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The paper deals with some problems in translating the names of traditional Bulgarian dishes into English and Russian. It is mainly based on the methodology proposed by two Bulgarian researchers, Sergey Vlahov and Sider Florin, who in 1980 published a study on the “untranslatable” in translations, including the translation of realia. The names of national dishes are considered as “ethnographic realia” (Garbovskii, 2004, p. 483) and are part of every nation’s culture and lifestyle. In my paper I discuss the different approaches to translating realia and give some recommendations on the best possible ways to render the names of Bulgarian dishes into English and Russian.
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Proper names in literature serve not only as naming means, but also as a tool for completing and nuancing of the characters of literary images. Therefore, the hereby presented study of William Thackeray’s „Vanity Fair“ is an attempt to delve into the meaning of proper names and their symbolism where it is present, as well as its translation equivalent in Bulgarian. Proper names in both English and Bulgarian are seen as symbols and their concealed meaning is to be revealed by means of analysis of immediate context, together with the lexical meaning of the names of the characters in the novel. Conclusions are drawn as to what extent meaning of names is important in creating literary images and characterizing them and what actually is translated in literature in order to preserve the nominal idea of the author.
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The teaching of the Italian language as a foreign language in Serbia is focused primarily on the presentation of the standard Italian language which is undoubtedly a necessary and very important step in the process of learning the Italian language grammatical rules in the classroom. Nevertheless, the students should be aware of the many specific aspects of the contemporary Italian language such as: the neostandard, various dialects, slang and numerous linguistic varieties. In our opinion, film is one of the best and the most striking techniques in the teaching of a foreign language that offers students a very authentic and immediate way of getting to know the Italian language and cultural reality. In this work we will direct our attention to the phenomenon of the neostandard Italian language through the analysis of the basic characteristics of its morphology and syntax. For this purpose, we will use the examples taken from the film Caterina in the Big City. In our opinion, the phenomenon of the neostandard language represents a natural and linear process of the evolution of a language, because the language inevitably changes its characteristics through time, and the change is a crucial part of the language vitality.
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Die Arbeit befasst sich mit dem konkreten Anwendung der theaterpädagogischen Elemente und wobei das Ziel der Arbeit ist es aufzuzeigen, dass es möglich ist, dass die (zuküftigen) DaF-Lehrer die benötigen Fähig- und Fertigkeiten durch Theaterpädagogik erwerben und verbessern können.. Zu diesem Zweck wurde eine qualitative Untersuchung an der Fakultät für Philologie und Künste in Kragujevac durchgeführt. Die Daten wurden in Form eines problemzentrierten Interviews erhoben und anschließend ausgewertet. Die Ergebnisse zeigen, dass die Projektbeteiligten verschiedene Kompetenzen erworben haben, die für den Lehrerberuf von der großer Bedeutung sind. Darüber hinaus haben die Resultate gezeigt, dass Theaterpädagogik ein bestimmtes Potenzial anbietet, die ähnliche Forschungen durchzuführen.
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The author reports the situation of Latin teaching at secondary schools between 1995 and 2008. The statistics of this period show some decline in all fields of the instruction: the number of the Latin teachers and students learning Latin and sitting for the final exam on this subject is decreasing. There are fewer entrants to the national competitions as well. The essay describes the human cultural subjects and the schoolbooks, and it represents the candidates to the universities may score points according to their Latin studies and final exams only at the faculty of arts. The conclusion of the essay: the part of the Latin is diminishing at secondary schools in Hungary, and a wide professional collaboration is needed to stop this tendency.
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Az Ókortudományi Társaság, az ELTE BTK Latin Tanszékének közremûködésével, a 2003—2004. tanévben is megrendezte — immár 40. alkalommal — országos, Ábel Jenôrôl elnevezett latin tanulmányi versenyét, két kategóriában. A verseny megrendezését az Oktatási Minisztérium, a sikeres versenyzôk méltó jutalmazását pedig a Mundus, az Akadémiai, a Balassi, az Argumentum, a Telosz, az Európa, a Corvina, az Új Mandátum, a Szenzár, a Generál Press, a Kairosz, a Masszi, az Atlantisz és a Krónika Nova kiadók nagylelkû támogatása tette lehetôvé, akiknek ezúton is ôszinte köszönetet mondunk.
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Az Ókortudományi Társaság — az Oktatási Minisztérium támogatásával — a 2002. évben is megrendezte országos, Ábel Jenôrôl elnevezett tanulmányi versenyét, két kategóriában. A verseny elsô, iskolai fordulóján 89 iskolából (62 vidéki, 27 budapesti) 1268 tanuló vett részt, 790 fô a maior (498 vidéki, 292 pesti) és 478 fô a minor kategóriában (232 vidéki, 246 budapesti). A maiores versenyzôk tétele: „Egy Szókratész-tanítvány a sok közül?”, a minoresé pedig: „Miért vonult ki a nép Rómából a Szent Hegyre Kr. e. 494-ben?” volt.
