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These days, writing about untranslatability may seem courageous, as more and more voices associate this issue with translation incapacity and, instead, advocate for creative remedies or even reject such an instance. This study does not deal with a contemporary novel, nor does it have to do with a powerful textual space. However, we believe that translation theories mainly focus on analyses of a certain category of languages, and raise questions of discrepancies between subordinate and dominant cultures, a tendency which derives from the proneness of the international publishing industry to favour certain languages and types of writing. We are not aiming for a debate around the subject of publishing politics or endeavours, but rather we try to cast some light on the ambitious project of rendering vernacular into a powerful language. This paper deals with the work of a great Moldavian storyteller who contributes significantly to the enhancement of expressiveness through linguistic characteristics that occur informally. We hypothesise that the vibrant vernacular writing “Memories of my boyhood” creates potential instances of untranslatability, due to significant differences between the Romanian variety and English, not necessarily in the linguistic inventory but rather in the cognitive structures of the readership. Therefore, the case study focuses on how source text and target text readers infer meaning from interjections and terms of address, originally belonging to the Moldavian modes of expression. Although the translators re-create these short utterances, due to a lack of a similar background from the part of the receiving culture, we witness a limitation on conveying their original intentionality, emotion and plethora of meanings.
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The paper traces the long-term influence of the French language on the formation of Bulgarian phraseology. Distinct periods during which the French influence on Bulgarian is especially strong are analyzed. Hypotheses of individual scholars about the calquing of French phrasemes both in Bulgarian and internationally are commented on. Idioms, conventional metaphors and metonymies, loan translations of verb paraphrases, and other types of collocations are discussed. Since the French influence is both literary and oral in Bulgarian from the National Revival Period to the present day, both slang and colloquial expressions based on the French model are used. Through a comparative study of a translation done during the Revival, an attempt is made to outline the specifics of borrowing in the field of phraseology in the years before the Liberation.
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The topicality and importance of the problems associated with comparative linguistics constantly draws the attention of linguists to the issues of studying the lexicon and concepts of foreign language origin. This article deals with current topics of doctoral dissertation research in modern Kazakhstan. The impact of this article is determined by the possibility of using the information contained in it for further research on the issues of linguistic convergence, the study of integration and adaptation of foreign words, identifying conceptual fields of “richness” and “poverty” concepts, as well as the study of sacral concepts in comparative linguistics.
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This article provides an overview of existing in the scientific space theses, ideas and classifications (from the general didactic, linguistic and methodical point of view) of the types of exercises constructing the technology of the Bulgarian learning process. It is suggested a systematization of the exercises from a functional point of view corresponding to the contemporary sociocultural and educational realities – exercises for realization of cognitive educational goals, exercises for realization of functional educational goals, exercises for realization of axiological educational goals. The system is an effective instrument for achieving the goals of Bulgarian language training organized in the country and abroad.
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This text attempts to trace a hidden archetype in nineteenth-century Russian literature and how it works in Dostoevsky. As much as there is a lot of space in the metaliterature of the Russian troika, understood as a horses driving and its symbolic metamorphosis of a bird-trio in Gogol, the emphasis here is on the topic, which I can call the “other Russian troika (trio)”. It is about the presence of an almost sacred three-dimensional character, who at one point is attacked and overturned against his presumption of holiness by a fourth demonological hero and a serious battle for his re-sacralization is imminent. Set by the three Baroque witches in Shakespeare's “Macbeth”, led by Hekate, this model was first tested in nineteenth-century Russian literature by Pushkin in “A Tale of Tsar Saltan”, and then in two stages, feminized and masculinized, developed by Dostoevsky in “The Idiot” and “The Karamazov Brothers”, respectively, and finally finds its triumphant ending in Chekhov's “Three Sisters”, whose character system parodies that of “The Idiot”. Why is Dostoevsky such an important link in the listed paradigm?
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The standard form Bulghar, with which Bulgarians and the Land of the Bulgarians (Bulgaria) are recorded in medieval Armenian texts, has been established as traditional only since the 11th century. Until then, there were several attested variations, while the oldest form in the earliest Armenian texts was Bulkar, with “k” instead of “gh” (Movses Khorenatsi’s “History of the Armenians”, circa 482 AD), with parallel variants Bolkar and Blkar in the expanded version of the geography Ashkharats’uits’ of Anania Shirakatsi, who lived in the 7th century AD. This characteristic of the earliest Armenian records of the name “Bulgarians” puts an end to the speculation that the form Bulghar in some copies of the history of Movses Khorenatsi proves that his “Bulgarian passages” are a late interpolation making their reliability disputable. On the other hand, the parallel forms Bulkar, Bolkar and Blkar in Ashkharats’uits’ are a valuable indication that different Proto-Bulgarian groups have pronounced the name “Bulgarians” differently. The last leads to the hypothesis of the existence of dialectal differences among the Proto-Bulgarian tribes in the 7th century and even earlier.
