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« JE REGRETTE L’EUROPE AUX ANCIENS PARAPETS » : ANALYSE LINGUISTIQUE ET TRADUCTOLOGIQUE DU POÈME BATEAU IVRE ET SA RECRÉATION BÉLARUSSE
Get PDFLe Bateau ivre d’Arthur Rimbaud est considéré comme l’un des textes les plus significatifs de la littérature française, un texte montrant « la grandeur et la beauté » de sa langue. C’est aussi, et dans une plus grande mesure, un texte « rebelle » qui défie les règles du bon usage et les normes du bon goût de l’époque à cause de la rupture avec la métaphore romantique, de l’utilisation du lexique des registres opposés, de l’entrechoquement des champs sémantiques semblant incompatibles, etc. Vu de cette perspective, la traduction en bélarusse d’un texte modèle mais en même temps insolent, écrit, en plus, dans une langue de prestige international comme le français ne peut pas être réduite à un exercice linguistique et littéraire, mais contribue aussi à l’affirmation de la langue d’arrivée. En nous inspirant des analyses structuralistes et centrées sur le langage, nous proposons une étude linguistique, concernant en particulier, le lexique, la syntaxe et les irrégularités de la combinatoire du texte rimbaldien mais aussi un de ses équivalents bélarusses, en ajoutant ainsi une dimension traductologique et comparativiste à notre démarche
MULTIMEDIA REPRESENTATION OF KNOWLEDGE IN ACADEMIC DISCOURSE
Get PDFThe article focuses on academic presentations created with the help of multimedia programmes. The presentation is regarded as a special form of new academic knowledge representation. An academic presentation is explored as a multimodal phenomenon due to the fact that different channels or modes are activated during its perception. Data perception constitutes a part of the context which in itself is a semiotic event involving various components (an addresser, an addressee, the message itself, the channel of communication and the code). The choice of the code and the channel depends on different factors (type of the audience, the nature of the message, etc). In this way, the information for non-professionals will be most likely presented through visualization with the help of infographics (schemes, figures, charts, etc). Talking about the professional audience the speaker may resort to visualization to a lesser degree or he may not use it at all. His message will be transmitted only with the help of verbal means, which will not prevent the audience from perceiving and understanding new knowledge correctly. The presentation regime of rapid successive slide show may be regarded the heritage of ‘clip thinking’ which is characterized by a non-linear, simultaneous way of information perception. At the present stage of technology development visualization is becoming the most common means of transmitting information in academic discourse, due to peculiarities of data perception by the man of today
Stance Taking in Social Media: the Analysis of the Comments About Us Presidential Candidates on Facebook and Twitter
No full text[full article and abstract in English]
The subject of the paper is the analysis of the expression of stance taking in an online environment, mainly in the comments of users of social networks such as Facebook and Twitter about the presidential candidates of the American Presidential Election in 2016. The empirical data analysis was carried out following the ideas of J. W. Du Bois (2007), D. Barton & C. Lee (2013) and R. Englebretson (2007) on stance taking and J. W. Du Bois’ (2007) model of stance triangle, i.e. grouping instances of stance-taking into one of these groups: evaluation, affect or epistemicity, which served as the main framework of this study. The work of linguists D. Barton & C. Lee (2013) on the expression of stance-taking in an online environment were also taken into consideration.
Having in mind the fact that stance identification is a challenging task , i.e. it could be implicitly as well as explicitly expressed and that it should be inferred from different modes of its expression and interpreted with reference to many contextual and intertextual factors, in the current analysis the authors focused on interpretation of linguistic as well as other multimodal means of the expression of stance that were used by users of social networks in their writing spaces on the topic of the Presidential Election in the United States in 2016. It should also be mentioned that the analysis presented in this article offers only one of the many possible interpretations of the data. Moreover, the current paper concentrates mainly on the presentation of the empirical data of the expression of affective stance. However, it should be indicated that in some cases stance types overlap, i.e. one instance could be treated as both taking an affective and an evaluative stance, as judgements and evaluation (i.e. evaluative stance) are often based on feelings (i.e. affective stance).
