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SHAKESPEAREAN UTOPIA: T H E T EM P ES T
No full textAccording to Ryan (2003), Shakespeare’s comedy and romance are not less valuable than his tragedies since they also challenge the existing conditions of life, but in a different p. 28). For Frye (1965), “The mythical backbone of all literature is the cycle of nature, which rolls from birth to death and back again to rebirth” and comedy and romance deal with the second part of this cycle; rolling from death to rebirth, new order, rebirth, a new spring etc. (p. 200). The Tempest as Shakespeare’s last play and romance is the realization of this renewal of life with its extra ordinary style, poetry and plot. Shakespeare wrote what many critics accepted as the play of his ‘farewell to stage, The Tempest, 100 years after Thomas More wrote Utopia and nearly 15 years before Francis Bacon wrote the New Atlantis. Like these texts, The Tempest can also be considered as a utopian text and it can be argued that Shakespeare in his last play experimented the possibility of an ideal society in the world. After setting his ideal place on an island, Shakespeare introduces, describes and criticizes utopian world building concept. Island’s physical setting and unclear geographical location make it an ideal world to live a dream life. Prospero’s dealings with himself and other characters in the play illustrate the characteristics of an ideal ruler who can build a real commonwealth, a social and political order that ensures the welfare of the whole community. In Prospeo’s person, Shakespeare describes the qualities an ideal ruler should possess and compares Prospero’s existing utopia with Gonzalo’s visionary ideal state. Seeing the impossibility of a golden age, Shakespeare combines the real and utopic with the marriage of Ferdinand and Miranda.
Keywords: The Tempest, utopia, ideal world, island, marriage, rule
PRODUCT - ORIENTED APPROACH TO EVALUATION: A CASE OF LANGUAGE ACQUISITION COURSE
No full textThe present study aims at evaluating learners’ self-perceptions on the outcomes of language acquisition course implemented at the ELT department of Trakya University. In order to evaluate the language acquisition course, learners’ expected outcomes have been examined via a questionnaire with a participation of 87 learners. The overall findings proved that, in general, the expectations of the learners who have completed the language acquisition course are consistent with the expected outcomes of the course
INTEGRATING THE AFRICAN-AMERICAN NOVEL INTO UNIVERSITY EFL CURRICULA:A CASE FOR “THEIR EYES WERE WATCHING GOD” AND “BELOVED”
No full textBloom's taxonomy of learning domains and its characteristic array of action verbs which specifically define learning outcomes are a key reference European universities use to evaluate the overlap of what is aimed for, actually taught, and finally assessed. Although the taxonomy presents the framework for writing instructional objectives through three dimensions - the cognitive learning domain (knowing facts and processes), the affective learning domain (valuing attitudes and beliefs), and the psychomotor learning domain (manifesting physical skills) - academic program catalogues and course syllabi seem most concerned with the cognitive and psychomotor domains, leaving the design of the affective dimension to individual instructors. Thus, this essay explores the potential of an advanced EFL course for integrating all three dimensions. If authentic, meaningful, real communication facilitates the process of foreign language acquisition, the instructional forms in an advanced EFL course - such as class discussions, presentations, research papers and essays - will not be rendered banal language-to-go activities, but have real-life applicability and eventually affective education capacity. This essay presents a rationale that helps a language instructor recognize the African-American novel as a foreign language instructional medium that stimulates both language mastery and personal growth due to its uniquely intertwining of historical and fictional elements which creates endless opportunities for the meaningful use of the target language. The implications of Communicative Language Teaching, Mezirow's Transformative Learning Theory, Jarvis's Experiential Learning Theory, Reader-Response Literary Criticism, and several articles written on the genre of the novel suggest ways for designing instructional activities that ask for critical- or self-reflection upon personally held views while simultaneously providing opportunities for increased language proficiency. This essay examines Zora Neale Hurston's Their Eyes Were Watching God (1937) and Toni Morrison's Beloved (1987) as examples demonstrating why and how the African-American novel could be used in such instructional design
THE TRIANGLE OF PERSIAN MYSTIC POEM ON THE TOP OF THE HISTORY OF THE WORLD LITERATURE
