Darbības vārdi būt un būti otrās baltu valodas apguvē

2021 ◽  
pp. 260-266
Author(s):  
Inga Kaija ◽  
◽  
Daiva Puškorjute-Riduliene ◽  
◽  
Keyword(s):  
Mother Tongue ◽  
The Other ◽  
Single System

The paper discusses the various meanings of the words būt and būti ‘to be’ in Latvian and Lithuanian and their acquisition. The aim of the research is to discover in what meanings these words are used by the learners of the second Baltic language, i.e., the learners whose mother tongue is a Baltic language and who are learning the other Baltic language – Latvian for Lithuanians and Lithuanian for Latvians. Both languages are closely related, and the meanings are similar. However, their grouping in each linguistics tradition is different. Therefore, this paper attempts to group meanings from both languages into a single system that could be used to compare usage tendencies. Such a system was made based on the Latvian grouping tradition but is not concise. The meanings in which būt/būti is used may depend on the topics of the texts. There seems to be an overuse of the location meaning in texts written by learners of Latvian; learners of Lithuanian seem to be using the verb in a larger variety of meanings. Perfect times are also more present in texts written by learners of Lithuanian. It seems to hint at a systemic difference between Baltic languages: Latvian tends to use perfect times in situations when Lithuanian does not.

Imagining the Woman Reader in the Age of Dante

2018 ◽  
Author(s):  
Elena Lombardi
Keyword(s):  
Material Culture ◽  
Mother Tongue ◽  
The Other ◽  
Women Readers ◽  
Literary Authority ◽  
Woman Reader ◽  
History Of ◽  
Female Literacy ◽  
Female Audience ◽  
Shed Light

The literature of the Italian Due- and Trecento frequently calls into play the figure of a woman reader. From Guittone d’Arezzo’s piercing critic, the ‘villainous woman’, to the mysterious Lady who bids Guido Cavalcanti to write his grand philosophical song, to Dante’s female co-editors in the Vita Nova and his great characters of female readers, such as Francesca and Beatrice in the Comedy, all the way to Boccaccio’s overtly female audience, this particular sort of interlocutor appears to be central to the construct of textuality and the construction of literary authority in these times. The aim of this book is to shed light on this figure by contextualizing her within the history of female literacy, the material culture of the book, and the ways in which writers and poets of earlier traditions (in particular Occitan and French) imagined her. Its argument is that these figures of women readers are not mere veneers between a male author and a ‘real’ male readership, but that, although fictional, they bring several advantages to their vernacular authors, such as orality, the mother tongue, the recollection of the delights of early education, literality, freedom in interpretation, absence of teleology, the beauties of ornamentation and amplification, a reduced preoccupation with the fixity of the text, the pleasure of making mistakes, dialogue with the other, the extension of desire, original simplicity, and new and more flexible forms of authority.

scholarly journals Communication as necessary factor of a collective remembrance of the common life on example of Serbs and Albanians in Kosovo and Metohija

2019 ◽  
pp. 327-339
Author(s):  
Aleksandra Suvakovic
Keyword(s):  
World War Ii ◽  
Cultural Memory ◽  
Mother Tongue ◽  
The Other ◽  
Opinion Poll ◽  
Common Life ◽  
Linguistic Barriers ◽  
Long Time ◽  
Ethnic Memory

Far-reaching consequences that linguistic policy may leave in the future decades are denoted in the paper, especially in regions where two nations with their differences interlace. After the World War II, it was enabled for the Albanians in the region of Kosovo and Metohija to get education entirely in their mother tongue, Albanian language, which simultaneously reduced the range of interactions with fellow citizens of Serbian nationality, the ability to understand each other, reducing also their professional possibilities. The years that followed only deepened the linguistic barrier between the two nations living in the same region, which inevitably led to constantly growing ethnic distance and escalation of conflicts. Empirical researches regarding the linguistic and ethnic distance between the Serbs and Albanians were conducted among Serbian students in Kosovska Mitrovica and Albanian students in Pristina after a long time, in December 2016 and January 2017. An opinion poll in the field was implemented along with the representative sample, while Likert scale and modified Bogardus scale were used as instruments. The obtained results showed both the ignorance of the language of the other ethnic group and unwillingness to master that language, as an obstacle for communication. The results could be the guidelines for future state linguistic and educational policy in this region. Ethnic minorities have an indisputable right to foster their mother tongue and culture but necessarily must also master the language of the state whose territory they live on. On the other hand, the Serbian population also should get to know the language of fellow citizens - Albanians, primarily for establishing communication and better understanding, but also for improving the quality of life. Establishing such a linguistic policy would gradually remove linguistic barriers, leading to the reduction of ethnic distance. It would create also the presumptions for overcoming the ?ethnic cultural memory? that deepens differences by its unilaterality, i.e. it would create conditions for the transmission of over-ethnic memory to a common life in the region where such life existed. It would represent the first condition for establishing a common ?cultural memory?.

