scholarly journals SNELL-HORNBY, Mary and Esther PÔHL (Eds.) (1989): Translation and Lexicography. Kirksville, Missouri, Division of Language and Literature, Northeast Missouri State University, 238 p.

1991 ◽  
Vol 36 (4) ◽  
pp. 677
Author(s):  
Roda P. Roberts
Keyword(s):  
State University ◽  
Language And Literature

scholarly journals Teaching Interpreting: Tashkent State University of Uzbek Language and Literature Experience

2020 ◽  
Vol 3 (12) ◽  
pp. 56-62
Author(s):  
Sayfullaev Anvar Islamovich
Keyword(s):  
State University ◽  
Highly Qualified ◽  
University Administrators ◽  
Simultaneous Interpreting ◽  
Linguistic Competency ◽  
Language And Literature ◽  
Special Programs ◽  
Task Training ◽  
Interpreter Training ◽  
Language Pair

The purpose of this study is to suggest some effective ways of training interpreters and to share the experience of Tashkent state university of Uzbek Language and Literature named after Alisher Navoi with the same purpose of interpreter training. More specifically, it deals with theoretical views of different scholars about simultaneous interpreting to understand what actions the process of simultaneous interpreting involves and what skills a person is required to have in order to carry out this task. Training simultaneous interpreting is very complicated and complex task because it involves a great number of objectives to be realized. The concern of our investigation is the methods of teaching interpreting, the ways to make interpreter training i more effective and efficient. The reason why we undertook this research is that even though a lot have been done in this field of study by many scholars of the world, the problems specific to training interpreters in such language pair as Uzbek- English has still remained untouched.  The article shares experiences of university staff about linguistic competency of interpreters, their aptitude to work in stressful settings, deep and well-structured background knowledge, ability to anticipate the words to be used in phrases, and their ability to apply various techniques that help them in interpreting task as their career. After the establishment of Tashkent state University of Uzbek Language and Literature named after Alisher Navai in 2016, professor Sh.S. Sirojiddinov, its rector, and specialists interpreters training took the course towards developing special programs targeting at holding the conference for training interpreters becoming qualified in translating from Uzbek into English and vice versa.  The President of Uzbekistan Sh. Mirziyoyev considered this program as one of the priority tasks demanded for the administration and staff of university administrators and staff. The decision was motivated by the shortage of highly qualified interpreters who can interpret from Uzbek into English and from English into Uzbek during international conferences and forums.

scholarly journals CLASSROOM SHARING EXPERIENCES: BUILDING STUDENTS’ AWARENESS FOR PROBLEM SOLVING IN TRANSLATING POETRY

2015 ◽  
Vol 15 (2) ◽  
pp. 161
Author(s):  
Sri Handayani ◽  
Sri Harto
Keyword(s):  
Problem Solving ◽  
English Language ◽  
State University ◽  
Translation Process ◽  
Literary Works ◽  
Course Materials ◽  
Critical Knowledge ◽  
Self Confidence ◽  
Language And Literature ◽  
Target Languages