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The author shows the role of vocabulary in the process of developing the communicative competence in foreigners. She takes notice of “false friends”, which constitute a fair amount of the basic vocabulary. For Polish and Slovene this amount oscillates around 10%. If international words and the vocabulary inherited from the Proto–Slavic language were not taken into account, this amount would rise to 24–25%. The researcher gives examples of how false friends cause interference in communication, misunderstandings, or humor. In the process of developing the communicative competence in foreigners, one must also pay attention to collocations. Every language includes words that are non-existent in other languages. These words often express ideas specific to the given culture and the collective experience of the people who speak the given language. Among these, we can find the so called ethnologisms, historisms, and culturisms, which can only be taught through description.
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The article deals with comparative phraseology. It compares phraseological units which can be found in the textbook Nie taki diabeł straszny… Podręcznik frazeologii dla obcokrajowców [The devil is not as black…Textbook of phraseology for foreigners] by E. Rybicka with the corresponding Slovene phraseological units. The main criterion for the division was that of formal and semantic correspondence, based on the semantics and the structural form of the phraseological equivalent. We examined which of the phraseological units have identical, similar or different structure, which carry the same or different meaning and what is the scope of their usage in both languages. The comparative analysis demonstrated three main types of equivalency – full, partial and substitutionary.
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The article presents a comparison of the image of Poland and Poles as seen in selected textbooks for learning Polish as a foreign language, with the image of them as seen by the Polish philology students in Ljubljana. It seems that the presented image of Poland and Poles in textbooks is false, idealized, which may result from the desire to be presented in a positive manner, especially in comparison with other European countries. It should be emphasized that it complies with programming guidelines of the European Union and is very different from the students’ perceptions regarding Poland and Poles, which results from stereotypes. Therefore, when using such a textbook, the role of a teacher, who can balance the disparities between the material from the textbook and material from other sources, is very important.
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The article deals with the issues of teaching the genre of the polite request to Russian-speaking students. The author underlines that in spite of the fact that Polish and Russian are rather close to each other while being the Slavonic languages, there still remains more differences than similarities in this domain. For example, there is no absolute similarity between the Polish proszę and the Russian прошу. The author analyzes the textbooks for teaching Polish as a second language and arrives to the conclusion that most of them teach only one type of the request formula, which proves to be not as neutral and universal as we used to think. The final part of the article contains the author’s suggestions concerning the ways to introduce more diverse formulas of the Polish polite request to the material being taught.
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The subject of the analysis is hybrid (creolized, multicode) text as a genre belonging to the so called new culture of writing, whose characteristic feature is the domination of visuality, of pictorial representation in the production of texts. Nowadays, creolized texts exert significant influence on textuality and on the cultural communication process in the young generation. They also have a considerable educational value in the process of foreign language teaching. The examination of selected sub-genres of Russian and Polish hybrid messages (demotivators and public service ads) has proved the following: 1) creolized texts usually play the ludic and the attractive (fascination) function; 2) despite their miniature, compact form they constitute an integrated verbal-visual unit of expression of big semantic capacity; 3) information arrangement (narrative structure) is built through a peculiar way of configuring verbal and iconic signs, such that accounts for a whole cultural system of their potential references. The textual category under scrutiny seems to comply with the model of “integrating didactics”, which takes into account the holistic character of learning processes since it enables the learners to fully engage in the didactic process and facilitates the forming of linguistic knowledge as well as sociocultural and communicative competence.
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The article includes the review of the newest handbooks used in teaching economy and Polish in business. It justifies the need of including journalistic texts in the language course program. It also proposes a set the criteria of texts selection: currentness of the topics, connection with the area of future studies, making use of students' knowledge and language skills determined by vocabulary, syntax complexity, reality knowledge, clarity of reasoning, the manner of dispute. The article lists the positive effects of including journalistic texts. They include the broadening of students' knowledge, the development of particular language skills, the improvement in teacher-student relationship, the enhancement of motivation, and the development of students` intellectual independence. The author describes different lesson plans with the use of journalistic texts, at the same time stressing the possibility of introducing various learning strategies and techniques.
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Language is the most important component of culture. Teaching a foreign language is, to a large extent, introducing information on the lexical system of language, which also includes proper names. Using them, a teacher of Polish can provide information about all the material and spiritual achievements of Poles. This article aims to show the components of the Polish culture, encoded in the onomastic layer of the Polish language (in antroponyms, toponyms and other categories of proper names) that are curricular content of the Polish language courses for foreigners at the A1 level. The source of language material was the textbook Hurra!!! Po polsku 1 by Małgorzata Małolepsza and Aneta Szymkiewicz. The analysis of names present in this manual leads to the conclusion that the introduction of information about these names completes the teaching process with intercultural education. What is more, it also contributes to a better understanding of and respect for the student’s own culture and cultures of other nations.
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