scholarly journals Strategies of Impoliteness in Japanese Spontaneous Talks

2020 ◽  
Author(s):  
Paolo Calvetti
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
The Other ◽  
Japanese Language ◽  
Bulletin Board ◽  
Bulletin Board System ◽  
Other Hand ◽  
The One ◽  
Board System

If, on the one hand, Japanese language, with its richness of marked allomorphs used for honorifics, has been considered one of the most attractive languages to investigate the phenomenon of politeness, on the other hand, a very small number of studies have been devoted to Japanese impoliteness, most of them limited to BBSs’ (Bulletin Board System) chats on Internet. Interestingly, Japanese native speakers declare, in general, that their language has a very limited number of offensive expressions and that ‘impoliteness’ is not a characteristic of their mother tongue. I tried to analyse some samples of spontaneous conversations taken from YouTube and other multimedia repertoires, in order to detect the main strategies used in Japanese real conversations to cause offence or to show a threatening attitude toward the partner’s face. It seems possible to state that, notwithstanding the different ‘cultural’ peculiarities, impoliteness shows, also in Japanese, a set of strategies common to other languages and that impoliteness, in terms of morphology, is not a mirror counterpart of keigo.

Right to Education in Mother Language

2021 ◽  
pp. 223-241
Author(s):  
Nima Norouzi ◽  
Hussein Movahedian
Keyword(s):  
Human Rights ◽  
Mother Tongue ◽  
The Other ◽  
Right To Education ◽  
International Human Rights ◽  
Linguistic Rights ◽  
Government Institutions ◽  
International Human ◽  
The One ◽  
The Right

The right to use one's mother language is affected by examining the nature of this right in the international human rights system. Speaking of linguistic rights requires examining this right in the context of general human rights and the rights of minorities. On the one hand, the right to use one's mother tongue is rooted in the “right to be different,” which itself is inspired by human dignity, and, on the other hand, because the linguistic rights of the majority are better guaranteed than the linguistic rights of the minority. This chapter examines the right to use one's mother tongue in the minority system; therefore, language rights can be divided into two approaches based on tolerance, which prohibits any interference with the choice of language and its use by governments, as well as an extension-based approach that seeks to protect the right to use language in various fields such as education, court, public arena, and government institutions.

The Primal Scattering of Languages

1998 ◽  
pp. 51-56
Author(s):  
Karin Littau
Keyword(s):  
Jacques Derrida ◽  
Female Sexuality ◽  
Mother Tongue ◽  
The Other ◽  
Tower Of Babel ◽  
Accidental Release ◽  
Creation Myth ◽  
Starting Point ◽  
Point Of Departure ◽  
Positive Light

In After Babel, George Steiner recounts ‘two main conjectures’ in mythology which explain ‘the mystery of many tongues on which a view of translation hinges.’ One such mythic tale is the tower of Babel, which not only Steiner, but also Jacques Derrida after him, take as their starting point to approach the question of translation; the other conjecture tells of 'some awful error [which] was committed, an accidental release of linguistic chaos, in the mode of Pandora’s Box' (Steiner). This paper will take this other conjecture, the myth of Pandora, first woman of the Greek creation myth, as its point of departure, not only to offer a feminized version of the primal scattering of languages, but to rewrite in a positive light and therefore also toreverse the negative and misogynist association of Pandora with "man’s" fall. But, rather than exposing the entrenched patriarchal bias in mythographers’ interpretations of Pandora, my foremost aim is to pose, through her figure, questions about language and woman, and, by extension, the mother tongue and female sexuality.

Aspects of Islam in Nineteenth-Century South Africa

1940 ◽  
Vol 10 (1) ◽  
pp. 213-221
Author(s):  
S. A. Rochlin
Keyword(s):  
South Africa ◽  
Nineteenth Century ◽  
Mother Tongue ◽  
The Other ◽  
Cape Of Good Hope ◽  
Other Hand ◽  
Teaching Religion ◽  
Holy City