The main source of the empirical data were the instances of stance taking taken from comments found on Donald Trump’s and Hillary Clinton’s verified Facebook and Twitter pages during their presidential campaigns in 2016. All in all, 147 examples of posts and comments from the social networks Facebook and Twitter were collected: 72 comments incorporating stance taking on Donald Trump‘s posts, and 75 comments including stance taking on Hillary Clinton‘s posts. The results of the empirical data analysis showed that the affective stance was expressed by linguistic as well as multimodal means.[straipsnis ir santrauka anglų kalba
REPRESENTING POSTFEMINIST FEMALE CHARACTERS IN THE CONTEMPORARY MEDIASCAPE: THE DISCURSIVE FUNCTION OF IRONY
Get PDFAddressing the interdisciplinary area of language & gender as applied to television and media studies, this article summarises the detailed analysis of some extremely popular contemporary TV series and media. With all their specificities, these significant cultural products share a reinvention of the codes of romance, by representing an up-to-date, somehow fashionable version of the traditional, and traditionally female, genre of romance geared to postfeminist consumer culture. The femininities and sexualities enacted in these cultural narratives may appear to be unsparingly and humorously critical of conventionally female linguistic and cultural stereotypes, and could therefore be regarded as radical feminist embodiments. Nevertheless, by means of an ironic and hyperbolic approach, they are in fact not only romantic and mainstream, but also ideologically biased, preserving a normative heterosexual white middle-class status quo, and restoring a patriarchal value system. A close critical scrutiny thus shows the stylistic and discursive strategies by which feminism has switched to postfeminist romance, and has thereby yielded to postfeminist backlash
TOWARDS AUTONOMY IN LANGUAGE LEARNING: THEORETICAL IMPLICATIONS AND PRACTICAL APPLICATIONS
Get PDFIt is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system. Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978; Johnson 2001; Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schön (1987) claims, acts as a ‘problem-solver’, able to make decisions and put those decisions into practice. That is to say, learning is ‘the creation of knowledge’ (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy). The course makes extensive use of the new technologies through a Moodle platform. It will be demonstrated that a blend of traditional teaching and e-learning can provide a ‘bridge’ between school and university, allowing the learner to move within a flexible environment and acquire the skills necessary for successful learning
Begegnungsschule und Fremdsprache: Der pädagogisch-institutionelle Diskurs in Bezug auf die mehrsprachige und plurikulturelle Kompetenzförderung in einer deutschen Auslandsschule
No full text[full article, abstract in German; abstract in English]
Im Kapitel 8 des Gemeinsamen europäischen Referenzrahmens für Sprachen (GER) wird die sogenannte mehrsprachige und plurikulturelle Kompetenz als weiteres Ziel des Sprachenlernens erläutert. Dementsprechend wird die allgemeine Sprachkompetenz „nicht als Schichtung oder als ein Nebeneinander von getrennten Kompetenzen verstanden, sondern vielmehr als eine komplexe oder sogar gemischte Kompetenz“ (Trim et al. 2001, p. 163) betrachtet. Insgesamt werden 140 Auslandsschulen mit Ressourcen des deutschen Auswärtigen Amtes in 71 Ländern gefördert. Von 80.000 Schülern besitzen ca. 73% weder die deutsche Staatsbürgerschaft noch sprechen sie Deutsch als Erstsprache. Meistens handelt es sich um private Bildungsanstalten, welche als bikulturelle Begegnungsschulen bezeichnet und von Kindern und Jugendlichen aus ökonomisch privilegierten Elternhäusern besucht werden. In diesem Zusammenhang stellt sich die Kernfrage: Inwiefern entspricht der dabei erwartete interkulturelle Dialog den Austauschdynamiken und Identitätsprozessen, wie sie im Schulalltag festgestellt werden können, und auch den Prämissen des GER in Bezug auf interkulturelle und mehrsprachige Kompetenz? An welcher sprachlichen Ideologie orientiert sich der Diskurs und die pädagogische Praxis in solchen binationalen Schuleinrichtungen? Die Analyse des institutionellen Diskurses der untersuchten Einrichtung zeigt ihren ideologischen Unterbau und die soziopolitische Zielgruppe auf, die sie in den Blick nimmt, sowie ihre Einstellung zu Interkulturalität und Mehrsprachigkeit. Die überwiegende Spracheinstellung verweist noch auf den „Nativitätsmythos“ (Rajagopalan 1997, p. 226 f.), indem die Sprachkompetenz des zweisprachigen Individuums hinsichtlich eines anachronistischen, imaginären ‚Muttersprachlers‘ bewertet wird.
Encounter Schools and Foreign Language: The Pedagogical-Institutional Discourse about Multilingual and Pluricultural Competence Promotion in a German School Abroad
Among the 80,000 students attending the 140 German schools abroad, about 73% are not German or ‘native’ German speakers. These are usually private schools, called “bicultural schools of encounter” frequented by children and young people from the economically privileged classes. The purpose of this study is to analyze the permeability of the space of this encounter and between the internal structures of the same. We seek to elucidate the extent to which the model of intercultural dialogue envisaged by this political project corresponds to the dynamics of exchanges and identity re-elaborations that occur organically and to the assumptions of the Common European Framework of Reference for Languages (CEFR) in relation to the development of intercultural and plurilingual competences. Analyzing the presentation of the institutional profile and pedagogical plan in the homepage of one of these schools, we hope to counter the vestiges of this proposal of literacy in the school environment to the social and linguistic representations shared by these institutions and their target audience. In this context, the key question arises: To what extent does the expected intercultural dialogue correspond to the exchange dynamics and identity processes that can be identified in everyday school life, and to the premises of the CEFR in relation to intercultural and multilingual competence? At which linguistic ideology is the discourse and pedagogical practice in such binational institutions oriented?
