scholarly journals Theoretical and methodological landmarks of an educational linguoculturological dictionary for foreign philologists

2019 ◽  
Vol 17 (3) ◽  
pp. 366-381
Author(s):  
Galina Mikhailovna Vasileva
Keyword(s):  
Foreign Students ◽  
Figurative Language ◽  
General Purpose ◽  
Target Language ◽  
Literary Texts ◽  
Cultural Meanings ◽  
Dictionary Entry ◽  
Cultural Connotation ◽  
Cultural Texts ◽  
Main Component

This article takes into consideration theoretical and methodological foundations of an educational linguoculturological dictionary for foreign students-philologists. The dictionary describes connotative lexical units representing the most important national codes of a linguistic culture. Special attention is paid to linguistic, methodological, and lexicographic understanding of a cultural connotation, including associative and evaluative potential of a word as its main component. Since cultural connotations determine the content of figurative language means (metaphors, epithets, stable comparisons etc.) as well as various literary texts, a vital task of educational lexicography is to help foreign students-philologists to get hidden cultural meanings of a word and thus to “read” the most significant cultural texts of the target language. The aim of this paper is to present a project of an educational linguoculturological dictionary allowing foreign philologists to master the connotative potential of Russian lexis step-by-step: from sematic, associative, and evaluative content to figurative means of various artistic texts. The research resulted in determining linguistic and methodological foundations of an educational linguoculturological dictionary for foreign philologists, as well as defining its structure and content. In the future, the authors plan to compile the full text and publish the dictionary. Interrelatedness of the major principles of educational lexicography (the principle of anthropocentricity realized in thorough consideration of the dictionary recipient specifics, principles of multidirectional selectivity and national orienteers), their connection with academic traditions of Russian lexicography and principles of teaching Russian as a foreign language on the whole can be seen as theoretical and methodological foundations of an educational linguoculturological dictionary. The main difference of the structure and content of an educational linguoculturological dictionary entry from that of a general-purpose dictionary entry is reflected, first of all, in the quantity and content of its major zones, based on a comparative study of semantic, associative, evaluative, figurative potentials of the vocabulary that articulate the most important national codes of a linguistic culture. It distinguishes 5 major zones of an educational dictionary entry: semantical-grammatical, associative and connotative, evaluative and connotative, figurative means of a language zone and the literary zone. A developed project of an educational linguoculturological dictionary allows to “decode” step-by-step the connotative potential of the culture-specific vocabulary and help foreign students to “read” the most significant cultural texts of the target language.

scholarly journals Exploration of Poetic Texts by Foreign Students Within the Framework of Modern Poetic Discourse

2021 ◽  
Vol 3 (2) ◽  
pp. 80-93
Author(s):  
O. V. Medukha
Keyword(s):  
Information Exchange ◽  
Foreign Students ◽  
Subjective Experience ◽  
Target Language ◽  
Literary Texts ◽  
Russian Text ◽  
Linear Interaction ◽  
Effective Work ◽  
Poetic Discourse ◽  
Poetic Texts

The article describes the peculiarities of the analysis of the poetic Russian text while teaching foreign students. Studying poetic texts enables students not only to learn a foreign language, expand vocabulary but also deepen the understanding of the country’s culture. Regardless of the foreign students’ language level, the use of literary texts in class is really efficient as it helps to concentrate on both information exchange and the process of mutual verification of subjective experience-impression. Discussion of poetry encourages students’ active non-linear interaction with the target language as well as contributes to their critical interaction with a variety of texts, including literary and scientific ones. The communicative situation that arises during distance learning is analyzed within the framework of poetic, poet-related and institutional discourses. When teaching poetry, the author applies Google Street View technology to provide an interactive panoramic view of the points the poets refer to in their works. The article offers methodological notes aimed to contribute to effective work with students whose proficiency in the target language is at B2 level and higher. The article also presents an example of the analysis of a poetic passage and conclusions concerning the students’ interaction with it.

