scholarly journals Dialogism of translation in comparative dimension. Review of Viktoriia Prykhodko's monograph «Reception and interpretation of literary text in foreign language discourse: comparative dimension» (Lutsk, 2019)

2020 ◽  
Vol 13 (22) ◽  
pp. 92-95
Author(s):  
Nataliia Horodniuk ◽  
Keyword(s):  
Foreign Language ◽  
Practical Importance ◽  
Literary Work ◽  
Literary Text ◽  
Literary Translation ◽  
Mutual Understanding ◽  
Additional Source ◽  
Language Discourse ◽  
Cultural Component ◽  
Source Of Information

The relevance of the monograph is determined, first of all, by the fact that contemporary national literatures are increasingly interacting with each other through translation, and thus the need to consider translated works in comparison with the originals is increasing. Studying the features and patterns of the literary translation is an important area of modern comparative studies. The work focuses on ways of preserving the national and cultural component of the translated text. The works of M. Gogol, Lesia Ukrainka, I. Franko, F. Dostoievskyi, R. Kipling, and J. Conrad were analyzed according to this aspect. A comparative idea of a dialogue is proposed. It is noted that translation is a broad dialogic process between the author and the reader through the interpreter, which includes reception and interpretation. Literary translation is interpreted as the basis for establishing a dialogue between the text and the interpreter, as an expression of the meaning that flows through the prism of the translating consciousness and enriches it, as a co-creation of the writer and interpreter, the purpose of which is mutual understanding, and the result of this understanding is the text-translation. Attention is paid to the issue of intertextuality as a translation problem. Despite the understanding of intertextuality as the interaction between the texts by different authors (text in text) and the interrelation between different works of one author, the thesis proposes to expand the scope of interpretation of this term, adding to it also different interpretations of one work in the same language. In the monograph the problem of reception and interpretation of literary text is considered in the imagological aspect. In particular, the study of reception and interpretation of other national character in a foreign language discourse plays an important role. Foreign language reception and interpretation of laughter culture in general and «Gogol laughter» in particular are thoroughly investigated. A deep analysis of the works of M. Gogol and F. Dostoevsky made it possible to conclude that the carnival colour of Gogol's «pure, folk-festive» laughter and the parody and comic intonation of F. Dostoevsky during translation give rise to certain problems of preserving their identity. It is noted that the perception of colour in a literary work is a peculiar way of interpreting it, and the semantic nuances of colour markings in one language or another require the problem of the reception adequacy and the interpretation of colour when translating from language to language. The practical importance of the monograph is determined by the possibility of using its basic provisions and results as an additional source of information for further comprehension of the translational paradigm in the comparative dimension.

scholarly journals Literary Translation Analysis of Indonesian Short Story Apel dan Pisau

2021 ◽  
Vol 4 (12) ◽  
pp. 172-180
Author(s):  
Lusi Mardiana ◽  
Ahmad Jum’a Khatib Nur Ali
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Quantitative Methods ◽  
Analytical Study ◽  
Literary Work ◽  
Literary Translation ◽  
Literary Works ◽  
Translation Strategies ◽  
Qualitative And Quantitative Methods ◽  
Translation Analysis

Translation allows readers to enjoy literary works from all over the world without being constrained by foreign language mastery. For Producing commensurate literary works, translation strategies are employed to deal with different language systems. This research aims at investigating strategies employed by the translator in translating the Indonesian literary work into English. This Descriptive-Analytical Study has been completed by qualitative and quantitative methods. The data sources used are the Indonesian short story Apel and Pisau by Intan Paramaditha and its translation. The 219 collected data are analyzed by using Kazakova’s theory of literary translation. The results in this study indicate that the translator used (1) The Observer Strategy 70,78% (155 data), (2) The Helper Strategy 23,74 % (52 data), (3) The Adherent Strategy 3,65 % (8 data), and (4) The Enlightener Strategy 1,83% (4 data). The study reveals that the strategy dominantly prevailed is the observer strategy (70,78%), and the most dominant approach is unbiased (74,71 %). Also, it is found that the translation ideology is foreignization, where the translator tries to keep the sense of originality of the author’s work.

scholarly journals Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

2021 ◽  
Vol 18 (2) ◽  
pp. 194-206
Author(s):  
Ljudmila P. Dianova
Keyword(s):  
Foreign Language ◽  
Modern Science ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Verbal Creativity ◽  
Ethnic Language ◽  
Cultural Component ◽  
Symbolic Content ◽  
The Russian Language

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

scholarly journals ROLE OF INTERPRETER IN INTERCULTURAL DIALOGUE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 64-66
Author(s):  
Viktoriia Prykhodko ◽  
Nataliia Kyseliuk ◽  
Oksana Naidiuk
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
National Literature ◽  
Intercultural Dialogue ◽  
Mutual Understanding ◽  
Common Language ◽  
Source Text ◽  
Original Language ◽  
Choice Decision