AbstrakPenelitian ini bertujuan menggambarkan pengalaman mahasiswa untuk membangun kepedulian dalam mengatasi masalah khususnya pada penerjemahan puisi.  Data penelitian dikumpulkan melalui kuesioner, wawancara dan observasi kelas yang melibatkan 85 orang mahasiswa semester enam dari dua kelas yang berbeda dan dua orang dosen pengampu mata kuliah Translating Literary Works di  Program Studi Bahasa dan Sastra Inggris pada salah satu perguruan tinggi negeri di kota Bandung. Kuesioner dilengkapi oleh 55 mahasiswa dari 85 yang terlibat dalam penelitian.  Wawancara dilakukan untuk melengkapi dan mengecek kebenaran informasi yang diperoleh melalui kuesioner.  Selain itu, observasi kelas dilakukan di dua kelas paralel untuk melihat aktivitas belajar mengajar yang dilakukan oleh dua orang dosen dan mahasiswa dari dua kelas tersebut. Observasi difokuskan pada materi perkuliahan, metode dan teknik pengajaran yang diterapkan oleh dosen, masalah yang dihadapi dan teknik yang digunakan untuk menyelesaikan masalah dalam penerjemahan puisi.  Data dianalisis berdasarkan beberapa teori penerjemahan yang relevan.  Hasil penelitian menunjukkan bahwa pengalaman mahasiswa yang disampaikan di dalam kelas memberikan beberapa keuntungan bagi mereka karena berbagi pengalaman di dalam kelas mampu: (1) memotivasi mahasiswa untuk menyelesaikan pekerjaan penerjemahan secara lebih serius karena mereka dituntut untuk menyajikan hasil karya terjemahan di dalam kelas; (2) membangun rasa percaya diri mahasiswa dalam menerjemahkan karena hasil terjemahannya akan diberikan umpan balik; (3) melatih kemampuan mahasiswa menganalisis masalah untuk mencari jalan keluar yang sesuai; (4) memperkenalkan mahasiswa terhadap pengetahuan kritis bahasa sumber dan bahasa sasaran; dan (5) membangun kepedulian mahasiswa agar masalah yang muncul dalam proses penerjemahan yang sangat kompleks dapat diselesaikan.Kata kunci: berbagi pengalaman, kepedulian, penyelesaian masalah AbstractThis research was aimed at describing the classroom sharing experiences to build students’ awareness dealing with the problem solving in translating poetry. The data were collected through questionnaire, interview and classroom observation involving 85 sixth semester students in two different classes and two lecturers of Translating Literary Works course at the English Language and Literature Studies in one state university in Bandung city.  The questionnaire was completed by 55 (out of 85) students invited to fill in the questionnaire. Interview was done to complete and cross check the information derived from the questionnaire.  Meanwhile, the observation was administered in the two parallel classes to observe the activities done by the two lecturers and students in the two classes.  The observation was focused on the course materials, teaching methods and techniques applied by the lecturers, problems faced and techniques used to solve the problems by the students in translating poetry. The data were then analyzed based on some relevant theories of translation.  The result of the research showed that the classroom sharing experiences gave some advantages to the students with several reasons: (1) motivating students to do their translation works more seriously since they had to present their translation works to the class; (2) developing the students’ self-confidence in translating the tasks since their translation works were given some feedbacks; (3) training the students to analyze the problems to find out the most appropriate techniques to solve the problems; (4) introducing the students to have more critical knowledge of both source and target languages; and (5) building the students’ awareness of how the problems appeared in a very complex translation process were solved. Keywords: awareness, problem solving, sharing experience

The Effect of Various Strategies of Learning on Writing Skill of Scientific Work

2016 ◽  
Vol 7 (3) ◽  
pp. 460
Author(s):  
Muhammad Taufik ◽  
Abdullah Dola ◽  
Kamaruddin Kamaruddin ◽  
Muhammad Saleh
Keyword(s):  
Scientific Work ◽  
Homogeneity Test ◽  
State University ◽  
Class A ◽  
Analysis Technique ◽  
Language And Literature ◽  
Writing Skill ◽  
Class B ◽  
Scientific Papers ◽  
Test Population

The purpose of this research was to find the effect of various strategies of learning towards writing skill of scientific work. The study was conducted on students of Indonesian Language and Literature Faculty of Language and Literature, State University of Makassar. The type of research was experimental research. The population of the study was all students of the Department of Language and Literature Indonesia who were programmed course Scientific Writing academic year 2012/2013 which had 102 students. The number of students was distributed into three classes namely Class A total of 32 students, 34 students of class B, 36 students of class C. the Samples of the research were 36 students consisting of 18 students from class A as the first experimental class and 18 students of grade B as the second experimental class. The technique of data collection was an instrument. The instrument was a test description that was making papers. The data analysis technique was an analysis of variance (ANOVA). Before the data from this study was analyzed statistically, the data was tested by the requirements that included the test of normality and homogeneity test population. The result of the research showed that the samples of students who learned the techniques of cooperative used strategies Cooperative Integrated Reading and Composition (CIRC)  got higher score significantly than the samples who learned by expository strategy toward the skills to write scientific papers.

scholarly journals IMPLEMENTATION OF DOCUMENTARY FILM IN TEACHING RUSSIAN

2019 ◽  
pp. 52-61
Author(s):  
Mexriniso YARMATOVA ◽  
Shokhida TURAEVA
Keyword(s):  
Documentary Film ◽  
Active Role ◽  
Russian Language ◽  
Documentary Films ◽  
State University ◽  
Visual Aids ◽  
Language And Literature ◽  
Language Classes ◽  
Economic Institute