The analysis of the institutional discourse of a bilingual German school located in Brazil aims to reveal its ideological substructure and the socio-political target group that it looks at, as well as its attitude to interculturality and multilingualism. According to the results, the predominant language attitude still refers to the "myth of nativity" (Rajagopalan 1997: 226 f.), in which the linguistic competence of the bilingual individual is evaluated in terms of an anachronistic, imaginary \u27native speaker\u27.
The theoretical basis for this study is presented in the first two chapters, followed by a brief discussion of the methodology applied on this research. Afterwards, chapter 5 deals in depth with the institutional discourse on the examined school concept. Chapter 6 deals with language attitudes and transcultural processes in reports on multidisciplinary activities and the following concluding chapter tries to reconstruct the challenges of a partly organic, partly planned development towards a multilingual (school) identity
INFLUENCE OF VIDEO GAMES ON THE ACQUISITION OF THE ENGLISH LANGUAGE
Get PDFIn the past decade or two, there has been an obvious increase in the number of school children proficient in English. One of the reasons is the number of English classes per week, but even more importantly, it is the influence of the media. Students are greatly exposed to video games. In this paper, a survey was conducted in order to find the connection between video-game playing and English proficiency. Ninety six students filled out the survey answering a range of question on the quantity and quality of their video game playing. The conclusion drawn was that video games have a profound impact on language learning. The areas of most benefit were vocabulary and pronunciation. As a form of highly desirable entertainment, video games provide a positive and motivating atmosphere, which is perfect for adopting a foreign language
ОБУЧЕНИЕ АРАБОВ РУССКОЙ ФОНЕТИКЕ: ПЕРСПЕКТИВЫ ИСПОЛЬЗОВАНИЯ ЭЛЕКТРОННОЙ ОБРАЗОВАТЕЛЬНОЙ СИСТЕМЫ
Get PDFОбучение фонетике – обязательный компонент изучения иностранного языка. Фонетические трудности при обучении фонетике связаны с двумя аспектами – рецептивным (восприятие звучащей речи) и функциональным (порождение устного высказывания, соответствующего фонетическим нормам языка). При создании фонетического курса необходимо учитывать фонетические особенности родного языка и проявление их в речи учащегося. Явления, влияющие на русскую речь арабских студентов: диглоссия, противопоставление в арабском языке согласных по твердости/ мягкости, эмфатичности/ неэмфатичности, противопоставление гласных по долготе/ краткости, наличие в арабском языке гуттуральных согласных, наличие в арабском языке фонологического противопоставления согласных по долготе/краткости и т.д. При овладении русской фонетикой арабами наблюдается интерференция в следующих случаях: произношение арабского [b] на месте русских [б] и [п]; последовательное произношение удвоенных согласных в русских словах, где они чаще всего не произносятся; недостаточная количественная редукция гласных или слишком сильная редукция гласных вплоть до их выпадения и т.д. Кроме того, важными факторами являются соотношения «звук-буква» и «фонема-буква»; интерферирующее влияние другого изучаемого языка с латинской графикой. Указанные особенности родного языка и специфика их фонетической реализации в русской речи арабов учитываются при создании фонетического тренажера, который направлен на формирование фонетических и графических навыков при изучении русского языка на начальном этапе
РОЛЬ РАДИО В ФОРМИРОВАНИИ ITALIANO STANDARD В ПЕРИОД ФАШИСТСКОГО ДВАДЦАТИЛЕТИЯ
Get PDFИз-за позднего политического объединения Италии письменно-литературным итальянским языком, сложившимся на основе литературной формы флорентийского наречия тосканского диалекта, вплоть до 50-х гг. XX в. владели только образованные тосканцы и узкая прослойка образованных людей в других регионах. Неграмотные люди знали только свой диалект. Распространение радиовещания в Италии в начале 20-х гг. XXв. совпало с периодом фашистской пропаганды, нацеленной на формирование единого итальянского языка, из которого следовало исключить диалектную вариативность и иностранные заимствования. В статье освещаются основные этапы языковой политики фашистского двадцатилетия – Il Ventennio (1925-1945 гг.) – от толерантного отношения к языковым различиям на территории Италии к полному их неприятию, а также к регламентированному исключению иностранных слов из итальянского языка. Политические цели – стабилизация внутренних отношений между ведущими политическими группами и народной массой, создание единого сплочённого государства, настроенного против общего врага – способствовали созданию итальянских организаций радиовещания, диктовавших нормы устной речи, которые были закреплены в Справочнике по произношению и орфографии, изданном в 1939 г.. Интересными оказываются причины толерантного отношения к диалектам, проблемы закрепления заимствований в языке и связанные с этим образовательные радиопрограммы периода фашизма
