1,720,967 research outputs found
L’implicite dans la traduction : une étude de cas portant sur Récifs de Romesh Gunesekera. La traduction de la culture sri lankaise en français
Get PDFThe Implicit in Translation: A Case Study of Récifs by Romesh Gunesekera. Translating Sri Lankan Culture to French. This article aims to shed light on how the translator of Reef, a novel written by the Sri Lankan author Romesh Gunesekera, has dealt with culture-specific lexis originating from the Sri Lankan context. We chose this novel because it contains many references to Sri Lankan culture. The terms referring to Sri Lankan realities appear in names of Sinhala or sometimes Tamil origin. First, we will assess whether the French translation utilised a source-oriented or target-oriented translation approach. Secondly, we will work on the strategy of literal translation, focusing on translating the implicit. Thirdly, we will see the use of the Sri Lankan English language as it appears in the original novel. The author of the novel voluntarily chose the ‘Sri Lankan English’ register to remain in the local context. Are there traces of these linguistic nuances in the French translation or did the translator decide to choose the register of contemporary standard French? Our findings suggest that the translation of Reef follows a source oriented approach and succeeds in referring to local realities of Sri Lanka, maintaining specific Sri Lankan terms, which in most cases become comprehensible in the context
Emotional Turmoil or Peaceful Agreements? A Phenomenological Study on Coping with Reforms in Higher Education Institution
Get PDFPromoting changes in an organisation is never an easy task. Coping with changes is an individual process and affects our individual physical and psychological well-being. This study attempted to analyse how university reforms were experienced by academic staff. It is framed by Self-Determination Theory, according to which there are three basic psychological needs that affect all people: autonomy, competence, and relatedness. I conducted Interpretative Phenomenological Analysis (IPA; Smith et al., 2009) to gain insight into participants’ experiences during the period of 4 years, 2014-2018. The participants came from two academic staff communities of the same institution. The data collection methods were observations, diary notes, and interviews. The data were analysed according IPA. The results reveal the important role of the sense of community and belongingness between academic peers and colleagues within broader academic staff communities. In fact, it may influence the individual’s experience of reforms in both directions—peaceful confidence or alarming apprehension. The findings suggest that lack of autonomy about one’s work life increases negative attitudes towards the reforms and alludes to emotion-focused coping strategies, whilst autonomy supportive and open working environment supports coping with reforms in an academic institution
Sissejuhatus teemanumbrisse „Keel ja keeled. Õppimine ja õpetamine“ / Introduction to the Thematic Issue “Language and Languages. Learning and Teaching”
No full textSissejuhatus / Introductio
Eesti keele omandamist toetavad tunnitegevused I kooliastme mitmekeelses klassis
No full textÜleminekul eestikeelsele õppele alates 2024. aasta sügisest on oluline mõista, kuidas käib eesti keele ja eesti keeles õpetamine I kooliastmes, mida üleminek puudutab enim. Õpetajate enesevaatlusel kogutud andmetest selgub, et eesti keele kui teise keele tundides kasutavad õpetajad mitmesuguseid meetodeid, kuid aktiivõppe võtteid ja kommunikatiivse keeleõpetuse põhimõtteid alati ei rakendata ning valdav on õpetaja juhitud frontaaltöö. Ainetundide tegevused on ainespetsiifilised. Mõnel juhul pööratakse eraldi tähelepanu ainesõnavarale, kuid ainekeelega tervikuna ei tegeleta. Uuringu tulemused on olulised õpetajatele suunatud koolituste ja õpetajakoolituse kavandamiseks
Does Induction Programme Support Novice Teachers’ Intrinsic Motivation to Work?