The article deals with the role of the interpreter in intercultural dialogue. Translation is considered as a broad dialogic process between author and reader through the interpreter, which includes reception and interpretation, as the basis for establishing a dialogue between the text and the interpreter. It is pointed out that the purpose of translating a foreign-language literary text is to determine the ethnic-mentality traits of the native-speaking nation of the original language and to reproduce these features in the translation language. It is found that the interpreter is in a state of constant choice, decision-making, on which it depends whether the main purpose of intercultural dialogue – mutual understanding of all its communicators, will be achieved. Reception and understanding of the interpreter is a major factor in the future fate of a literary text, its place in other national literature. The first step of the translation activity is to understand the source text in the original language, and the second is to compare the language of the original comprehension and the language of the translation. Moreover, the first step is taking place with the involvement of the interpreter native language. The interpreter should provide each participant of the dialogue with a common language that combines the text and the process of its understanding and interpretation. It is pointed out that to understand the original correctly, the interpreter must have the capacity for empathy, that is, to be able to feel the translated author, absorb his thoughts and feelings, see the world through his eyes.

scholarly journals Translation of Words with a Cultural Component (Based on the Spanish Translation of the Novel by Eugene Vodolazkin “The Aviator”)

2019 ◽  
Vol 23 (2) ◽  
pp. 473-486
Author(s):  
Rafael Guzmán Tirado
Keyword(s):  
Prior Knowledge ◽  
Literary Text ◽  
Cultural Factor ◽  
Literary Translation ◽  
The Novel ◽  
Spanish Translation ◽  
Rich Variety ◽  
Emotional Effect ◽  
Cultural Component ◽  
Culture And Language

This article is dedicated to some aspects of translation of vocabulary with a cultural component (realia, idioms, metaphors, comparisons, etc.). In the frame of our Spanish translation of Evgeny Vodolazkin's novel Aviator are analyzed some issues of literary translation of this kind of words. This translation (first Evgeny Vodolazkin's work translated to this language), financed by a a grant of the Institute of Translation in Moscow, was published in November 2018. When answering the question which instruments have the translator to make possible the transfer of words with a cultural component from one language to another and whether it is possible to convey cultural realities without losing a significant share of sense, our research shows with a rich variety of examples taken from Aviator that the translation text does not always create the same effect and does not always have the same emotional effect on the recipient, since vocabulary with a cultural component is closely related to the culture and language of the realities of the text culture. In the article shows some of the strategies, used by the translator to translate these words and how the cultural factor and the lack of prior knowledge create great difficulties, requiring more attention from the translator and serious operational intervention in the literary text he works with.

TRANSLATION AS MENTAL INTERPRETATION ACTIVITY IN LINGUISTICS AND LITERATURE

2019 ◽  
Vol 18 (28) ◽  
pp. 43-53
Author(s):  
Svitlana Gruschko
Keyword(s):  
Literary Criticism ◽  
Literary Work ◽  
Cross Cultural ◽  
Literary Translation ◽  
Literary Texts ◽  
Cultural Dimension ◽  
Cultural Communication ◽  
Original Text ◽  
Cross Cultural Communication ◽  
Cross Language

In the article the phenomenon of translation is regarded as mental interpretation activity not only in linguistics, but also in literary criticism. The literary work and its translation are most vivid guides to mental and cultural life of people, an example of intercultural communication. An adequate perception of non-native culture depends on communicators’ general fund of knowledge. The essential part of such fund of knowledge is native language, and translation, being a mediator, is a means of cross-language and cross-cultural communication. Mastering another language through literature, a person is mastering new world and its culture. The process of literary texts’ translation requires language creativity of the translator, who becomes so-called “co-author” of the work. Translation activity is a result of the interpreter’s creativity and a sort of language activity: language units are being selected according to language units of the original text. This kind of approach actualizes linguistic researching of real translation facts: balance between language and speech units of the translated work (i.e. translationinterpretation, author’s made-up words, or revised language peculiarities of the characters). The process of literary translation by itself should be considered within the dimension of a dialogue between cultures. Such a dialogue takes place in the frame of different national stereotypes of thinking and communicational behavior, which influences mutual understanding between the communicators with the help of literary work being a mediator. So, modern linguistics actualizes the research of language activities during the process of literary work’s creating. This problem has to be studied furthermore, it can be considered as one of the central ones to be under consideration while dealing with cultural dimension of the translation process, including the process of solving the problems of cross-cultural communication.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

scholarly journals Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

2016 ◽  
Vol 6 (4) ◽  
pp. 677-696 ◽  
Author(s):  
Jelena Bobkina ◽  
Svetlana Stefanova
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Critical Literacy ◽  
Literary Work ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Rudyard Kipling ◽  
Practical Application ◽  
Foreign Language Acquisition ◽  
Critical Literacy Pedagogy

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

scholarly journals Środki retoryczne, liryka, glottodydaktyka – o zastosowaniu poezji na lekcji języka obcego

Neofilolog ◽  
1970 ◽  
pp. 157-166
Author(s):  
Dorota Szczęśniak Dorota Szczęśniak
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Language Teachers ◽  
Literary Texts ◽  
Language Awareness ◽  
Rhetorical Devices ◽  
Teaching Language

This paper discusses the importance of working with a literary text (especially poetry) in the context of the foreign language (FL) classroom. In order to facilitate FL teaching, language teachers are encouraged to use poetry and rhetorical devices occurring in such texts (e.g. rhymes, alliteration, metaphor etc.). The paper offers some teaching procedures and techniques based on rhetorical devices, which may prove valuable in raising FL students’ motivation and language awareness while having fun analyzing quality literary texts.

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