Visual aids play active role in teaching Russian language because they enable students learning the language in better way, giving them opportunity to realize the topic much more as today’s effective method. This paper highlights some ideas of scholars’ for the use of visual aids (e.g., animation videos, documentary films), and an experiment carried out with the staff at the Department of Uzbek and Russian languages, Karshi Engineering-Economic institute as well as with the professor-teachers at the Department of Russian language and literature, Karshi State university, Karshi, Uzbekistan, in order to find out their attitudes according to the use of documentary films in Russian language classes. The findings are shown in the below-mentioned diagram. Рус тилини ўқитишда кўргазмали қўлланмалар самарали замонавий методлардан бири бўлиб, ўқувчиларга тилни мукаммал ўрганишга, мавзуни чуқурроқ англашга ёрдам беради. Мақолада, олимларнинг кўргазмали қўлланмалардан фойдаланишига бўлган муносабатлари ҳақида айрим фикрлари келтирилган(масалан, анимацион виделроликлар, ҳужжатлифильмлар), ҳамда рус тили дарсларида ҳужжатли фильмлардан фойдаланишга бўлган муносабатларини ўрганишда Қарши мухандислик-иқтисодиёт институтининг “Ўзбек ва рус тиллари” кафедрасида, ҳамда Қарши Давлат университетининг “Рус тили ва адабиёти”кафедрасидаги профессор-ўқитувчилар билан сўровнома ўтказилди, Қарши Ўзбекистон Олинган натижалар қуйидагидиаграммада келтирилган. Наглядные пособия играют важную роль в обучении русскому языку, так как они помогают учащимся лучше изучать язык, даютим возможность лучше осознать тему. В статье приводятся мненияпреподавателей и ученых в отношении использования наглядных пособий (например, анимационных видеороликов, документальных фильмов), а также описывается эксперимент, проведенный преподавателями кафедры узбекского и русского языков Каршинского инженерно-экономического института и кафедры русского языка и литературы Каршинского государственного университета для выяснения их отношения к использованию документальных фильмов на занятиях по русскому языку. Полученные результаты показаны на диаграмме.

scholarly journals Learning Writing through Psychowriting Perspective

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Anas Ahmadi ◽  
Syamsul Sodiq ◽  
Slamet Setiawan ◽  
Yuni Pratiwi ◽  
Nuria Reny Hariyati
Keyword(s):  
Interdisciplinary Studies ◽  
State University ◽  
Language And Literature ◽  
Writing Skill ◽  
Multidisciplinary Studies

All this time, writing is widely viewed from various perspectives, such as fragmentary and/ or integrative (mono-disciplinary studies), interdisciplinary studies, and multidisciplinary studies. In this article, learning writing based on psychowriting in the Department of Indonesian Language and Literature, State University of Surabaya is presented. Based on the results of the study, it was found that psychowriting-based writing lesson improves students’ writing skill, writing effectiveness, and the understanding of students’ psychological personality.

scholarly journals DIMENSI PERTANYAAN DOSEN DAN MAHASISWA PADA PEMBELAJARAN DI KELAS

LITERA ◽  
2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Kastam Syamsi ◽  
Teguh Setiawan
Keyword(s):  
Procedural Knowledge ◽  
State University ◽  
Language And Literacy ◽  
Literature Study ◽  
Study Program ◽  
Language And Literature ◽  
Study Programs ◽  
Master Level ◽  
High Level ◽  
Student Questions

