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This article focuses on the variety of aspects related to the decision of making (or not making) an existential choice in Petar Krumov’s novel A Hearse, Two Rhinos (2017) and examines how such decisions affect the main character’s psyche and behaviour. The objective of this paper is to explore the value of freedom to the individual in the context of 21st-century society.
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This paper deals with the question of the meaning, geographical area of use, and etymology of the lexeme odiva. Аll meanings of the lexeme, the oldest record, as well as instances of the use of this word, are shown in the first part of the text. We demonstrate where this lexeme is (or was) commonly used in the second part. The third part examines the existing etymologies and their stronger and weaker sides.
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The main objective of this article is to portray South America as seen through the reflection of the journey and adventurous experience in Bulgarian interwar literature. The text argues that the Latin American continent's specifics are connected to the way South America welcomes modern people in its marvelous reality, while giving rise to both astonishment and a desire for adventure, as well as a propensity for uncalculated risks that may lead to disappointment and a sense having failed at life.
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Emma Jeleńska-Dmochowska’s novels: Young Lady (1899), The Ring (1907), Woman, Miserable Fluff... (1909) seem to be an insightful, though probably unintentional, study of female self-destruction. At the root of this self-destruction is always the male element – the character of a father or brother, cousin, husband. A man who – through a relationship of kinship or affinity – gives the female heroin her status and defines her identity, and who is (or was) the owner or co-owner of the landed property located in the Polesian borderlands.Such story patterns and creations of the heroines are already implemented by the works of Eliza Orzeszkowa (e.g. Two Poles, 1893) and Maria Rodziewiczówna (e.g. Dewajtis, 1889). In my article, I want to trace the similarities (and differences) between the narratives of Jeleńska-Dmochowska and Orzeszkowa. I am also interested in reflecting on whether the analyzed novels of the Rose and Fly author really have such a pessimistic tone. It seems that in these stories of self-destruction one can find their reverses – stories of self-salvation. Finally – I would like to think about the consequences of this double interpretation for the reception of Jeleńska-Dmochowska’s work.
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W artykule omówiono wkład ukraińskiego księgoznawcy Leona Bykowskiego (1895–1992) w rozwój polskiej nauki o bibliotekarstwie oraz pokazano jego zasługi w ratowaniu polskich zbiorów bibliotecznych podczas II wojny światowej. Szczególną uwagę poświęcono działalności bibliotecznej Bykowskiego w ekstremalnych warunkach powstania warszawskiego na przełomie lata i jesieni 1944 roku. Artykuł w dużej mierze jest napisany na podstawie wspomnień Bykowskiego, które były wydane po II wojnie świa-towej w Niemczech Zachodnich, Wielkiej Brytanii i USA. Podkreślone zostały szczególne dokonania dyrektora warszawskiej biblioteki w ocaleniu księgozbiorów znanych emigrantów-Ukraińców oraz ukraińskich instytucji emigracyjnych, które w okresie powstania warszawskiego narażone były na zniszczenie.
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Archimandrite Euthyme (Wendt; 18941–1973) is one of the most myste-rious figures of Russian Orthodoxy in post-war France. While the philosophical heritage of Aleksandr Berdyaev and Sergey Bulgakov has been studied in sufficient detail, the mystical poetry and linguistic theology of archimandrite Euthymius are still inaccessible even to specialists, and his belonging to the Russian religious and philosophical tradition has a shade of outsiderism. The treatise Drawing and naming of decisions of the Detached, written by archimandrite Euthymius in his declining years, has no direct analogs in any of the existing genres. The ideas of a lost paradise and the Way of the Cross of Russia can be considered leitmotifs for the entire post-revolutionary Russian emigration. In the treatise of archimandrite Euthymius, the image of the crucified homeland is identified with Sophia the Wisdom of God. Topologically, Sofia is related to the Holy Thrones of Novgorod, Kiev and Moscow. These Thrones occupy a special place in the ideological system of archiman-drite Euthyme, who considered them an expression of the invisible mystical stronghold of the Church of Christ. The trinitarian Throne construction serves the ascension of Russia, which stands in heavenly concealment before the eyes of the Lord, awaiting the Last Judgment. In his mystical and literary studies, archimandrite Euthyme relied on numerical proportions and geometric concepts. The same concepts formed the basis for the idea of the temple, which he built in the French village Moisenay. This unique project of the church building organically fits into the visual aesthetics of the Russian avant-garde.