Image schemas across modes and across cultures: Communicating horror in Philip Roth’s Nemesis and Ridley Scott’s Alien

2017 ◽  
Vol 26 (4) ◽  
pp. 323-339 ◽  
Author(s):  
Karsten Senkbeil
Keyword(s):  
Culturally Diverse ◽  
Figurative Language ◽  
Literary Texts ◽  
Cultural Dimension ◽  
Image Schemas ◽  
Cognitive Metaphor ◽  
Metaphor Theory ◽  
Cultural Texts ◽  
Linguistic Approaches ◽  
Diverse Audience

This paper examines two cultural texts, Philip Roth’s Nemesis and Ridley Scott’s Alien, based on cognitive linguistic approaches to figurative language in communication, cognitive metaphor theory and its pragmalinguistic applications. It explores how far very similar image schemas are functionally employed across modes and genres to communicate a certain affect, in this case horror, to a global, culturally diverse audience. The results are put into the perspective of ongoing debates about the universality and variation of metaphors and image schemas across types of texts and, in extrapolation, across cultures. The paper aims to contribute to discussions about the functions and modalities of intercultural transfers of literature and popular culture, combining the cognitive, the linguistic and the cultural dimension of literary texts communicating across cultures.

scholarly journals Figurative Language in Translation: A Study of J.P. Clark’s The Ozidi Saga

2007 ◽  
Vol 52 (2) ◽  
pp. 309-326 ◽  
Author(s):  
Diri I. Teilanyo
Keyword(s):  
English Translation ◽  
Figurative Language ◽  
Target Audience ◽  
Target Language ◽  
Literary Texts ◽  
Source Text ◽  
English Bilingual ◽  
Basic Code ◽  
Text Language ◽  
Modern Thinking

Abstract The interlingual translation of figurative expressions and idioms is a particularly sensitive task, especially in literary texts where the figurativeness of the language is an inalienable part of the text as a literary piece. Since modern thinking on translation favours fidelity to the source text, the translator is required to maintain – rather than improve, reduce or otherwise alter – the figurative texture of the source text in the target text. In this paper, we investigate the felicity of J.P. Clark’s Izon-English translation in his The Ozidi Saga. We point out that felicitous as Clark’s translation is in general, there are noticeable cases of improvement, impoverishment and alteration, alongside full equivalence, in the figurative texture of the translation when viewed against the Izon text by a sensitive Izon- English bilingual. From this we argue that any form of alteration is a literary disservice to the source text, the source culture and the target audience. We propose that the literary translator should do his utmost to retain the figurative level of the source-text language in the target text, even if this involves literalism and some other violation of the basic code of the target language while annotations and glossaries may be freely employed.

Voices and Visions: Mind, Body and Affect in Medieval Writing

2018 ◽  
Author(s):  
Corinne Saunders
Keyword(s):  
Medical Humanities ◽  
Family Care ◽  
Literary Texts ◽  
Cultural Perspective ◽  
Historical Sources ◽  
Disease Treatment ◽  
History Of Disease ◽  
Health And Illness ◽  
History Of ◽  
Cultural Texts

A properly critical medical humanities is also a historically grounded medical humanities. Such historical grounding requires taking a long cultural perspective, going beyond traditional medical history – typically the history of disease, treatment and practice – to trace the origins and development of the ideas that underpin medicine in its broadest sense – ideas concerning the most fundamental aspects of human existence: health and illness, body and mind, gender and family, care and community. Historical sources can only go so far in illuminating such topics; we must also look to other cultural texts, and in particular literary texts, which, through their imaginative worlds, provide crucial insights into cultural and intellectual attitudes, experience and creativity. Reading from a critical medical humanities perspective requires not only cultural archaeology across a range of discourses, but also putting past and present into conversation, to discover continuities and contrasts with later perspectives. Medical humanities research is illuminated by cultural and literary studies, and also brings to them new ways of seeing; the relation is dynamic. This chapter explores the ways mind, body and affect are constructed and intersect in medieval thought and literature, with a particular focus on how voice-hearing and visionary experience are portrayed and understood.

La traducción del lenguaje figurado: figuras de dicción y de pensamiento en la obra de François Villon

2020 ◽  
Vol 65 (1) ◽  
pp. 136-155
Author(s):  
Beatriz Martínez Ojeda
Keyword(s):  
Figurative Language ◽  
Target Language ◽  
14Th Century ◽  
Rhetorical Devices ◽  
Poetry Translation ◽  
Current Article ◽  
Francois Villon ◽  
Language Text

AbstractThe current article primarily aims at analysing the strategies utilised by quintessential translators of F. Villon to render into Spanish the figures of diction and thought that characterise the poetry of the 14th-century author, following the classical classification proposed by Abrams (1953). A second objective is to suggest a set of guidelines on how to translate the figurative use of discourse into a given target-language text. Accordingly, this article will first provide an overview on the most relevant approaches to poetry translation, which especially concern relaying the figurative language of a source into a target-language text. Moreover, it will analyse a set of examples that best illustrate the distinctive use of rhetorical devices by Villon, and will examine the ways to better transforming them into another target language, namely Spanish. Lately, this article will propose a set of translation guidelines for both the figures of diction and thought that permeate his poetry.