Writing about life in Mecca in 1884–5 Professor C. Snouck Hurgronje made this observation: ”A class of Jâwah who dwell outside the geographical boundaries but who in late years have made regular pilgrimages to Mekka are people from the Cape of Good Hope. They are derived from Malays, formerly brought to the Cape by the Dutch, with a small mixture of Dutch blood. Some words of their Malay speech have passed into the strange, clipped Dutch dialect of the Boers. On the other hand they have exchanged their mother tongue for Cape Dutch, of course retaining many Malay expressions. Taking into consideration the genuinely Dutch names of many of these Ahl Kâf (as they are called in Mekka) one is tempted to believe that degenerated Dutch have been drawn by them into their religion, and many types among them increase the probability of this suggestion. Separated from intercourse with other Moslims they would scarcely have had the moral strength to hold their religion had not eager co-religionists come to them from abroad. When and whence these came is not known to me; however this may be, the mosques in Cape Colony have been more fervently supported in the last twenty years than ever before, more trouble is taken in teaching religion and every year some of the Ahl Kâf fare on pilgrimage to the Holy City.“

Teaching Grammars of the Middle Ages

1977 ◽  
Vol 4 (1) ◽  
pp. 1-29 ◽  
Author(s):  
G. L. Bursill-Hall
Keyword(s):  
Middle Ages ◽  
Mother Tongue ◽  
Radical Change ◽  
The Other ◽  
Privileged Position ◽  
Exhaustive List ◽  
The Middle Ages

Summary Grammar enjoyed a privileged position in the medieval curriculum; along with the other members of the Trivium it provided a thorough foundation which probably accounts for much of the intellectual success of the medieval schoolmen. This article discusses the material used in the Middle Ages for the teaching of grammar and aims at an exhaustive list of pedagogical material which can still be found, for the most part unedited, in European manuscripts collections; this material served not only for the teaching of Latin grammar to students whose mother tongue was not Latin but also as an introduction to the study of grammatical theory. The article refers to the changes that took place in grammar, i.e., from being a literary discipline it became a logical, speculative discipline, which is reflected in this pedagogical material. Furthermore, this material provides important indications of developments in grammatical theory and their effect on grammatical pedagogy. What is very striking is that certain text-books which enjoyed a widespread influence were written when there was not only a greatly increased demand for text-books but also when every discipline was undergoing radical change.

scholarly journals Język jako czynnik zakorzenienia w tożsamości narodowej na przykładzie białoruskojęzycznej inteligencji na Białorusi

2011 ◽  
Vol 55 (2-3) ◽  
pp. 85-112
Author(s):  
Natalia Mamul
Keyword(s):  
Popular Culture ◽  
National Identity ◽  
Mother Tongue ◽  
Ethnic Community ◽  
The Other ◽  
Political Events ◽  
Identity Learning ◽  
Common Memory

Belarus is a typical borderline country featuring multi-ethnicity, including various cultures, denominations and languages co-existing one near the other. Current socio-linguistic situation in Belarus may be defined as socially conditioned diglossia. Russian is the language of the governing elites, all-level education, popular culture and massmedia. Urban inhabitants speak almost entirely Russian, and the majority of village inhabitants speak Belarusian dialects. When, during Lukaszenka’s rule, Belarusian language fell once again in disgrace, it once again became a symbol of national revival and a fighting tool of opposition. Representatives of democratic elites speak Belarusian, but only when they hold informal meetings or political events. Based on biographic interviews held with the representatives of the Belarusian intelligentsia in Belarus, the Author has revealed a process of the narrators’ discovering an importance of a mother tongue as a sign of national identity. The process of realizing the importance of the Belarusian language in the life of an individual, as well as ethnic community, as well as a process of conscious learning of the language is, for contemporary Belarusians, one of the stages of shaping national identity. Learning the language is followed by participating in Belarusian symbolic culture and remembering history and reviving common memory, which finally leads to conscious identity with a mother land in a symbolic sense, which is broader than purely territorial reference.

scholarly journals Vom Fremdverständnis zum Eigenverständnis: Kontrastive Linguisitik und Glottodidaktik

2011 ◽  
Vol 37 ◽  
pp. 7-18
Author(s):  
Hans-Jörg Schwenk
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Other ◽  
Correct Knowledge ◽  
Contrastive Linguistics ◽  
The One ◽  
The Given ◽  
The Relationship

The present paper deals with the relationship between contrastive linguistics on the one hand and foreign language teaching on the other hand, more precisely, with the influence exerted by the first on the latter. It goes without saying that a teacher who teaches his mother tongue is expected to teach it as completely and correctly as possible. Yet the complete and correct teaching of any language depends on the teacher’s complete and correct knowledge of the given language and, comes to that, his awareness of this knowledge. It could be shown and proven on various examples that this aim can only be reached by the way of analyzing an other / a foreign language and comparing it with the language / the mother tongue to be teached, that, as much as paradoxical this may sound, self-understanding quite often needs the understanding of the other.

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