scholarly journals From metataxis to linguistic mediation: the forgotten structure?

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 411-424
Author(s):  
Ivana Franić
Keyword(s):  
Target Language ◽  
Basic Operation ◽  
Social Dimensions ◽  
Culture Learning ◽  
Language And Culture ◽  
Structural Relationships ◽  
The Individual ◽  
Conceptual Foundations ◽  
Oriented Approach

In his capital work Eléments de syntaxe structurale (1959) Lucien Tesnière introduces the concept of metataxis, structural change occurring during the transition from one language to another. While focusing on structural relationships that are built upon this passage, the author highlights the need to rethink the phrase in the target language. Departing from a purely mechanical perspective, Tesnière paves the way for contrastive analysis, but also for cognitive theories, referring to the concepts of traductions profondes and of the independence of structure and meaning.However, the action-oriented approach presupposes a dynamic process of learning / teaching that places the learner at the center and takes into account all the abilities of this “social actor”. In that way the CEFR opens the individual and social dimensions of mediation (Piccardo 2012), which is one of the key concepts of the action-oriented approach.In this paper we outline the conceptual foundations of metataxis and linguistic mediation and then examine the role of translation as the basic operation for the transition from one language to another, specifically in the learner-centred action-oriented approach. We rethink the concept of translation, taking into account its mechanical and structural aspects as well as its individual and social dimensions, which offers many opportunities for language and culture learning. The linguistic structure is considered as an essential component of linguistic mediation.

scholarly journals The Semantics and Pragmatics Analysis of Javanese and English Apologetic Speech Acts

2018 ◽  
Vol 1 (1) ◽  
pp. 3
Author(s):  
Betari Irma Ghasani
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Target Language ◽  
Language And Culture ◽  
English Expression ◽  
Collaboration Model ◽  
Illocutionary Acts ◽  
Semantics And Pragmatics

Reconsidering the role of apologizing as one of fundamental aspects in speech act learner has become important nowadays. It is argued that acquiring apologizing speech act can build their attitude. The purpose of this study is analyzing semantic and pragmatic of Javanese apologetic speech act, especially with respect how Javanese apologetic speech act expression differ conceptuallyfrom English expression. In order to fi nd out the differences between Javanese apologetic speech act nuwun sewu”and English speech act sorry, I used the natural semantic metalanguage proposed by Wierzbicka (1987). Furthermore, I described some distinguishable features of Javanese culture as well. By using Blum-Kulka (1989) and her collaboration model, I analyzed Javanese apologyspeech act strategies found in several conversations and situations. The fi ndings of my study are the attitudinal meanings of nuwun sewu and sorry, as well as the illocutionary acts associated with the two expressions are different. My study further suggests that conceptualizing speech act expressions, using semantically simple words, may help second learners acquire the proper ways of using speechacts in the target language and culture.

scholarly journals Learning Translation and Multi-culture to Reduce Social Conflict

2020 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Aris Wuryantoro
Keyword(s):  
Cultural Context ◽  
Qualitative Method ◽  
Social Conflict ◽  
Target Language ◽  
Grammatical Structure ◽  
Language And Culture ◽  
Source Language ◽  
Language User ◽  
Structure Communication

<p>This study aims to describe the role of learning translation with enhancing multi-culture understanding to reduce social conflict in society. This study used descriptive qualitative method by using documentation technique in collecting data. The source of the data are documentations in the form of intralingual and interlingual translation. The result of the study reveals that translation has four aspects, there are meaning, grammatical structure, communication situation, and cultural context. Besides, translation is closely related to cultural context aspect because translation contains at least cultural aspect from source language and target language. The researchers conclude that learning translation can enhance multi-culture in order to reduce social conflicts. The language used by one society automatically shows its language user or its social identity. The researcher concludes that by mastering language and culture of one society as a part of learning translation, we can reduce social conflict which mainly caused by misunderstanding toward the used language and culture.  </p>

scholarly journals The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing

2016 ◽  
Vol 6 (4) ◽  
pp. 561-585 ◽  
Author(s):  
Andrew D. Cohen
Keyword(s):  
Digital Media ◽  
Language Teachers ◽  
Target Language ◽  
Language Of Instruction ◽  
Language Background ◽  
Language And Culture ◽  
L2 Pragmatics ◽  
Nonnative Teachers ◽  
Globalized World

