect size with the previous research data. Results showed that there are mixed patterns of implicit theories in cross-cultural groups. Mixed patterns can be further divided into Native, Westernized, Continuous, Mutational, and Common patterns. Combined with individual interviews, this study further analyzes the deep reasons for the formation of the mixed patterns of implicit theories in cross-cultural groups from the perspectives of creative thinking and creative personality, and finds that school evaluation methods and the definition of students' achievements affect teachers' implicit theories of creativity.

scholarly journals Formation of Cross-cultural Competence among Foreign Students of the Preparatory Department of FSBEI HE Yaroslavl State Agricultural Academy

2020 ◽  
pp. 5-9
Author(s):  
Т.В. Юрьева ◽  
В.А. Михайлова
Keyword(s):  
Cultural Competence ◽  
Foreign Students ◽  
Cross Cultural ◽  
Russian Language ◽  
Cultural Communication ◽  
Communicative Behavior ◽  
Cross Cultural Communication ◽  
Final Project ◽  
The Cross ◽  
The Russian Language

В статье раскрывается проблема формирования кросс-культурной компетентности иностранных учащихся на занятиях по русскому языку как иностранному. Авторы расшифровывают понятие кросс-культурной компетентности, эффективности коммуникации и выделяют факторы и условия их формирования. Отмечается, что каждая культура обладает своей собственной поликодовой системой, расшифровка которой зависит от кросс-культурной компетенции коммуникантов. Выделяются основные признаки кросс-культурной компетенции, которыми являются эмпатия и толерантность, лежащие в основе любого эффективного межкультурного общения, наличие знаний об иной культуре, помогающих правильно интерпретировать коммуникативное поведение представителей другой культуры и готовность к процессу кросс-культурной коммуникации с опорой на накопленный коммуникативный опыт в сфере кросс-культурных контактов. Демонстрируются практические приёмы и методы достижения позитивных результатов. Помимо информации о фонетической, грамматической, лексической системах русского языка, иностранные слушатели должны получить знания об иной, в данном случае русской культуре, помогающие правильно интерпретировать коммуникативное поведение её представителей. Работа в этом направлении проводится уже с первых уроков русского языка, даже на этапе вводно-фонетического курса, и систематически продолжается на всём этапе довузовской подготовки. Авторы приходят к выводу, что в процессе работы с иностранными слушателями Ярославской ГСХА на подготовительном отделении используются различные формы работы в кросс-культурном поле, дающие положительный результат. Завершающий проект (встреча со студентами направления «Журналистика» ЯГПУ им. К.Д. Ушинского) воочию продемонстрировал эффективность используемых методов. Активное использование кросс-культурных коммуникаций ведёт к ускорению и облегчению процесса социокультурной адаптации обучающихся, что в итоге приводит к более высокой эффективности обучения иностранных студентов в условиях русской языковой среды. The article reveals the formation problem of foreign students’ cross-cultural competence in classes in the Russian language as a foreign language. The authors decipher the concept of cross-cultural competence, communication efficiency and distinguish factors and conditions for their formation. It is noted that each culture has its own multicode system, the decoding of which depends on the cross-cultural competence of communicants. The main features of cross-cultural competence are empathy and tolerance which are the basis of any effective cross-cultural communication, the presence of knowledge about a different culture that helps to correctly interpret the communicative behavior of another culture representatives and the readiness for the process of cross-cultural communication based on the accumulated communicative experience in the field of cross-cultural contacts. Practical techniques and methods of achieving positive results are demonstrated. Besides information about the phonetic, grammatical, lexical systems of the Russian language, foreign listeners should gain knowledge of a different in this case Russian culture helping to correctly interpret the communications behavior of its representatives. Work in this direction is carried out already from the first lessons of the Russian language, even at the stage of the introductory phonetic course and systematically continues at the entire stage of pre-university tutorial. The authors conclude that in the process of working with foreign students of the Yaroslavl SAA various forms of work in the cross-cultural field are used at the preparatory department giving a positive result. The final project (a meeting with students of the Journalism direction of YSPU named after K.D. Ushinsky) personally demonstrated the effectiveness of the methods used. The active use of cross-cultural communications leads to the acceleration and facilitation of the process of students’ socio-cultural adaptation which ultimately leads to a higher efficiency of teaching foreign students in the Russian language environment.

