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.

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 Psychological premises for using literary texts in teaching Ukrainian as a foreign language

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Life Experience ◽  
Literary Text ◽  
Literary Texts ◽  
Effective Work ◽  
Semantic Fields ◽  
Effective Development ◽  
Universal Nature ◽  
Main Factor

The article deals with the problem of using a literary text in teaching Ukrainian as a foreign language, in particular, the need to take into account psychological factors when working with a literary text in a language class.The universal nature of fiction literature motivates and justifies the usage of such educational material. Fiction deals with universal and eternal problems: love, separation, hope, faith, struggle, death, betrayal, etc. Therefore, the literary text can excite people of different nationalities. The paper analyzes the psychological and psycholinguistic approaches to reading fiction and using it in teaching. A complete perception of a literary text is possible provided that the semantic fields of the text and semantic fields (primarily emotional) of the reader intersect. Stimulation of the emotional sphere contributes to the effective development of speech skills and facilitates the memorization of lexical units and grammatical and stylistic norms. Therefore, taking into account the interests of foreign students is a main factor for selecting literary texts and organizing effective work with them in the process of teaching Ukrainian as a foreign language. The author defines the specifics of communication “an author – a literary text in a foreign language – a reader”. It is carried out with the help of an intermediary. Such an intermediary is a teacher or an author of a book on literary reading. They select a literary text appealing to the audience, adapt it if necessary, offer comments and a task system, and draw the readers’ attention to important points that can inspire interest and cause discussion, help to establish a parallel between the literary text and the students’ life experience. Thus, the teacher acts as the moderator of the reading process helping to bring the artistic space of the literary text close to the foreign reader’s personality. The author gives examples from her own experience in teaching the Ukrainian language to foreigners using literary texts. Motivated reading and effective discussion of the texts are possible if the students are personally interested in the problems, the events, the heroes’ fate, and the author’s position.

scholarly journals INTERPRETING MARINA TSVETAEVA’S POETIC TEXTS IN RFL LESSONS: PERCEPTUAL AND METHODOLOGICAL ASPECTS

2021 ◽  
pp. 114-121
Author(s):  
Лариса Борисовна Крюкова ◽  
Анастасия Андреевна Белоусова
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Semantic Analysis ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Main Research ◽  
Communicative Practice ◽  
Marina Tsvetaeva ◽  
Poetic Texts ◽  
Methodological Aspects

