The conceptual sphere of the animated film text: some patterns of representation and translation (drawing on the material of translations of the animated series «Kikoriki» into the English language)

2021 ◽  
pp. 148-154
Author(s):  
S.I. Tasuyeva ◽  
A.D. Streltsova ◽  
F.A. Erzhibova
Keyword(s):  
English Language ◽  
Animated Film ◽  
Film Text

scholarly journals Linguosynergetic potential of the pedagogical workshop

2020 ◽  
Vol 210 ◽  
pp. 18044
Author(s):  
Natalia Sumina ◽  
Anna Belozerova ◽  
Anastasia Evsenkova
Keyword(s):  
Complex System ◽  
Speech Development ◽  
Pedagogical Workshop ◽  
State Technical ◽  
Educational Project ◽  
Teaching Language ◽  
Holistic Approaches ◽  
Technology In Teaching ◽  
Animated Film ◽  
Film Text

The article reveals the linguosynergetic basis of the pedagogical workshop technology in teaching language and speech. This technology was tested within the educational project of the Don State Technical University (Children's University). The pedagogical workshop is interpreted as a technology for enhancing the speech, thought and language activity of students and also as a complex system with all synergistic properties. The stages of the pedagogical workshop are described using linguistic synergetic terms. The technological map of the workshop "Law Above All" is presented on the example of working with film text (the animated film "Prince Vladimir"). The following logic of work on the speech development is proposed: from a word to a phrase, a sentence and, more broadly, a text. The ways of activating the speech-thinking activity of students are formulated: the method of associations, drawing up reference schemes, the mechanism of predication. The conclusion is made that the systematic and holistic approaches to the methods of teaching language and speech are fully embodied in the pedagogical workshop.

scholarly journals SOCIOLINGUISTIC FEATURES OF THE LANGUAGE PERSONALITY OF ENGLISH MONARCHS IN THE TRANSLATION ASPECT (BASED ON ENGLISH FEATURE FILMS)

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Svitlana Fedorenko ◽  
◽  
Alina Perepnykhatka ◽  
Keyword(s):  
English Language ◽  
Literary Text ◽  
Literary Translation ◽  
Emotional Expressions ◽  
Feature Film ◽  
Translation Strategies ◽  
Feature Films ◽  
Social And Cultural Factors ◽  
Film Text ◽  
Implementing Strategies

The author emphasizes the importance of taking into account the specifics of the influence of social and cultural factors on the current communicative diversity of emotional expressions in English language. The peculiarities of film translation, requirements for its implementation, ensuring synchronicity are considered. The differences between the translation of a feature film and a literary text are established. The emphasis is placed on the peculiarities of the interpretation of simultaneous translation to achieve maximum compliance. Two types of creolized film text are considered. The uniqueness of the original's influence on the filmgoer is noted. The connection between the translated film text and the cultural environment in which it was performed is described. The importance of preserving the form, content, structure of the result of literary translation is emphasized. The main tasks of the translator in creating a full-fledged literary text after the translation are determined. The main translation strategies are outlined. Among them are "domestication" (domesticating approach) and "alienation" (foreignising approach) of the translation. The factors that influenced the choice of these strategies during the translation are noted. The content of translation strategies and features of the periods of their origin are indicated. The methods of implementing strategies in practice are focused on. It is noted that contextual translation with the search for a situational counterpart is actively used in the "alienation" of English-language film text. It is indicated that compression in the translation of film text is a more compact presentation of the thought in one language due to the use of semantically more capacious units of another language. It is noted that due to the fact that the text, while being translated, increases in volume, and the number of frames remains the same, translators have to use the method of compression. It is indicated what techniques can be used to reduce the duration of the phrase to avoid discrepancies between text and video. The purpose of the article is to analyze the sociolinguistic features of the linguistic personality of English monarchs in the translation aspect (based on English-language feature films). Research has been conducted on the examples of the films "The Queen", "The Royal Family: the Modern Court", "The Life of Princesses of the Modern Court".

scholarly journals Linguoсognitive Features of Film Discourse based on Teenagers' English-Language Dialogues

