scholarly journals Interdiscursivity of Biofictional Narration: the Image of Petersburg in M. Bradbury’s “To the Hermitage”

Discourse ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 119-130
Author(s):  
N. A. Urusova
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Traditional Methods ◽  
Literary Genres ◽  
Russian Culture ◽  
Key Features ◽  
Semantic Game ◽  
Text Formation

Introduction. The present paper deals with the interdiscursivity in postmodern literary biographic narration (biofiction) in which interdiscursivity is viewed as the author’s strategy of text formation. The relevance of the study is conditioned by the interest of modern linguistics in interaction of different discourse types in literary texts. It is also relevant to study different techniques that the English author uses to represent an external linguocultural context, namely, to create the image of a Russian city in the English-language narration. The novelty of the research is implied by the choice of material under examination, as the constitutive elements of biofictional narration have not been fully defined yet.Methodology and sources. The study is drawn on M. Bradbury’s English-language postmodern biofictional novel To the Hermitage. This biofiction depicts D. Diderot’s trip to St. Petersburg, where he was invited by Catherine the Great. It also recounts the adventures of a modern expedition, which came to the same destination to study the French philosopher’s heritage. The research of discourse interaction is based on a methodology, developed by V. Chernyavskaya. It combines traditional methods of stylistic analysis with discourse analysis.Results and discussion. While analysing the literary space of the biofiction, the following “central” discourses have been identified: Russian-culture-oriented discourse of English as well as historical, political, and autobiographical discourses. The narration is also rich in traits of “periphery” discourses, to name just a few: economical, literary, colloquial French, etc. M. Bradbury uses the strategy of simulated interdiscursivity to make a persuasive impact on a reader’s mind, at the same time involving the reader in fact-fiction semantic game.Conclusion. The analysis highlighted here proved the fact that interdiscursivity is one of the dominant mechanisms an author uses to construct biofictional narration. This strategy reflects some key features of postmodern texts, such as blending of literary genres, a playful montage of different discourse types and ironic mode of narration.

Discourse Analysis in Stylistics and Literature Instruction

1990 ◽  
Vol 11 ◽  
pp. 181-195 ◽  
Author(s):  
Mick Short
Keyword(s):  
Discourse Analysis ◽  
The Other ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Literature Instruction ◽  
Spoken Discourse ◽  
Other Hand ◽  
Written Texts ◽  
Language Study

The termsdiscourse analysisandstylistic analysismean different thing to different people. Most narrowly defined, discourse analysis has only to do with the structure of spoken discourse. Such a definition separates discourse analysis from literany stylistics and pragmatics—the study of how people understand language in context. At the other end of the spectrum, discourse analysis can be carried out on spoken and written texts, and can include matters like textual coherence and cohesion, and the inferencing of meaning by readers or listeners. In this case, it includes pragmatics and much of stylistics within its bounds. Similarly, stylistics can apply just to literary texts or not, and be restricted to the study of style or, on the other hand, include the study of meaning. For the purposes of this review, relatively wide definitions of both areas have been assumed in order to make what follows reasonably comprehensive. The main restriction assumed is that the works discussed will be relevant to the examination of literature in some way. The section on literature instruction will include matters relevant to both native and non-native learners of English, and will also make reference to the integration of literary and language study.

SOME ISSUES REGARDING THE TRANSLATION OF ADJECTIVES IN LITERARY TEXTS FROM ENGLISH TO ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2259-2262
Author(s):  
Remzije Nuhiu
Keyword(s):  
English Language ◽  
Literary Texts ◽  
The Novel ◽  
Literary Genres ◽  
Artistic Value ◽  
Great Gatsby ◽  
The Great Gatsby ◽  
Different Types ◽  
Huge Challenge