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The article examines the features of the title of the story Spring in Fialtaby V.V. Nabokov through the prism of game poetics. The title is defined as a strong text position, a sign that gives not only pre- but also post-understanding of the text by the reader. It is proved that in Spring in Fialta the title is the key to decoding the game poetics of the work. Phonetic, lexical, and semantic components of the title are involved in the construction of a certain associative chain that makes it possible to unravel the author’s idea. Nabokov’s toponym Fialta, considered in a spatial way, is analyzed separately in the article. The title units form an associative network that unfolds in the text: spring-youth-love-happiness-Par-adise. The Central element of the analysis of the title in the game poetics of the story is the comparison of associative series associated with the images of Nina and violets. Violet in Spring in Fialta – is a metaphorical image of Nina confirmed by the postscriptum of the story. The structure of the title is characterized as cumulative, which implies accumula-tion, stringing of elements, emories, images. For example, the playful poetics Manifests itself through a peculiar geometric shape, where a circle each circle contains a circle of smaller diameter, and in the center of this text space forms the image of Nina. The title in the game poetics of V.V. Nabokov’s works is considered as an architectural design: the reader needs to unravel the relationship of its components (sounds, words, and meanings). Created by purely linguistic means, a kind of universal header construction is the key to decoding the text by the reader.
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This article deals with the peculiarities of the artistic embodiment of ideas about nostalgia in L.M. Leonov’s novel Evgenia Ivanovna. The author reveals the origins of the physical and psychological malaise of the main character in her past and, sending her on a trip to the outskirts of the abandoned country, he confronts her again with a choice. Seeing her past in its true light, the woman realized the final break up with her motherland, mentally returned to real life and faced the future. The tragic ending of the story raises the question of the author’s premeditation, due to the fact that the depiction of the experiences of emigrants in literature met certain ideological functions, which gives grounds for raising the question of the formation of the myth of nostalgia in Russian literature of the Soviet period. The details of the author’s position become clearer when they are with the documentary material. The comparison of the story and Tyrkova-Williams’s memories is justified because of the above mentioned theme of nostalgia and the similarities between the plot and real life events. Her fate refutes many stereotypes, including the myth of nostalgia as a deadly disease. The nostalgic moods, recorded in her diaries and letters, and reproduced in her son’s memoirs did not dominate her family and social activities. The writer maintained spiritual ties with the people of her country, and homesickness was interpreted as a weakness which she overcame by loving not only the places where she was born and grew up, but also the history of the motherland, its culture, beliefs and traditions, carefully preserved in a foreign land, as well as a sincere disposition towards compatriots in need of help.
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W artykule zaprezentowano najnowsze polskie i rosyjskie słownictwo (jed-nostki ciągłe i nieciągłe) odnoszące się do początków pandemii koronawirusa w Europie. Zgromadzony materiał leksykalny obejmujący okres marzec–sierpień 2020 roku jest zróż-nicowany pod względem stylistycznym. Wśród przykładów są jednostki będące efektem derywacji, zapożyczeń (zewnętrznych i wewnętrznych), neosemantyzacji, aktywizacji pasywnej leksyki. Poza proweniencją leksemów skoncentrowano się także na ich relacjch paradygmatycznych, powstawaniu jednostek wieloznacznych oraz relacjach zachodzących między poszczególnymi semantemami. Materiał ilustracyjny wyekscerpowano ze źródeł internetowych, telewizyjnych programów informacyjnych oraz opracowań o charakterze słownikowym.
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The idea that bilingualism can give us an advantage in life is of great interest to the scientific community, due to its significant positive implications for healthcare and education. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, which suggests a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, this paper examines the evidence in support and against the existence of the possible bilingual benefit for individuals. Following a brief discussion on the use of the terms bilingualism and multilingualism in the literature, this paper aims to provide a summary of the possible advantages and disadvantages currently associated with prior language knowledge in the mind, highlighting some of the possible reasons for the different results that have been reported. In addition, this paper proposes that there are inconsistent experimental results due to a language background bias, which refers to the widespread failure to classify prior language background in a consistentand suitable manner in empirical research. The paper ends with some suggestions for future research that can help us move forward and increase our understanding of the bi-/multilingual advantage as a broader phenomenon.
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This article addresses the claim that the notion of bounds between language-varieties in the mind should be abandoned. Such rhetoric has become standard in respect of the conceptual dimensions of language. The proposition does not, however, confine itself to underlying concepts; it calls into question the whole notion that languages in the mind are bounded entities in any of their aspects. The response to this position presented here is that knowledge of languages in the mind is in fact in all its aspects highly differentiated, and that this differentiation broadly follows traditional lines (always recognizing that demarcation between languages is occasionally permeable). Evidence in favour of this view is drawn from a number of areas, including language loss and recovery, bilingual/multilingual development and communication, and the affective dimension of language differentiation.
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It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.
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This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely, the level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
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The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.
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The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.
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This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.
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