Spanish in International Relations

2021 ◽  
Author(s):  
Hasmik Baghdasaryan ◽  
Mary Martirosyan
Keyword(s):  
International Relations ◽  
International Organizations ◽  
Cross Cultural ◽  
Spanish Language ◽  
Professional Communication ◽  
Cultural Communication ◽  
State Structure ◽  
Cross Cultural Communication ◽  
Wide Range ◽  
Cognitive Awareness

The textbook is based on interdisciplinary teaching, which helps students to acquire, apply and integrate different knowledge, as well as to expand the horizons, to develop analytical and research skills. The textbook includes thematic texts on the state structure of Spain, various international organizations (EU, UN, OSCE, CIS, etc.), which aim not only to develop students’ vocabulary and translation skills, but also cross-cultural communication and cognitive awareness necessary for professional communication on the above-mentioned thematic areas. The textbook is intended for the courses "Spanish in International Relations", "Translation of Professional Texts", "Translation of Political-Social Texts", as well as for a wide range of students and readers interested in various issues of professional Spanish language.

Conceptual Approaches to Modeling Effective Intercultural Communication in the Global World

2021 ◽  
Vol 10 (2) ◽  
pp. 35-42
Author(s):  
A. Tyurikov
Keyword(s):  
Intercultural Communication ◽  
Evaluation Criteria ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Methodological Framework ◽  
Russian Science ◽  
Scientific Publications ◽  
Cross Cultural Communication ◽  
Definition Of ◽  
Global World

The article analyzes and describes the current challenges faced by intercultural communication in the XXI century in a globalizing and contradictory world. Conceptual approaches to the activity-phenomenological modeling of intercultural communication are presented, its main properties and determining circumstances are highlighted. The main models that can be used to evaluate cross-cultural communication in terms of its effectiveness are highlighted. Identified, systematized and described in terms of criteria for the effectiveness of the model of intercultural communication. On the basis of content analysis, the content components selected from scientific publications are analyzed and systematized, which can then be divided into criteria, indicators, conditions and products of effective intercultural communication. The concept of "space of active intersubjectivity" is introduced into scientific circulation. It is concluded that the definition of the effectiveness of intercultural communication and its modeling in Russian science, as well as the methodological framework for systematization of its evaluation criteria, are insufficiently studied.Expert testing of basic and additional criteria and a system of indicators for evaluating the effectiveness of intercultural communication was carried out.

scholarly journals Russian language as a factor of soft power in cross-cultural communication: overcoming the crisis

XLinguae ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 155-164 ◽  
Author(s):  
Natalia A. Orekhovskaya ◽  
Elena I. Zamaraeva ◽  
Evgeniya V. Shikh ◽  
Alexander A. Galushkin ◽  
Raisa I. Platonova ◽  
...  
Keyword(s):  
Soft Power ◽  
Cross Cultural ◽  
Russian Language ◽  
Cultural Communication ◽  
Cross Cultural Communication

scholarly journals Linguocultural connotations of the lexeme “pine tree” in the Russian and Chinese languages

Litera ◽  
2021 ◽  
pp. 181-188
Author(s):  
Yunuo Sun ◽  
Mikhail Anatolievich Rybakov
Keyword(s):  
Cognitive Modeling ◽  
Native Speakers ◽  
Cross Cultural ◽  
Russian Language ◽  
Cultural Communication ◽  
Cultural Conflicts ◽  
Cross Cultural Communication ◽  
Pine Tree ◽  
The People ◽  
Interdisciplinary Study

The subject of this research is the lexeme “pine tree” with special linguocultural connotations in the mentality of Russians and Chinese. The authors reviews the historical-cultural associative meanings of the lexeme “pine tree” in the Russian and Chinese linguocultures through the analysis of phraseologisms, proverbs, myths, poems and literary works, as well as historical materials, customs and traditions of the two nations. The article employs descriptive, contextual, comparative methods, component analysis, and cognitive modeling. It is demonstrated that “pine tree” makes a positive impression in both linguocultures; its connotations coincide in the meanings of “perseverance” and “longevity”. Although unlike in Chinese linguocultural connotation, in the Russian language, pine tree also symbolizes negative emotions, such as “loneliness”, “sadness”. The novelty of this research lies in comparison of linguocultural connotations of the “pine tree” phytonomen via interdisciplinary study of the results of perception of this object, its concept and image by the Russian and Chinese native speakers. The accumulated materials can be used in teaching comparative lexicology of the Russian  and Chinese languages, teaching Russian language for Chinese students or Chinese language for Russian students, as well as in the development of lectures and textbooks in these disciplines. The conclusion is made that the detailed contrasting study of connotations of the characteristic phytonomen in two different linguocultures contributes to cross-cultural communication, broadens the perspective on value system of the native speakers of different languages, and allows the people learning a foreign language to avoid undesirable language and cultural conflicts in the context of cross-cultural communication.

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