Введение. Использование поэтических текстов в качестве дидактического материала является эффективным приемом обучения русскому языку как иностранному. Цель – описание методических и лингвистических аспектов интерпретации перцептивной семантики в поэтических произведениях М. И. Цветаевой. Анализ литературных произведений в перцептивном аспекте позволяет облегчить понимание их идейного содержания и обеспечивает возможность изучения и применения единиц со значением восприятия в коммуникативной практике. Материал и методы. В качестве материала выбраны стихотворные произведения М. И. Цветаевой с актуализированной семантикой перцепции (проанализировано 270 стихотворений, 547 контекстов). Основные методы исследования: лингвостилистический анализ текста, концептуальный и семантический анализ ключевых слов, лингвокультурологический комментарий. Результаты и обсуждение. При отборе стихотворений для занятий в иноязычной аудитории необходимо учитывать познавательный интерес учащихся, принцип доступности и принцип методической ценности изучаемых произведений. В процессе интерпретации текста и анализа перцептивных образов иностранные студенты сталкиваются с лексическими, грамматическими, стилистическими и лингвокультурологическими трудностями, успешное преодоление которых способствует эффективному восприятию идейного содержания и эмоциональной тональности стихотворений. Названия отдельных произведений задают «перцептивную доминанту», которая получает содержательное воплощение в процессе дальнейшего смыслового развертывания текста. Задания, целью которых является анализ перцептивных образов и лингвопоэтический разбор стихотворений, необходимо формулировать в соответствии с основными этапами учебного занятия. Актуализация умений и навыков предполагает использование индивидуального перцептивного опыта и имеющейся у обучающихся информации о художественных текстах. Предтекстовая работа направлена на то, чтобы заинтересовать читателя и побудить его к творческой активности (задания на языковую догадку и сопоставление). Притекстовая работа предусматривает анализ средств выражения перцептивных образов на лексическом, грамматическом и стилистическом уровнях произведения. В фокусе внимания находятся ключевые слова с перцептивной семантикой. Послетекстовая работа – задания обобщающего характера и интерпретационная деятельность обучающихся. Заключение. Лингвостилистический анализ стихотворений М. И. Цветаевой в перцептивном аспекте позволяет иностранным студентам, применяя свой лингвистический и сенсорный опыт, представить один из вариантов интерпретации поэтического текста. Обучающиеся имеют возможность увидеть, какую функцию выполняют перцептивные единицы, как происходит реализация прямых и переносных значений ключевых слов и как авторский замысел репрезентируется на всех уровнях художественного произведения. Introduction. The use of poetic texts as didactic materials is an effective method of teaching Russian as a foreign language. This study aims to describe the methodological and linguistic aspects of interpreting perceptual semantics in poetic works by Marina Tsvetaeva. The interpretation of literary works in perceptual terms facilitates understanding these works’ messages and provides an opportunity for studying and applying units with the meaning of perception in communicative practice. Material and methods. The material for the study was poems by Marina Tsvetaeva with a pronounced semantics of perception (270 poems, 547 contexts). The main research methods were the linguo-stylistic analysis of the texts, the conceptual and semantic analysis of the keywords, and a linguocultural commentary. Results and discussion. When selecting poems for lessons in a foreign-language audience, it is essential to take into account the students’ cognitive interest, the principle of accessibility, and the principle of the methodological value of the poems for studying. When interpreting texts and analyzing perceptual images, foreign students encounter lexical, grammatical, stylistic, and linguocultorological difficulties. By successfully overcoming the difficulties, students perceive the messages and the emotional tonalities of the poems. The titles of certain poems set “perceptual dominants” conceptually expressed in the further semantic development of the text (“V Sumerkakh” [At Dusk], “Luch Serebristyy” [Ray of Silver], “Nochnye Shepota: Shelka . . .” [Night Whispers: Silk . . .], etc.). Tasks on the analysis of perceptual images and the linguo-poetic analysis of poems must be formulated in accordance with the main stages of the lesson. The actualization of skills and abilities involves the use of individual perceptual experience and information available to students about literary texts. Pre-reading tasks aim to capture the readers’ interest and encourage them to be creative (conceptual guess and comparison). Reading tasks aim to analyze the means of expressing perceptual images at the lexical, grammatical, and stylistic levels of the poem. The focus is on keywords with perceptual semantics. Post-reading tasks aim to generalize and interpret the material. Conclusion. The linguo-stylistic analysis of poems by Marina Tsvetaeva in terms of perception allows foreign students to present one of the options for interpreting the texts using their linguistic and sensory experience. The students understand the functions perceptual units perform, observe the implementation of direct and figurative meanings of keywords, and see how the author expresses her intention at all the levels of the texts.

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 سيميائية الخطاب السياسي، الشعر في الحجاز نهاية عهد الدولة العثمانية أنموذجاً / Political discourse semiotics: Hijaz poetry at the end of Othman empire

2018 ◽  
Vol 9 (1) ◽  
pp. 125-142
Author(s):  
Faisal Bin Salih Al Zahrani
Keyword(s):  
Descriptive Analysis ◽  
Arabic Literature ◽  
The Political ◽  
Analysis Method ◽  
Semiotic Analysis ◽  
Poetic Discourse ◽  
Semiotic Approach ◽  
Poetic Text ◽  
Poetic Texts ◽  
Definition Of