Salah satu indikator keberhasilan pengajaran adalah mampu membawa siswa dapat berpikir kritis. Salah satu cara yang dapat dilakukan untuk dapat menumbuhkan pola berpikir kritis adalah pemberian pertanyaan yang baik. Penelitian ini bertujuan untuk mendeskripsikan (1) tipe pertanyaan dosen dan mahasiswa, (2) dimensi kognisi yang terkandung dalam pertanyaan yang dibuat oleh dosen dan mahasiswa, dan (3) dimensi pengetahuan yang terkandung dalam pertanyaan dosen dan mahasiswa jenjang S-1 dan S-2 pada Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Negeri Yogyakarta. Sumber data penelitian ini adalah pertanyaan yang diajukan oleh dosen dan mahasiswa dalam pembelajaran di kelas. Data yang berupa pertanyaan-pertanyaan dikumpulkan dengan cara direkam dan dicatat. Instrumen yang digunakan dalam penelitian ini adalah human instrumen dan indikator tuturan yang mengandung pertanyaan. Berdasarkan hasil analisis data dapat ditarik tiga simpulan. Pertama, jenis pertanyaan yang diajukan oleh mahasiswa dan dosen pada jenjang S-1 dan S-2 ada dua, yaitu pentanyaan konvergen dan pertanyaan divergen. Kedua, dimensi kognitif pertanyaan mahasiswa S-1 masih berada pada tingkat C2 dan C3, dengan tingkatan C2 lebih banyak dibandingkan dengan C3; sebaliknya pertanyaan dosen S-1 sudah banyak ke arah C3 dan sudah mulai ke C4. Yang berarti pertanyaan mahasiswa dan dosen S-2 sudah mengarah ke kongnisi tingkat tinggi. Ketiga, dimensi pengetahuan pertanyaan mahasiswa dan dosen S-1 mencakup pengetahuan konseptual dan prosedural, sedangkan dimensi pengetahuan pada pertanyaan mahasiswa dan dosen S-2 mencakup dimensi konseptual, prosedural, dan metakognitif, sebagian besar berada dalam dimensi pengetahuan prosedural yang berarti mahasiswa bergerak pada pola pikir yang lebih abstrak dan rumit.Kata Kunci: dimensi pertanyaan, dimensi pengetahuan, pembelajaran kelasDIMENSIONS OF LECTURER AND STUDENT QUESTIONS ON LEARNING IN CLASSAbstract One indicator of teaching success is being able to bring students to think critically. One way that can be done to be able to grow critical thinking patterns is giving good questions. This study aims to describe (1) the types of lecturer and student questions, (2) the dimensions of cognition contained in the questions made by lecturers and students, and (3) the dimensions of knowledge contained in the questions made by lecturers and students in the undergraduate and graduate in the Indonesian Language and Literacy Education Study Program of Yogyakarta State University. The data source of this research is the questions posed by lecturers and students in Indonesian language and literature study programs at the time of the class chase, both for bachelor and master degree programs. Data in the form of questions are collected by means of recorded and recorded. The instruments used in this study are human instruments and speech indicators that contain questions. Based on the results of data analysis three conclusions can be drawn. First, the types of questions posed by students and lecturers at the bachelor and master level are two, namely convergent questions and divergent questions. Second, the cognitive dimensions of S-1 student questions are still at levels C2 and C3, with higher C2 levels. compared to C3. On the other hand, there are many questions from the S-1 lecturer towards C3 and have started to C4. the question of students and S-2 lecturers who have led to a high-level technician. Third, knowledge on the questions of students and lecturers of S-1 covers conceptual and procedural knowledge, the knowledge on the questions of the S-2 students and lecturers included the conceptual, procedural, and metacognitive changes. Most are in the dimensions of procedural knowledge. That is, students move on a more abstract and complex mindset.Keywords: question dimension, knowledge dimension, classroom learning

scholarly journals In memoriam: Aina Blinkena (5.09.1929 – 22.11.2017)

2018 ◽  
Vol 42 ◽  
pp. 297-307
Author(s):  
Ilga Jansone
Keyword(s):  
Social Activity ◽  
State University ◽  
Full Member ◽  
Junior Research ◽  
Research Associate ◽  
Language And Literature ◽  
History Of ◽  
In Memoriam ◽  
The University ◽  
Academy Of Sciences

