Formal Shifts Use on Achieving Pragmatic Equivalence in English – Indonesian Translation of KungFu Panda

This study is concerned with the analysis of Catford’s formal shifts use in speech act translation from English into Bahasa Indonesia in Kung Fu Panda movie. The analysis covers the use of level shift and category shift on achieving pragmatic equivalence and how the visual-verbal relation happened along with the pragmatic achievement process. This study took documentation and a questionnaire on collecting the data. In this study, a theory from Baker (1992) was applied to analyze pragmatic equivalence achievement. Moreover, the theory from Halliday (1994) in Martinec and Salway (2005) was used to identify visual-verbal relations. The results of the study depicted (1) the use of level shift and category shift were very needed which led to pragmatic equivalence achievement (95,3%). Based on the target readers and expert raters, (2) the visual-verbal relation helped the translator on target text arrangement by providing the context of which the speech act was being uttered. The visual-verbal relation identified in the Kung Fu Panda movie were exposition (12,7%), enhancement (9,3%), extension (5,3%) and locution relation (72,7%). (3) The translator tended to use category shift dominantly (66,67%) for recreating the most suitable target text that was similar to the source text’s pragmatic meaning.The large identification of visual-verbal relation locutionallowed target and expert readers to perceive the meaning lied in speech act only from the word given.

Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers. Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.

Parsing-error-Hindi

The role of prediction during sentence comprehension is widely acknowledged to be very critical in SOV languages. Robust clause-fi?nal verbal prediction and its maintenance have been invoked to explain eff?ects such as anti-locality and lack of structural forgetting. At the same time, there is evidence that these languages avoid increased preverbal phrase complexity due to working-memory constraints. Given the critical role of prediction in processing of SOV languages, in this work, we study verbal predictions in Hindi (an SOV language) to investigate its robustness and fallibility using a series of completion studies. Analyses of verbal completions based on grammaticality (grammatical vs ungrammatical) as well as their syntactic property (in terms of verb class) show, as expected, frequent grammatical completions based on effective use of preverbal nouns and case-markers. However, there were also high instances of ungrammatical completions. In particular, consistent errors were made in conditions with 3 animate nouns with unique/similar case-markers. These errors increased in the face of adjuncts of di?ffering complexity following the preverbal nouns. The grammatical and ungrammatical completions show that native speakers of Hindi posit structures with at most 2 verbal heads and 5 core verbal relations, thus highlighting an upper bound to verbal prediction and its maintenance in such con?figurations. A rating study con?firmed that certain errors found in completion tasks can lead to grammatical illusions. Further, a detailed analysis of the completion errors in such cases revealed that the parser ignores the complete preverbal nominal features of the input and instead selectively reconstructs the input based on their frequency in the language to form illicit parses at the expense of globally consistent parses. Together, the results show that while preverbal cues are eff?ectively employed by the parser to make clause ?final structural predictions, the parsing system breaks down when the number of predicted verbs/relations exceeds beyond a certain threshold. In effect, the results suggests that processing in SOV languages is susceptible to center-embeddings similar to that in SVO languages. This highlights the over-arching influence of working-memory constraints during sentence comprehension and thereby on the parser to posit less complex structures.

IMAGE-TEXT RELATION INTERPRETATION: TEACHERS’ VISUAL-VERBAL COMPETENCE IN TEACHING TEXTS

Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers’ competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce’s criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts.