ملخص البحث:   يعد الأدب العربي في إقليم الحجاز جزءاً من أدب الأمة العربية الجميل؛ لكن الدراسات الأدبية لا تزال غير كافية على الرغم من بذل بعض الباحثين جهوداً لجمع مادته الأدبية التي لا يزال كثير منها مخطوطاً أو مفقوداً أو مخفياً لأسباب متعددة. يبحث المنهج السيميائي عن المعنى من خلال البحث عن الاختلاف الداخلي للمعاني عبر المنهج السيميائي لتحليل الخطاب الشعري؛ وذلك من منطلق المنهج السيميائي في دراسة النصوص الشعرية والتي تؤكد أنها تتكون من نظام لغوي يعطي مجموعة من المعطيات الخاصة، وهذه الرؤية أسقطها المنهج السيميائي على أغلب النصوص الإبداعية، مع تميز النص الشعري بقدرته على اختزال المعنى، وتسعى هذه الدراسة إلى تتبع الشعر السياسي في الحجاز والوقوف على الدلالات التي يبرزها التحليل السيميائي من خلال المعنى الشعري، وذلك باتباع المنهج الوصفي التحليلي؛ حيث تبدأ بمقدمة تعرف ببعض المصطلحات الهامة مثل: إقليم الحجاز، السيميائية، الشعر السياسي، وستقوم عناصر التحليل لعدة مستوايات: تبدأ الخطاب العام، والمستوى المعجمي، والمستوى التركيبي، ثم المستوى التركيبي. الكلمات المفتاحية: الشعر السياسي - السيميائية - الخطاب العام - المستوى المعجمي- المستوى التركيبي. Abstract Arabic literature in Hijaz area is a part of magnificent Arabic literature. Much of literary works are still missing for many reasons despite the effort of some researchers in collecting and recording them. The semiotic approach looks into meaning by examining its internal differences through semiotic method to analyze poetic discourse. The semiotic approach helps in studying the poetic texts that reveal that it contains a language system that implies certain inputs. This very method helps to reveal such a perception on most of creative texts, with the distinction of the poetic text as having the ability to compress meaning. This paper aims at tracking the political poems in Hijaz and dwell on the meaning revealed by the semiotic analysis through the poetic meaning. The study makes use of the descriptive analysis method. It begins with the definition of some significant terms such as: Hijaz, semiotics, political poems; the analysis is based on certain levels: it begins with the general discourse, lexical and phrasal levels.   Keywords: Political poems, semiotics, general discourse, lexical level, phrasal level.     Abstrak Satera Arab di Hijaz adalah sebahagian daripada kesusasteraan yang gemilang. Namun masih banyak karya-karya yang masih hilang disebabkan banyak faktor walaupun usaha-usaha para pengkaji dalam mengumpul dan merekodkannya. Pendekatan semiotik ini melihat aspek makna dengan melihat perbezaan dalaman melalui metod semiotik untuk menganalisa wacana syair. Pendekatan ini juga menolong menyingkap sistem bahasa tertentu yang menandakan input tertentu. Ia juga menolong menyingkap untuk menyerlahkan persepsi tertentu tentang kebanyakan teks kreatif, terutamanya kelebihan teks puitis untuk memampatkan makna. Kajian ini bertujuan untuk mengesan syair-syair politik di Hijaz dan mengkaji makna yang diserlahkan melalui analisa maksud puitis. Kajian ini menggunakan metod analisa deskriptif. Ia dimulakan dengan definisi beberapa terma penting seperti: Hijaz, semiotic, syair politik; analisa yang dibuat adalah berdasarkan kepada beberapa tahap: ia bermula dengan wacana umum seterusnya tahap-tahap leksikal dan phrasa.    Kata kunci: Syair politik, semiotic, wacana umum, tahap leksikal, tahap frasa

scholarly journals Existential Sentences as a Characteristic Syntactic Feature of I. A. Bunin’s Poetic Texts

2020 ◽  
Vol 22 (4 (202)) ◽  
pp. 256-272
Author(s):  
Olga A. Selemeneva ◽  
Keyword(s):  
Literary Texts ◽  
Psychological States ◽  
Surrounding World ◽  
Traditional Structure ◽  
Lyrical Poetry ◽  
Poetic Text ◽  
Existential Sentences ◽  
The Aesthetic ◽  
Poetic Texts ◽  
Main Components

In this article, existential sentences are examined as a syntactic dominant of I. A. Bunin’s lyrical poetry. The interest in the originality of the syntax of Nobel laureate’s literary texts is due to the lack of research on this issue, linguists’ focus on the aesthetic salience of the vocabulary, its expressive properties and combination potential, as well as stylistic figures and tropes. Meanwhile, it is the writer’s selection of specific syntactic structures for the implementation of the idea, the representation of key ideas and concepts that reflect his personality and the peculiarities of his perception of the surrounding world. The author refers to Bunin’s poems from 1886–1917 and 1918–1953 published in Bunin’s collected works in 9 volumes. In the writer’s poetic oeuvre, existential sentences are regularly used. Despite the traditional structure that underlies them and is represented by three meanings (‘the object of being’, ‘being’, and ‘area of being’), the richness of the lexical content of each of the main components stands out. As a result, existential sentences become a universal form used to represent completely different situations in the author’s individual worldview: the existence of natural objects in space, meteorological phenomena, events, time periods, artifacts, etc.; physical states of the surrounding world; psychological states of the subject. Acting as a semantic core of a poetic text, existential sentences do not have a fixed place in it, and are used as a lyrical beginning, an interposed element, or an ending in its structure. In each position, their use is conceptually significant. It is established that the peculiarity of existential sentences in Bunin’s lyrical poetry is their syntactic unconditionality (attachment to three registers of speech, i.e. reproductive, informative, and generative) and polyfunctionality (performing the pictorial, characterising and concluding, and generalising functions).

scholarly journals An Andalusian View of Death in Translation: ‘Clamor’ by Federico García Lorca and its Polish Translation

2020 ◽  
Vol 4 ◽  
pp. 48-62
Author(s):  
Anna Jamka
Keyword(s):  
Raw Material ◽  
Target Language ◽  
Federico Garcia Lorca ◽  
Translation Quality ◽  
Research Questions ◽  
Poetic Texts ◽  
Analytical Tools ◽  
Literary System ◽  
Cultural Linguistics