In memoriam: Aina Blinkena (5.09.1929 – 22.11.2017)Professor Aina Blinkena passed away on 22 November 2017. Upon her graduation from the Latvian State University in 1953, she began working for the Institute of Language and Literature of the Latvian SSR Academy of Sciences (today: the Institute of the Latvian Language of the University of Latvia), which became her only permanent workplace. Starting her work as a junior research associate and later – a deputy director and a full member of the Latvian Academy of Sciences, Aina Blinkena shaped the linguistic thought in Latvia for almost fifty years. Aina Blinkena pursued broad interests in the history of language and linguistics, as well as morphology and syntax. She also devoted attention to the aspects of language culture and terminology. Her most important monographs are Latviešu interpunkcija (Latvian punctuation) and Latviešu rakstības attīstība (The development of written Latvian, co-authored by Anna Bergmane). The output of her lifelong work was collected in two volumes of her studies entitled Caur vārdu birzi (Through the forest of words, 2014, 2017). In recognition of her scholarly work and social activity, Aina Blinkena was awarded the highest Latvian distinction – the Order of the Three Stars. Aina Blinkena (5.09.1929 – 22.11.2017). WspomnienieProfesor Aina Blinkena zmarła 22 listopada 2017 roku. Po ukończeniu studiów na Łotewskim Uniwersytecie Państwowym w 1953 roku, rozpoczęła pracę w Instytucie Literatury i Językoznawstwa Akademii Nauk Łotewskiej Socjalistycznej Republiki Radzieckiej (obecnie Instytut Języka Łotewskiego Łotewskiej Akademii Nauk), z którym pozostała związana przez cały czas pracy naukowej, najpierw na stanowisku asystenta, a później – jako jego wicedyrektor i członek rzeczywisty Łotewskiej Akademii Nauk. Aina Blinkena miała ogromny wpływ na rozwój łotewskiej myśli językoznawczej w ciągu ostatniego półwiecza. Jej szerokie zainteresowania naukowe obejmowały zarówno historię języka i językoznawstwa, jak i morfologię i składnię. Zajmowała się także kwestiami kultury języka oraz terminologią. Najważniejsze monografie Profesor Blinkeny to Latviešu interpunkcija (Interpunkcja łotewska) i Latviešu rakstības attīstība (Rozwój łotewskiego języka pisanego; współautorka: Anna Bergmane). Jej najważniejsze prace ukazały się w dwutomowym wydaniu dzieł zebranych, zatytułowanym Caur vārdu birzi (Przez las słów). W uznaniu jej osiągnięć w pracy naukowej i zaangażowania w działalność społeczną Aina Blinkena została uhonorowana Orderem Trzech Gwiazd, najwyższym łotewskim odznaczeniem państwowym.

scholarly journals Полонистика в Московском Государственном Университете имени м. В. Ломоносова

2015 ◽  
Vol 36 ◽  
pp. 225-233
Author(s):  
Наталия [Naliia] Ананьева [Anan'eva]
Keyword(s):  
20Th Century ◽  
Subject Matter ◽  
Scientific Work ◽  
State University ◽  
Language And Literature ◽  
Polish Language ◽  
Student Training ◽  
The Subject ◽  
Second Year ◽  
Slavic Studies

Polish studies at Lomonosov State University in MoscowPolish Studies at Moscow University are one of specialisations of the department of Slavic Studies at the Faculty of Linguistics. The beginnings of Slavic Studies as a university discipline dates back in 1835. In the 20th century such outstanding scholars as Afanasij Sieliszczew and Samuił Bernsztejn worked as lecturers here. The Polish language and literature together with Czech, Serbo-Croatian and Bulgarian department has existed permanently until today. The Chair of Polish Studies is currently held by the author of the article. Enrolment for Polish Studies takes place once three years. Groups consist of ca. 10–15 people. There is a division into two specialisations – linguistics and literature since the second year of studies. The article presents the subject matter of research and scientific work of didactic workers and their main publications. Student training in Poland and lectures of Polish specialists help mastering fluency in the Polish language.

A comparison with English language and literature department programme competencies

2018 ◽  
Vol 5 (5) ◽  
pp. 78-84
Author(s):  
Figen Kizil ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
English Language ◽  
Common Ground ◽  
Bologna Process ◽  
State University ◽  
European Higher Education Area ◽  
Language And Literature ◽  
European Higher Education ◽  
The Right ◽  
The Universe

The idea of establishing the European Higher Education Area (EHEA), aiming to establish a balance between diversity and unity among higher education institutions, started with the Sorbonne Declaration, first published in 1998.The EHEA seeks to ensure that higher education systems are compatible and comparable to one another while preserving their unique differences. This study is aimed to examine the programme competencies of the Department of English Language and Literature. To represent the universe, a state university offering education in English Language and Literature from Turkey’s seven regions are chosen, aimed to create a common language for writing the competencies and correct the existing programme competencies. In order to bring the programmes together on a common ground and to be recognised both nationally and internationally, it is important to ensure that the programme competencies are written in a more simplified way without creating comorbidity and classified in the right sub-categories. The study was carried out with case studies from qualitative research methods.Keywords: European Higher Education Area, Bologna process, Bologna information system, competence.

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