أثر الإحالة في تماسك النص

يعد التماسك النصي من أهم المفاهيم التي أفرزها الحقل اللساني، وهو يتجاوز حدود الربط بين أجزاء الجملة المفردة إلى تصور كلي للنص، يشتغل على بنياته اللغوية الصغرى التي تكشف عن علاقات النص المتداخلة، وصولًا إلى الانسجام بين حقوله المختلفة: معجمية، وتركيبية، ودلالية. ولا يتم هذا الاتساق والانسجام إلا من خلال مجموعة من العلائق اللفظية، وتعد الإحالة إحدى هذه العلائق التي تتحقق على المستوى السطحي للنص: رأسيًا وأفقيًا؛ ولذلك كانت هذ المقاربة (أثر الإحالة في تماسك النص-مقاربة لسانية نصية في قصيدة عمر أبو ريشة (بنات شاعر). وقد قدمت الدراسة مفهوم الإحالة وأنواعها وآلياتها، ثم طبقت هذه الآليات على النص المختار. وانتهت الدراسة إلى تميز نص (بنات شاعر) بحشد كبير لأدوات الإحالة، مما كان له أكبر الأثر في تحقيق تماسكه النصي، وظهر بجلاء قدرة أبي ريشة على تسخير الإحالة بمختلف أنواعها بفنية عالية، فكان لها وظيفتها الجمالية على مستوى الشكل، وظيفتها المعنوية على مستوى الدلالة. أما منهج البحث فهو المنهج اللساني النصي الذي يعدِّ النص مرجعًا مكتفيًا بذاته في إنتاج الدلالة، والانتقال من سلطة الخارج إلى سلطة الداخل، أي إلى سلطة البنية النصية، كما استعان البحث بالمنهج الإحصائي لإحصاء آليات الإحالة، وإبراز أكثرها تأثيرًا. الكلمات المفتاحية: بنات شاعر-التماسك النصي –الإحالة-النص-الترابط. Summary Textual cohesion is one of the most important concepts produced by the linguistic field. It transcends the boundaries of connecting between the individual parts of a sentence to a holistic conception of the text, which concentrates on its minor linguistic structures that reveal overlapping text relationships towards the harmony of its various fields: lexical, syntactic, and semantic. This consistency and harmony can only be achieved through a set of verbal relations. Reference is one of these relations that is achieved in the text superficially: vertically and horizontally. Therefore, this approach (the impact of reference in the cohesion of the text - a linguistic textual approach to the poem of Omar Abu Risha (bnat shaer). The study introduced the concept of reference, its types and mechanisms, and then it applied these mechanisms to the selected text. The study concluded that the text (bnat shaer) was distinguished by a large number of reference tools, which had the greatest impact in achieving its textual cohesion, and it clearly demonstrated Abu Risha`s ability to harness the various types of reference with high skill. Thus, it had its aesthetic function at the level of form, and its moral function at the level of significance. As for the research methodology, it is the linguistic textual approach, which considers the text as a self-sufficient reference in the production of indications and transiting from the outer authority to the interior. That is to transit to the authority of the textual structure. The research also used the statistical method to count the mechanisms of reference and highlighting the most influential ones. Keywords: bnat shaer - Textual cohesion - reference - text -coherence.

Marinetti, Filippo Tommaso (1876–1944)

Filippo Tommaso Marinetti was founder and leader of Futurism, the first intellectual and artistic movement that explicitly defined the codes of avant-garde practice in the twentieth century. His work extended across a multiplicity of fields: journalism, poetry, literature, theater, visual arts, politics, but it’s probably his all-encompassing activity as a cultural leader and fosterer of innovation that made him one of the preeminent intellectuals of his time. He implemented and systematized the practice of diffusing avant-garde ideas through manifestos, performances, and happenings, capitalizing on a deliberately magnified antagonistic relation with the tastes of the public at large. His experimentations in visual/verbal relations and stage performances, which led to the creation of free-word poetry and synthetic theater, were pivotal for the development of new modernist codes in poetry and the performing arts.

Exploring the pedagogic relation - Supporting six-year-olds in making sense of physical motion

This article explores how verbal relations between child and researcher may support the child’s reasoning and making sense of physical motion. In an earlier study, 64 children aged 6–14 participated in one-to-one reflective dialogues. Some of them developed their reasoning during the dialogue, and used an exploring approach to make sense of physical motion. For the present study, 6 transcripts were re-analyzed concerning the interplay between the researcher and the 6-year-olds who used this approach, aiming to explore the pedagogic relation, namely how the children used language to understand physical motion and how they were supported by the researcher. The analysis revealed some conditions for a pedagogic relation: the adult uses an inviting approach, directing the child’s awareness by framing the phenomenon, directing and reflecting the child’s awareness towards their use of language, and asking for the child’s perspective. Children who used an exploring approach spoke of the phenomenon ‘as’, expressed awareness of their own use of language, and tested and developed meanings. The results are discussed in relation to science education in early childhood settings, and ways of helping children expand their reasoning using an exploring approach to scientific phenomena.