Death, an essential part of life, is a mesmerizing topic for a number of reasons. Without a shadow of a doubt, it is a universal phenomenon. Nevertheless, the variety of death rites as well as myths and beliefs related to the act of passing, suggest certain differences in its understanding among individuals, communities, and cultures. Are such differences manifested in language? And if so, can they be examined in an analysis of translations of highly artistic, poetic texts? In this study I seek to reconstruct the linguistic view of death in ‘Clamor’ by Federico García Lorca and its latest Polish translation (2019) by Jacek Lyszczyna. Having in mind that language constitutes the raw material of literature (Pajdzińska, 2013), I believe that analyzing poetry in light of the linguistic worldview is crucial for its deeper understanding and, as a consequence, delivering a good translation. What is more, I am convinced that applying the analytical tools developed by cultural linguistics, and in particular, the Ethnolinguistic School of Lublin, in translation studies may be useful not only in an assessment of translation quality, but also as very telling of the role of translated texts in the target language, culture and literary system. Therefore, I intend to analyse Lyszczyna’s translation in view of the linguistic worldview to assess its quality and determine what such an ‘infected’ view of death may tell us about our own (Polish) take on this concept. Firstly, I will analyse García Lorca´s poem to identify the key linguistic exponents of death and reconstruct its non–standard linguistic view (Gicala, 2018) in ‘Clamor’. Secondly, I will capture the key linguistic exponents of death in the form of holistic cognitive definitions following the principles established by Bartmiński et al. (1988, 1996, 2006, 2010, 2013, 2018). Furthermore, I will do the same with their Polish equivalents used in Lyszczyna’s translation. On the basis of the outcomes of the study, I will reconstruct the ‘translated’ linguistic view of death and answer the research questions.

scholarly journals Imagologie en die bestudering van literêre stereotipes in die onderrig van Afrikaans as addisionele taal

Literator ◽  
2002 ◽  
Vol 23 (3) ◽  
pp. 197-220
Author(s):  
E. Kruger
Keyword(s):  
Target Language ◽  
Literary Texts ◽  
Specific Reference ◽  
Intercultural Understanding ◽  
Cultural Backgrounds ◽  
Literature Teaching ◽  
Self And Other ◽  
Self Image ◽  
Literary Images ◽  
Positive Representations

Imagology and the study of literary stereotypes in die teaching of Afrikaans as additional language Imagology is the study of national and ethnic stereotypes as represented in literature. These stereotypes are represented in literary images of identity and alterity when intercultural contact is portrayed in texts. The main concepts of Imagology are discussed to provide educators with a scientific framework in the teaching of Afrikaans as additional language, with specific reference to literature teaching. Learners from various cultural backgrounds bring with them their own stereotypes. Studying literary youth texts that portray images of national stereotypes can facilitate the process of intercultural understanding and reconciliation. Learners can be exposed to the representation of Self and Other in prescribed Afrikaans literary texts without their self-image being threatened, yet discovering the relativity of values, and learning respect for their own culture as well as for that of the target language. The background, scientific approach and principles of Imagology are described, as well as important concepts. By using Imagology as a literary tool in studying Afrikaans texts in the additional language classroom, literature teaching will include looking at the narrative and functions of youth literature to discern psychological and ideological focalisation, together with its influence on negative and positive representations of Self and Other.

Traduire la culture poétique du français en anglais

Babel ◽  
2011 ◽  
Vol 57 (3) ◽  
pp. 342-353
Author(s):  
Tuesday Owoeye
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
Critical Analysis ◽  
Target Language ◽  
Literary Texts ◽  
Source Text ◽  
Literary Field ◽  
Poetic Translation ◽  
French And English ◽  
Poetic Culture

That literary texts appear to be more difficult to translate than technical ones is no longer a subject of debate. This truth is fundamentally as a result of obvious challenges the literary translator has to face, since he is under the obligation to translate not only the literal meaning of his source text, but also its literary style. Even within the literary field of translation, if the translator of prose or drama rarely has an easy task, the translator of poetry is likely to meet harder obstacles in the course of his exercise. Poetry — especially when it has to do with traditional poems – appears, thus, the most dreaded terrain for the translator.<p>This article presents a comparative study of the poetic culture of French and English with the principal objective of demystifying the theoretical and practical problems associated with poetic translation. Supported by a critical analysis of an English translation of a French sonnet, the paper argues that the work of the poetic translator would be made more simplified if priority is given to the culture of the target language. The article thus recommends faithfulness to the poetic culture of the target language in order to produce a translation that will be acceptable to the reader of that language.<p>

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