Translation of literary texts has always been a huge challenge for translators. To translate a Shakespearean sonnet seems almost impossible when having in consideration the artistic value as well as textual complexity. Some critics even discuss the percentages as to what is more possible to translate in terms of literary genres. Undoubtedly, poetry is harder to translate from one language to another. Drama is easier to translate as it does not have the lengthy description of images that novels have. Translation of novels is somewhere in the middle. The last one is going to be object of discussion in this paper. However, having in mind that a wider research on translation of novels may take a lengthy work, this paper will limit its discussion on the translation of adjectives only. This work will be based on the novel The Great Gatsby by Francis Scott Fitzgerald and its translation in Albanian Getsbi i Madh by Stavri Pone. Starting from the point that English language is far richer than Albanian language in terms of vocabulary, one can predict that this issue may be quite interesting to discuss. Another dimension of this topic is the fact that in English language adjectives are usually placed before the nouns while in Albanian language they go after the nouns. It is also worth mentioning that English language has different types of adjective from Albanian language. Similar issues will be added to this paper to fulfill this paper and to enlighten the difficulties in this discourse and to raise questions such as: Are the adjectives properly translated? Do they carry the same meaning? What are the most frequent adjectives in English that need to be adapted? Do the adjectives in English stay adjectives in Albanian?

scholarly journals O DUOLINGO COMO FERRAMENTA PARA AS AULAS DE LÍNGUA INGLESA

2016 ◽  
Author(s):  
Rafaela Souza Alves
Keyword(s):  
Information Society ◽  
English Language ◽  
The Internet ◽  
Web Pages ◽  
Technology In Education ◽  
Traditional Methods ◽  
Integration Of Technology ◽  
Key Features

O presente trabalho tem o propósito de analisar o aplicativo Duolingo e identificar suas principais características, bem como relacioná-lo com concepções educacionais e perspectivas pedagógicas. Na sociedade da informação, se faz necessário a inserção dos recursos tecnológicos na educação. Porém, essa aplicação nem sempre é feita de maneira crítica, baseada teoricamente, o que acaba tornando o uso do recurso ou aplicativo não tão eficaz. O Duolingo é um website que tem por objetivo ensinar línguas estrangeiras e traduzir páginas da Internet. Além de analisar o aplicativo e relacioná-lo com tendências pedagógicas, relatou-se sobre um caso de aplicação do aplicativo bem como sugestões futuras para o seu uso em sala de aula, especificamente em língua inglesa. Por mais que o aplicativo tenha se mostrado estar embasado em métodos tradicionais, e não propiciar a reflexão crítica de conteúdos, ele pode ser utilizado pelo professor como forma de apropriação de vocabulário, treino de pronúncia. A mediação realizada pelo professor faz muita diferença ao utilizar os recursos oferecidos pela Internet.Abstract:The present work has the purpose of analyzing the Duolingo application and identify its key features, as well as relate it with educational concepts and pedagogical perspectives. In the information society, it is necessary the integration of technology in education. However, this application is not always critical and, based in theory, which ends up making the use of the feature or application not as effective. The Duolingo is a website that aims to teach a language and translate Web pages. In addition to analyzing the application and connect it with the theories, it has been reported on a case of application of Duolingo as well as future suggestions for its use in the classroom, specifically in the English language. As much as the application showed be based on traditional methods, and does not provide the critical transformation of content, it can be used by the teacher as a form of appropriation of vocabulary and pronunciation practice. The mediation carried out by professor makes a big difference when using the resources offered by the Internet.

scholarly journals SOME ISSUES REGARDING THE TRANSLATION OF ADJECTIVES IN LITERARY TEXTS FROM ENGLISH TO ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2259-2262
Author(s):  
Remzije Nuhiu
Keyword(s):  
English Language ◽  
Literary Texts ◽  
The Novel ◽  
Literary Genres ◽  
Artistic Value ◽  
Great Gatsby ◽  
The Great Gatsby ◽  
Different Types ◽  
Huge Challenge