No full textThe beginner of mystic poem in Persian and Iranian literature is Sanā'ī Ghaznavi , and after him Attar Nishabouri could bring mystic poem to perfection using codes and unique symbols. This particular language culminated in Mowlavi’s poem, such a climax which became the sample of mystic poem in the literature of Iran and the world. Forming the triangle of mystic poem between sixth and seventh Hejri centuries, these three poets have been not only on the top of Persian literature, but also the literature of the world and they still shine at this zenith. A glance at the impact of the mentioned triangle (Mowlavi, Attar and Sanā'ī’s Masnavis) over the literary works of famous poets in the literature of the world, one can see the similarity of intellectual styles in educative thought and Gnostic influence, where the trace of this great triangle is seen in the recent researches of western literature and philosophy. Using descriptive-analytic research method, the author tries to study the mentioned points in brief while getting to some important results: the most important element and similar intellectual feature of those three great Persian poets with the great poets of the world in the doctrines of innate concepts is the high frequency of today’s literal researches of the west and their theorists related to this Persian mystic triangle, which at all shows the triangle of mystic literature on the top of the history of the world literature.
Keywords: Mowlavi, Attar, Sanae , literature, mysticism , worl
OKULLARDA RUSÇA ÖĞRETİMİ ÜZERİNE ÖĞRETMENLERİN GÖRÜŞLERİNİN DEĞERLENDİRİLMESİ: TÜRKIYE ÖRNEĞI
No full textIn this research the problems of teaching Russian language haven been evaluated. The inquiry with
15 items has been given to 35 Russian langugae teachers who works in schools ( Anatolian Hospitality and
Tourism Vocational High School) and they answered the items one by one. After their responds the
inquires have been evaluated by SPSS programme. According to the responds many outstanding results
have been realized and solutions have been given. With the inquiry the situation and information of Russian
language in schools of Ministry of Education have been enlightened
AN (UN)FETTERED ALBANIAN LANGUAGE IN THE POST-MODERN AGE: TAKING A GLANCE AT THE CONTRIBUTIONS OF JANET BYRON IN LIGHT OF REVISITING THE CURRENT STANDARD
No full textNearly four decades have passed since the publication of Janet Byron’s contributions in the 1970s concerning official language policy and planning (LPP) efforts for Unified Literary Albanian (i.e., Literary Albanian or more recently Standard Albanian). Her analyses have been found to be well-grounded and substantiated, especially by linguists who have dealt extensively with Albanian. Further, over the years, numerous scholars have voiced their concerns regarding ULA’s monocentrism, basing the standard on primarily the Tosk dialect (at the expense of other plausible varieties and alternatives), where such a selection reflected elements of what has come to be known as standard language ideology, involving an imposition of linguistic uniformity and invariance, an attitude of moral superiority, and hegemony, among others. Given Byron’s characterizations of LPP for ULA, including its inception and later culmination in Tiranain 1972 at the Congress of Orthography, perhaps an approach that integrates an adequate dose of what has been referred to as de-standardization of language, combined with elements of a critical approach to LPP, could result in a more relaxed, balanced language, one that allows for the integration of what Byron refers to as the “rejected alternates,” one that is more user-friendly for the majority of its speakers, including for both NSs and NNSs (in that it would reflect actual language usage) in the 21st century. Such an approach is of particular importance in a contemporary linguistic landscape that takes into account the current sociolinguistic reality, recent literature on standard language ideology, critical sociolinguistics, local practices of language users, linguistic variation and diversity, linguistic ecology, identity, metrolinguism, plurilingualism, literacy, and multiculturalism in a constantly shifting urban space. (Word count: 271)
Keywords: Albanian; G(h)eg (variety); Tosk (variety); Unified Literary Albanian; language policy and planning; standard language ideology; (de)standardization; language variation; criticalsociolinguistics; critical social theory; language ecology; linguistic human rights (word count: 29
SEMANTİC AND CULTURAL ANALYSİS OF THE TERMS FOR İ N K İN THE SLAVİC LANGUAGES
No full textThis text will analyze the semantic and cultural motivation of the terms for i n k in the Slavic languages and their dialects, followed by an etymological analysis of the corresponding terms in other European languages. Namely, the issue of L 2084 "чернила" is referred to, according to the questionnaire of General Slavic Linguistic Atlas (OLA), which encompasses answers of circa 850 inhabited placeson the entire Slavic territory. The terms for мастило, according to this questionnaire, are displayed on the mapno. 37 of VIII lexical volume of OLA (М. Pizhurica 111:2003) The following text will analyze the geographical distribution of these terms on the Slavic territory, while illustrating the semantic motivation of the proper terms through etymological analysis
KOMPARATIVNA KNJIŽEVNOST I KNJIŽEVNOST MANJINE: NA PRIMERU RUMUNSKE KNJIŽEVNOSTI U VOJVODINI
No full textMany scholars claim that a unique definition of minority literature does not exist, although they
agree it is crucial to choose an adequate theory and method of research in order to understand its values.