No full textAbstractNewly qualified teachers frequently experience difficulties starting their careers at school and in many cases, leave the profession during their first five years. A support programme for novice teachers, ‘The Induction Programme’, has been running now for nine years in Estonia. However we do not know how the programme has influenced several important features, such as novice teachers’ intrinsic motivation for their work, which can have an impact on whether or not they stay in the profession. Teachers’ motivation is of fundamental importance as it not only predicts their own well-being and job satisfaction but also students’ outcomes and engagement. The main aim of this research was to evaluate the possible impact of the induction programme on novice teachers’ intrinsic motivation. The present study analysed novice teachers’ level of motivation in six sub-categories such as enjoyment, perceived competence, perceived choice, pressure, effort and relatedness with colleagues. The sample was formed of two independent teacher groups (N=114). The first group participated in an induction programme in 2010/2011 and the second one in 2011/2012. The Intrinsic Motivation Inventory (Ryan, 1982; Deci, Eghrari, Patrick, & Leone, 1994) was used at the beginning of both school years. The results indicated a rather high level of intrinsic motivation and a rather low level of the negative factor, such as pressure and tension. Significant differences also exist between class teachers and teachers of social sciences and languages, and between teachers of sciences and teachers of several subjects. Relatedness with colleagues were considered very important and the score grew along the year as well. These findings tell us that novice teachers come to school with positive attitudes which remain the same or even improve by the end of the first year. The induction programme may have contributed to such positive outcomes
Eesti ja muu emakeelega üliõpilaste keeleõppe uskumused ja motivatsioon eestikeelses ülikoolis
Get PDFKaasav haridus on Eesti hariduse üks aluspõhimõtteid, mille järgimist eeldatakse ka kõrgharidussüsteemilt. Ülikoolis õpib eestikeelsetel õppekavadel üliõpilasi, kelle emakeel ei ole eesti keel. Selliste üliõpilaste kaasamine ning nende motivatsiooni ja enesejuhitud õppimise toetamine on oluline nende heaolu tagamiseks. Võõrkeele omandamist on palju uuritud, kuid vähem tähelepanu on pööratud õppimisele teise keele kaudu ning sellele, kuidas üliõpilasi selles tõhusalt kaasata ja toetada. Siinses uuringus võrreldakse eesti ja muu emakeelega üliõpilaste keeleõppe uskumusi ja motivatsiooni Eesti ülikoolis eestikeelsel õppekaval õppides. Uuringus osales 191 üliõpilast. Tulemused näitavad, et muu emakeelega üliõpilaste seas leidub rohkem jäävuskumusi, mis võivad edukaid ülikooliõpinguid takistada. Emakeelest erinevas keeles õppivate üliõpilaste nii autonoomne kui ka kontrollitud motivatsioon on emakeeles õppivate üliõpilaste omast väiksem. Uuringu tulemused aitavad ülikoolidel olla teadlikumad üliõpilaste õppimisega seotud uskumustest ja motivatsioonist, et neid seeläbi paremini kaasata ja individuaalselt toetada.
Summar
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Factors Facilitating and Hindering Deep-Level Collaboration Between Subject and Language Teachers in the Estonian CLIL Context
No full textContent and language integrated learning (CLIL) has been employed in Estonia and worldwide for decades. This methodology involves teaching academic subjects in a foreign or second language and enables learners to develop their subject knowledge, language skills and cognitive abilities. Oftentimes, both subject teachers and language teachers are involved in CLIL instruction, and its efficiency depends on collaboration between the educators. The study aims at pinpointing the factors that facilitate or hinder deep-level cross-curricular teacher collaboration in the Estonian CLIL context as well as the outcomes of such collaboration. The interviews with in-service teachers (12) who had taken part in a CLIL tandem teaching project allowed for the identification of 26 facilitators distributed across 7 levels (structural, personal, organisational, CLIL-, group-, process- and guidance-related) and 13 barriers distributed across 4 levels (structural, personal, organisational and group-related). The teachers perceived the collaboration as beneficial to them and their pupils, and the factors facilitating it were mentioned more frequently than hindering ones at all levels except the organisational one. Therefore, the findings of this study suggest that the organisational level barriers should be primarily addressed while designing deep-level collaborative experiences for teachers
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