Translation of literary texts has always been a huge challenge for translators. To translate a Shakespearean sonnet seems almost impossible when having in consideration the artistic value as well as textual complexity. Some critics even discuss the percentages as to what is more possible to translate in terms of literary genres. Undoubtedly, poetry is harder to translate from one language to another. Drama is easier to translate as it does not have the lengthy description of images that novels have. Translation of novels is somewhere in the middle. The last one is going to be object of discussion in this paper. However, having in mind that a wider research on translation of novels may take a lengthy work, this paper will limit its discussion on the translation of adjectives only. This work will be based on the novel The Great Gatsby by Francis Scott Fitzgerald and its translation in Albanian Getsbi i Madh by Stavri Pone. Starting from the point that English language is far richer than Albanian language in terms of vocabulary, one can predict that this issue may be quite interesting to discuss. Another dimension of this topic is the fact that in English language adjectives are usually placed before the nouns while in Albanian language they go after the nouns. It is also worth mentioning that English language has different types of adjective from Albanian language. Similar issues will be added to this paper to fulfill this paper and to enlighten the difficulties in this discourse and to raise questions such as: Are the adjectives properly translated? Do they carry the same meaning? What are the most frequent adjectives in English that need to be adapted? Do the adjectives in English stay adjectives in Albanian?

Teaching Stylistics: Analysing Cohesion and Narrative Structure in a Short Story by Ernest Hemingway

1992 ◽  
Vol 1 (1) ◽  
pp. 47-67 ◽  
Author(s):  
Paul Simpson
Keyword(s):  
Short Story ◽  
English Language ◽  
Ernest Hemingway ◽  
Narrative Structure ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Linguistic Form ◽  
Form And Function ◽  
University Department ◽  
And Function

The main aim of this article is to propose an exercise in stylistic analysis which can be employed in the teaching of English language. It details the design and results of a workshop activity on narrative carried out with undergraduates in a university department of English. The methods proposed are intended to enable students to obtain insights into aspects of cohesion and narrative structure; insights, it is suggested, which are not as readily obtainable through more traditional techniques of stylistic analysis. The text chosen for analysis is a short story by Ernest Hemingway comprising only 11 sentences. A jumbled version of this story is presented to students who are asked to assemble a cohesive and well-formed version of the story. Their (re)constructions are then compared with the original Hemingway version. Much interest, it is argued, lies in the ways in which the students justify their own versions in terms of their expectations about well-formedness in narrative. The activity is also intended to encourage students to see literary texts as a valuable means of providing insights into the subtleties of linguistic form and function.

scholarly journals A Corpus-Based Study of the Style in Jane Austen’s Novels

MANUSYA ◽  
2013 ◽  
Vol 16 (1) ◽  
pp. 41-64 ◽  
Author(s):  
Raksangob Wijitsopon
Keyword(s):  
Discourse Analysis ◽  
Quantitative Data ◽  
New Method ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Writing Style ◽  
Literary Works ◽  
Textual Evidence ◽  
Corpus Linguistic ◽  
Linguistic Patterns

While a corpus linguistic technique has been applied to various studies in text and discourse analysis, it has not been much adopted in stylistic analysis of literary texts. The present study, therefore, applies a corpus-driven approach to Jane Austen’s six major novels, in order to see how well this new method works with literary texts, compared with what has been observed in previous studies of Jane Austen’s language. It has been found that the corpus-driven approach can provide quite a few results that are useful in supporting and refining literary scholars’ intuitive observations on the author’s works. Some of the linguistic patterns derived from the comparative corpusdriven method have not been remarked on before in any previous studies and hence can serve as new textual evidence in the study of Jane Austen’s writing style. Despite such great potential for the study of style in literary works, it is suggested that the analyst’s knowledge and understanding of the text(s) under study is crucial in interpreting and evaluating those results because the corpus-driven approach to literary texts relies heavily on quantitative data.