The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.

scholarly journals CONTROVERSY IN THE CLASSROOM: THE CASE OF TRAINSPOTTING

2018 ◽  
Vol 6 (1) ◽  
pp. 043
Author(s):  
Milena M. Kalicanin
Keyword(s):  
Cultural Context ◽  
Cultural Awareness ◽  
Cultural Analysis ◽  
Target Language ◽  
Practical Case ◽  
Classroom Communication ◽  
Language And Culture ◽  
Classroom Experiment ◽  
Target Culture

Since learning a language naturally entails the understanding of a cultural context in which it is used (Kramsch, 1993), it goes without saying that cultural awareness will be best acquired when students immerse themselves in the country of the target culture (Istanto, 2008). The role of the teacher in nurturing cultural understanding is to “take on the role of culture educator and deliberately assist students with their process of cultural analysis.” (Istanto, 2009: 280) One of the ways to teach culture has definitely been to ask students to watch films of the target culture. This paper deals with the classroom experiment of teaching “Trainspotting”. The students were divided into two groups with the task of presenting and interpreting different aspects of the film for the sake of enhancing classroom communication, as well as introducing prevalent concerns of contemporary Scottish society.  The first (linguistic) group had to report on the usage of the authentic Scots in the film with a special attention to its title – to investigate the root and meaning of the word “trainspotting”, and the second (cultural) group had quite a demanding task to discuss the issues of urban Scottish youth culture. Though dealing with rather controversial themes, the practical case of teaching Trainspotting, based primarily on the interactive and communicative way of learning, verily illustrates “how film can be used in an innovative way for teaching the target language and culture” (Istanto, 2008:290).

A study of poetics in Coleman Barks’ translations of Rumi

FORUM ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 127-149
Author(s):  
Ahmad Sharifi ◽  
Mohammad Reza Hashemi
Keyword(s):  
Target Audience ◽  
Target Language ◽  
English Poetry ◽  
Language And Culture

Abstract Coleman Barks’ translations of Rumi’s works are astonishingly popular, especially among the American public. The study presented here deals particularly with the role of poetics in shaping the image and reception of Rumi’s works in the target language and culture. Thus, it describes and analyses Barks’ approach/strategies in rendering the poetic elements of Rumi’s poems, and examines Barks’ translation poetics in the context of the dominant poetics in the target literature. The corpus of the study is delimited to Barks’ renditions of the poems of the first book of the Masnavi included in The Essential Rumi (1995). The findings involve Barks’ modifications in favor of the formal and structural conventions of English poetry, the linguistic and literary norms of the target language and the taste and communicative needs of the target audience as well as the conformity of Barks’ translation poetics with the dominant poetics and ideology of his time.

Gender in Psycho-Oncology

2018 ◽  
Keyword(s):  
Health Care ◽  
Social Role ◽  
Role Expectations ◽  
Illness Trajectory ◽  
Health Care Practitioners ◽  
Sociocultural Characteristics ◽  
Practical Information ◽  
The Individual ◽  
Oriented Approach

As cancer treatment has evolved toward precision medicine, psychosocial research and practices for cancer patients and their family members have also raised awareness of the need for a personalized, patient-focused, family-oriented approach in the psycho-oncology field. Gender in Psycho-Oncology is the first book of its kind to provide comprehensive views on the role of gender in the adjustment of the individual and the patient–caregiver pair when dealing with cancer. The text explores the significant role of gender in diverse pairings of genders between the patient and the caregiver. It also highlights the importance of age, generation, and sociocultural characteristics, as well as the illness trajectory and lifespan trajectory of the individual and the patient–caregiver pair, and an ongoing sociocultural movement that is changing social role expectations based on gender. Offering both fundamental and practical information, Gender in Psycho-Oncology is an ideal book for health care practitioners from a spectrum of disciplines in the psycho-oncology field.

scholarly journals Innovative Way to Improve Learning Languange and Cultural Understanding Through Film Background Minangkabau Culture