scholarly journals Literature in efL: Beyond language learning

2014 ◽  
Vol 15 (2) ◽  
pp. 234
Author(s):  
Luis Jesús Rincón
Keyword(s):  
Language Learning ◽  
Private School ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Literary Texts ◽  
Group Discussions ◽  
Value Judgments ◽  
Willingness To Use

This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroomenhancing students´ motivation and willingness to use the target language.

scholarly journals O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

2021 ◽  
Vol 12 ◽  
pp. 29-44
Author(s):  
Daniel Ferreira ◽  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Target Language ◽  
Literary Texts ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Language Classes

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

scholarly journals El hrw nfr en la literatura ramésida: algunas notas para su interpretación

2020 ◽  
pp. 81-91
Author(s):  
María Belén Castro ◽  
Keyword(s):  
Cultural Context ◽  
General Purpose ◽  
Literary Texts

The aim of this paper is to analyze the attestations of the “beautiful day” (hrw nfr) in literary texts of the Ramesside period, which are written in the late Egyptian language, in order to develop their understanding framed by their historical and cultural context of production. Attention will be focused on the examination of the expression in the stories of The Two Brothers (Papyrus d’Orbiney), The Doomed Prince (Papyrus Harris 500) and The Contendings of Horus and Seth (Papyrus Chester Beatty I), with the general purpose of exploring the sense of their incorporation into the plots, as well as the narrative effects. Furthermore, characters and features involved in the “beautiful day” situation will be singled out. It is also expected to reflect on the comparison with other discourses, such as the funerary one.

scholarly journals Literary translation: implantation vs transference

2020 ◽  
Vol 6 (4) ◽  
pp. 88-94
Author(s):  
AlZu’bi Khaled
Keyword(s):  
Figurative Language ◽  
Literary Translation ◽  
Target Language ◽  
Work Of Art ◽  
Literary Works ◽  
Source Language ◽  
Figures Of Speech

The figurative language employed by authors, which reflects their styles of writing, is one main reason behind the challenges that most literary translators encounter when dealing with literary works. Usually employed for aesthetic and poetic purposes, figures of speech imply connotative meanings. In literary works, words are used only assigns to settle down the flying spirits of meanings and ideas so that the audience can have a thread that could lead them to intended meanings. I believe that literary translators should face the challenges of translating literary works through two main approaches. First, transferring the work of art as it is without trying to find any equivalent in the target language for any piece of text in the source language. The aim of such type of translation would be familiarizing the audience in the target language with the literature and culture of the source language. Second, translating the SL work of art creatively, i.e. using all possible strategies and procedures to find natural equivalents in the TL for any stylistic features in the SLT. This type of translation should aim at pleasing and entertaining the TL audience.

Specific study of biblical parables in a pedagogical university

2021 ◽  
pp. 135-144
Author(s):  
Elena Evgenievn Tikhomirova ◽  
Keyword(s):  
Cultural Practices ◽  
Historical Period ◽  
Cultural Meanings ◽  
Semiotic System ◽  
Spiritual Quest ◽  
Artistic Process ◽  
Aesthetic Taste ◽  
Time Space ◽  
Cultural Texts ◽  
The Individual

The author of the article focuses on the analysis of specific methods and techniques for identifying the universal and unique cultural meanings of biblical parables in the study of the disciplines of the humanities cycle in a pedagogical university. The purpose of the article is to develop techniques for working with parables for practical classes in the cultural cycle at the Pedagogical University. Research methodology and methods. The work is based on the use of the methodology of the sociocultural and activity-based approach to the psychological development of the individual, as well as systemic and holistic approaches to education. When decoding the meanings of parables as texts of culture, it is proposed to use axiological, semiotic, cognitive and systemic approaches. The systemic culturological approach allows you to create conditions for the development of aesthetic taste, artistic thinking. Research results. As the scientific literature and the practice of teaching culturological disciplines at the Pedagogical University show, working with parables teaches us to personally and emotionally perceive the text of culture, to adequately assess the relationship in the system man-man and man-world, to recode the content from one semiotic system to another. Through the interpretation of the text, the individual creative abilities of students are developed, a steady interest in modern art practices is formed. Interpretation of the categories of culture, embodied in human and natural images of the transcendental, time, space, make it possible to essentially comprehend the texts of culture containing the plots of biblical parables. Conclusion. The consistent identification of the specifics of the study of parables in the context of the spiritual quest of a certain historical period contributes to the emergence of interest and the formation of a respectful attitude towards the cultural heritage, the values of world culture. Cultural practices of working with cultural texts contribute to an adequate understanding of the place of national culture in the world artistic process and its creative enhancement.

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