Starting from contemporary comparative literature's notions on world literature, regional and national as
well as „minority“ literature, the article aims to explore ways in which a „minority“ literature could step into
an intercultural and interliterary dialog with other literatures on local, regional and global level, searching
for their similarities and differences. The study indicates that choosing a transnational and transcultural
approach on literatures created in multicultural spaces as Vojvodina is, such as literary imagology and
cultural memory, brings results that differ from those achieved from traditional national and international
perspective.
Keywords: comparative literature, minority literature, Romanian Literature, Vojvodina, imagolog
STUDENT-PROFESSOR RELATIONSHIP - FACT OF FICTION?
No full textAs I already mentioned, this review explores the topic of teacher and student rapport or interpersonal relations. Rapport is the “ability to maintain harmonious relationships based on affinity for others” (Faranda and Clarke, 2004). Affinity or affinity seeking is defined as “the active social-communicative process by which individuals attempt to get others to like and to feel positive toward them” (Bell and Daly, 1984). The question is: Why is rapport important in the classroom? Allegedly, rapport is the interpersonal side of teaching. Basically, it is what makes the teacher more than just a lecturer. Rapport means knowing your students and their learning styles and using your relationship with them to teach at a more personal level. Teachers who have good rapport with their students are skilled in “ways that encourage involvement, commitment, and interest” (Ramsden, 2003). Ultimately, like children, students need to think that you care before they care what you think
CAUSE OF FIELD OF EMERGENTISM IN POLYSEMIC SITUATION OF COMMUNICATION
No full textThe article is a brief information presenting a new view on the “doctrine of situationism” in the linguistics aspects and an attempt to introduce a new concept and define it as it is, in our opinion, a basic, fundamental, essential in the process of analyzing a situation of communication which precedes to emergentism – and that is a conception of “the field of emergentism”.
The field of emergentism promotes incrementing of meaning of the emotionally colored situation of communication in which the synergy of the informative model of speech, formed on the basis of invariant units of the language system is the result of the functioning of the system in the process of modeling the essential whole, i.e. the text.
The field of emergentism consists of polysemic core, serving as the denomination of the situation, variants of interpretation which are distributed in the center and linguistic fuzzy sets arranged on the periphery of the field.
The notion “field” - is widely studied in linguistics. Its characteristic features include connection of its elements, semantic similarity, proximity of meanings, semantic correlation, the presence of an invariant component of all the elements of the field, the systemic nature of relations, and many other properties, both in terms of structure and in terms of content. Here it is pertinent to note an important characteristic feature of the field is that its elements acquire meaning only in combination with other elements.
As for the emergentism we interpret it as the increment of meaning, caused by emotionally meaningful situations of communication, structuring fragments of semantic and associative-semantic fields of text, creating a particular modification of the invariant of a text.
Keywords: the field of emergrntism, emergentism, polysemy, denomination, language, situation of communicatio