Katherine Mansfield and Translation

2015 ◽  
Keyword(s):  
Twentieth Century ◽  
Central Place ◽  
Literary Texts ◽  
Katherine Mansfield ◽  
Literary Language ◽  
Specific Interest ◽  
Literary Traditions ◽  
Political Ideas ◽  
Key Features ◽  
Critical Interest

Our understanding of Anglophone modernism has been transformed by recent critical interest in translation. The central place of translation in the circulation of aesthetic and political ideas in the early twentieth century has been underlined, for example, as well as translation’s place in the creative and poetic dynamics of key modernist texts. This volume of Katherine Mansfield Studies offers a timely assessment of Mansfield’s place in such exchanges. As a reviewer, she developed a specific interest in literatures in translation, as well as showing a keen awareness of the translator’s presence in the text. Throughout her life, Mansfield engaged with new literary texts through translation, either translating proficiently herself, or working alongside a co-translator to explore the semantic and stylistic challenges of partially known languages. The metaphorical resonances of translating, transition and marginality also remain key features of her writing throughout her life. Meanwhile, her enduring popularity abroad is ensured by translations of her works, all of which reveal sociological and even ideological agendas of their own, an inevitable reflection of individual translators’ readings of her works, and the literary traditions of the new country and language of reception. The contributions to this volume refine and extend our appreciation of her specifically trans-linguistic and trans-literary lives. They illuminate the specific and more general influences of translation on Mansfield’s evolving technique and, jointly, they reveal the importance of translation on her literary language, as well as for her own particular brand of modernism.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

Multimodal discourse analysis in the blended teaching of college English flipped class

2021 ◽  
pp. 002072092110042
Author(s):  
Qiang Dou
Keyword(s):  
Discourse Analysis ◽  
Curriculum Reform ◽  
English Language ◽  
Wearable Technology ◽  
Multimodal Literacy ◽  
College English ◽  
New Era ◽  
English Teaching ◽  
Multimodal Discourse ◽  
Teachers And Students

With the development of the new curriculum reform in China, the traditional college English teaching model is no longer suitable for the needs of college English teaching tasks in the new era. The multimodal literacy teaching in the college English multimodal teaching mode is to help students internalize their English language skills after learning and understanding English knowledge, thus improving the efficiency of English learning. The hot spots and topics in the information age are always inseparable from technological innovation. Wearable technology is becoming more and more popular, the scope of research is expanding, and innovations are constantly emerging, showing interdisciplinary and integrated features. This paper introduces the wearable technology in detail, and takes the college English teaching as an opportunity. Through the questionnaire survey of teachers and students, this paper analyzes the survey data. The results of the survey show that wearable technology can stimulate academic interest in college English. This research attempts to conduct interdisciplinary research on multi-modal semiotics and humanistic teaching methods in the following areas, which expands the scope of research and, to a certain extent, enhances the vitality of multi-modal discourse analysis.

CLASSIFICATION OF RUSSIAN CULTURE-BOUND TERMS AND THEIR EQUIVALENTS BASED ON THE TRANSLATION OF “QUIET FLOWS THE DON” BY M. A. SHOLOKHOV

2020 ◽  
Vol 76 (4) ◽  
pp. 149-155
Author(s):  
SVETLANA S. UZHAKINA ◽  
Keyword(s):  
English Language ◽  
Great Influence ◽  
Political Life ◽  
Daily Routine ◽  
The Novel ◽  
Russian Culture ◽  
The Subject ◽  
Cultural Component ◽  
Historical Epoch

The classification of Russian culture-bound terms used in the novel “Quiet Flows the Don” by M. A. Sholokhov and in its translation into the English language. The novel “Quiet Flows the Don” by M.A. Sholokhov and its translation into English done by Robert Daglish have served as the source for the research of culture-bound terms. These terms have been classified on the basis of the subject division offered by S. Vlakhov and S. Florin. It is proved that the interest to the study of culture-bound terms is still important. The relevance of the research is determined by the fact that despite numerous research papers in this field the origin, classification and translation of these terms still need some investigation. The aim of the present study is to classify the culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhon and its translation into the English language. As a result, there have bben taken 407 samples of the lexical units with a cultural component which were classified according to the subject principal offered by S. Vlakhon and S. Florin. The culture-bound terms have a great influence on a foreign reader as they are cultural units that transmit the information of the daily routine and the historical epoch described in the novel. The culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhov and its translation are analyzed and classified. The division of the culture-bound terms according to the subject principal allowed to reveal that most terms refer to the daily routine, social and political life and military terms.

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