2021 ◽  
Vol 1 (2) ◽  
pp. 85-91
Author(s):  
Trisna Helda ◽  
Wahyudi Rahmat ◽  
Silvia Marni
Keyword(s):  
Teaching And Learning ◽  
Lesson Plans ◽  
Student Feedback ◽  
Target Language ◽  
Skill Levels ◽  
Language Programs ◽  
Language And Culture ◽  
Classroom Activities ◽  
West Sumatra

This article discusses how films set in Minangkabau culture can be used as an effective platform to enable students to understand Minangkabau culture and the target language. Through films, students broaden their understanding of culture, language, geography, sociolinguistics, socioeconomic, socio-political and educational in Minang society. This article describes how a small number of films set in Minangkabau culture have been used at different skill levels in language programs in schools as one of the local content subjects, especially schools located in West Sumatra with the majority of the Minang community. It also examines the role of films in the teaching and learning process, and how watching films strengthens classroom activities such as discussions, and debates and activities outside the classroom such as interviews and research on topics related to the films. To explore student feedback on this process, there was a discussion about responses to watching the film. It is proposed that three main issues need to be considered: film choice; development of lesson plans; and possible efficiency is obtained by asking students to watch movies. In conclusion, it is argued that the combination of these strategies demonstrates how films set in Minangkabau culture can be used in innovative ways to teach Minang language and culture in West Sumatra. Development of lesson plans; and possible efficiency is obtained by asking students to watch movies.

Structural relationships in the synthesis of cubic boron nitride thin films by ion-assisted deposition

1994 ◽  
Vol 52 ◽  
pp. 638-639
Author(s):  
D. L. Medlin ◽  
T. A. Friedmann ◽  
P. B. Mirkarimi ◽  
M. J. Mills ◽  
K. F. McCarty
Keyword(s):  
Boron Nitride ◽  
Ion Irradiation ◽  
Cubic Boron Nitride ◽  
Film Stress ◽  
Bonded Phases ◽  
Structural Relationships ◽  
Precursor Material ◽  
Pressure Synthesis ◽  
Microstructure Of The Material

The allotropes of boron nitride include two sp2-bonded phases with hexagonal and rhombohedral structures (hBN and rBN) and two sp3-bonded phases with cubic (zincblende) and hexagonal (wurtzitic) structures (cBN and wBN) (Fig. 1). Although cBN is synthesized in bulk form by conversion of hBN at high temperatures and pressures, low-pressure synthesis of cBN as a thin film is more difficult and succeeds only when the growing film is simultaneously irradiated with a high flux of ions. Only sp2-bonded material, which generally has a disordered, turbostratic microstructure (tBN), will form in the absence of ion-irradiation. The mechanistic role of the irradiation is not well understood, but recent work suggests that ion-induced compressive film stress may induce the transformation to cBN.Typically, BN films are deposited at temperatures less than 1000°C, a regime for which the structure of the sp2-bonded precursor material dictates the phase and microstructure of the material that forms from conventional (bulk) high pressure treatment.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Transcriptional Read-Through in PRE Activity in Drosophila melanogaster

Acta Naturae ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 79-86 ◽  
Author(s):  
P. V. Elizar’ev ◽  
D. V. Lomaev ◽  
D. A. Chetverina ◽  
P. G. Georgiev ◽  
M. M. Erokhin
Keyword(s):  
Dna Sequences ◽  
Cell Types ◽  
Transcription Terminator ◽  
Response Elements ◽  
Polycomb Response Elements ◽  
The Individual ◽  
Multicellular Organisms ◽  
Different Cell Types ◽  
Main Factor

Maintenance of the individual patterns of gene expression in different cell types is required for the differentiation and development of multicellular organisms. Expression of many genes is controlled by Polycomb (PcG) and Trithorax (TrxG) group proteins that act through association with chromatin. PcG/TrxG are assembled on the DNA sequences termed PREs (Polycomb Response Elements), the activity of which can be modulated and switched from repression to activation. In this study, we analyzed the influence of transcriptional read-through on PRE activity switch mediated by the yeast activator GAL4. We show that a transcription terminator inserted between the promoter and PRE doesnt prevent switching of PRE activity from repression to activation. We demonstrate that, independently of PRE orientation, high levels of transcription fail to dislodge PcG/TrxG proteins from PRE in the absence of a terminator. Thus, transcription is not the main factor required for PRE activity switch.

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