2019 ◽  
Vol 21 (2) ◽  
pp. 513-520
Author(s):  
Nataliya N. Kislitsyna ◽  
Anna G. Slujbina
Keyword(s):  
Critical Discourse Analysis ◽  
Cognitive Linguistics ◽  
English Language ◽  
Relevant Information ◽  
Regulatory Function ◽  
Linguistic Features ◽  
Written Text ◽  
Wide Range ◽  
Film Text ◽  
Film Discourse

The research objective was to identify linguo-cognitive features of teenagers` discourse recorded in the form of a filmscript. The relevance of the study is based on the fact that child speech is a self-valuable linguistic object, opposed not to the virtual language system, but to an array of real language messages perceived by a child. The main methodological technique used in the work is a multidisciplinary critical discourse analysis. It was used to study both linguistic features and ideological, socio-cultural, and cognitive features, latently embodied in the film text. The study employed English-language dialogues of teenagers who starred in the TV series "Stranger Things" (2016). The texts of the dialogues were considered as the units representing the corresponding fragment of the film discourse. The study proved that the teenagers` dialogues fixed in the form of the written text, or filmscripts, adequately reflect a wide range of possible situations of communication and serve as a representative source of relevant information. The analysis of the linguocognitive features of teenagers` discourse allowed the authors to establish the specificity of the regulatory function of the selection of language units by teenagers, which depends on the communication environment or consituation. The paper describes some features of the formation of teenagers` worldview, as well as some reasons for the distortion of cognitive reality. The interdisciplinary nature of the study makes it possible to apply the results in the field of linguistics, sociolinguistics, cognitive linguistics, etc.

scholarly journals Semantic Transformation of Film Titles, Translated to Russian

2019 ◽  
Vol 10 (4) ◽  
pp. 810-827
Author(s):  
Oksana I. Aleksandrova
Keyword(s):  
English Language ◽  
Semantic Structure ◽  
General Tendency ◽  
Complete Replacement ◽  
Feature Films ◽  
Research Material ◽  
First Impression ◽  
Verbal Component ◽  
Semantic Transformation ◽  
Film Text

The article focuses on the issue of semantic transformations that occur when translating the titles of feature films using partial and complete replacement strategies. The research material includes 104 film titles, 31% of the total number of English-language films released in Russia in 2018. The paper attempts to highlight the semantic center in the film titles and classify them according to the type of the center. The analysis of the semantic structure of film titles in the original and translated versions made it possible to identify six groups with the semantic center of “character (s)”, “numbers”, “objects”, “chronotope”, “storyline”, “idea”. In 39% of the names, a shift in the semantic center with partial or complete replacement is observed. The name as a verbal component of a complex unit - filmtext is involved in the formation of the first impression of a potential audience. Film titles transformations can entail a shift in the focus of the addressee and affect his perception of film text as a whole. The study reveals a general tendency of transferring from abstract to concrete and from personal to event when translating the film titles from English to Russian.

scholarly journals Cinematographic Living Room as a Means of Forming Linguocultural Consciousness in The Context of Online Learning

2021 ◽  
Vol 258 ◽  
pp. 07060
Author(s):  
Anna Belozerova ◽  
Elena Kotova
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Target Language ◽  
Living Room ◽  
Language And Culture ◽  
Animated Film ◽  
Russian Cinema ◽  
Film Text

The article presents the experience of working on the formation of linguistic and cultural consciousness in the lessons of Russian as a foreign language in the framework of the cinematographic living room in the context of online learning. The study uses a competence-based approach that forms the speech competencies of students, which are necessary for their active inclusion in the process of communication with native Russian language speakers. The authors describe the methodology for working with a feature / documentary / animated film. The choice of principles that forms linguocultural consciousness (the principle of anthropocentrism, the principle of communicativeness, the principle of interrelated learning, the principle of visibility, the principle of co-learning of language and culture) is substantiated. A set of exercises is presented that contribute to the effective construction of the learning process: from preview exercises in order to expand and consolidate lexical-grammatical and structural-semantic skills - through conditional speech exercises at the stage devoted to working with key episodes - to an independently issued statement after linguocultural analysis of the film text. Summarizing the experience of working in the format of a cinematographic living room, the authors come to the conclusion that the use of texts from Soviet and Russian cinema contributes to the formation of the linguocultural consciousness of foreign students, expanding their knowledge of the country of the target language, enriching vocabulary and cultural fund. The presented material will be useful for teachers of Russian as a foreign language and students of philological specialties.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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