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The use of translanguaging strategies in written Bulgarian discourse is continually expanding and this expansion ultimately affects the Bulgarian language system in one way or another. The present paper focuses on 42 instances of translanguaging taken from Bulgarian-language lifestyle magazines and online advertisements. On the one hand, the aim is to illustrate the interrelatedness between translanguaging and linguistic creativity and, on the other hand, to identify what economy effects could be achieved by applying translanguaging strategies in written Bulgarian discourse. The collected samples have been classified and described in such a way as to see how the phenomenon of translanguaging has currently affected the Bulgarian language system.
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The purpose of this study is to identify the pieces of biographical information that are most relevant for the study of Russian as a heritage language. It builds on a review of questionnaires for studying linguistic biographies that are currently used in articles and methodological materials by different researchers. We perform a critical analysis and comparison of these questionnaires, which aims at a more systematic and condensed approach to the gathering of relevant sociolinguistic data. This comparison showed that the most relevant types of biographical information are the following: (a) general biographical information, including data on the acquisition and proficiency in the languages of the participants, (b) information on language use in different communicative domains by the informant, (c) data on the attitudes of the informant towards the heritage language, and the language of the country of residence, (d) data on the informant's self-assessment of proficiency in the heritage language in general and mastery of basic skills. The research results can be useful not only for studying heritage languages, but also with a little refinement to studies on second and third language acquisition.
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In the present experimental study second-year students majoring in “Agricultural Engineering” and “Electrical engineering” revise for the Unified Entrance Exam to join the Master course. Both groups learn vocabulary through the online vocabulary learning platform Quizlet. In contrast, to control group the experimental group entered not isolated words, but words in chunks according to the lexical approach. To compare students’ progress in vocabulary acquisition the Student’s t-test was used. The results show that the first hypothesis should be taken into consideration: there is a significant difference in the average indicators in the groups. Learning words in chunks had a significant effect on the test scores and, consequently, increases the chances to pass the Unified Entrance Exam and do postgraduate studies.
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In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. This study aimed to get insight into how adult learners of English perceive gamified activities incorporated into their English language course, and whether player types as defined by Bartle (1996) - explorers, achievers, socializers, and killers – affect student attitudes to specific gamification elements (rules, time limit, challenges, leaderboard, awards, bonuses, and badges). The results showed a high level of student support (97%) for gamified language instruction. A significant difference was observed between player types regarding their attitudes to certain gamification elements and player types. Challenges were highly rated by the explorers (p = 0.006); leaderboards by the killers (p = 0.049), and time limit by the achievers (p = 0.009). The conclusion is that player types and preferences should be surveyed and considered when designing gamified learning activities.
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During the process of transcribing the name of the Moscow’s Bolshoi Theater (Большой театр) to Serbian, the Serbian normativistics was tending to gradually turn away from the declension Бољшој теат(а)р, Бољшоја театра (1960) to more or less variant declension Бољшој теат(а)р, Бољшог/Бољшоја театра (1989, 1994, 2010), concluding with the declension Бољшој театар, Бољшог театра (2013) exclusively. On the last transcriptional solution given, the author made remarks that it was discrepant, confusing, impractical, and gram- matically impossible to implement. Thus the author suggested that the Serbian normativistics adopt the following, most practical, solution: as it has come into use that way, Бољшој-театар should be normativized as a semicompound word. In all other and future cases, the Russian toponyms and names beginning with (Не) большой, in the neutre form (Не)большое, should be transcribed as (Не)бољши and (Не)бољше with (joint) genitive case (Не)бољшег, e. g. Russian Большой Город> Serbian Бољши город with genitive case Бољшег города, Russian Небольшой драматический театр > Serbian Небољши драматически театар with genitive case Небољшег драматическог театра, Russian Большое Трифоново > Serbian Бољше Трифоново with genitive case Бољшег Трифоновa. And in the case of Russian toponyms and names beginning with (Не)большая in the feminine gender, their transcription should not be altered anyhow, but stay the way as it is in Serbian normativistics – they should be transcribed as beginning with (Не)бољша(ја) with genitive case (Не)бољше, e. g. Russian Большaя Речка > Serbian Бољша(ја) Речка with genitive case Бољше Речке.
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The article presents a study concerning the development and testing of innovative educational approaches for developing language competences of engineering students. The study was carried out among 1st and 2nd year students of the specialty „Technical Mechanics“ at the University of Chemical Technology and Metallurgy (UCTM) – Sofia, Bulgaria. An original bilingual educational tool was developed for this purpose. It was designed to support and improve the learning process in specialized foreign language classes.
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The problems related to the level of language preparation and culture of the regular and part time students in the pedagogy degree course from Sofia university “St. Kl. Ohridski’’ as potential future primary teachers are discussed in the article. The analysis is based on a test study data from a research made in February-May 2022. The conclusions and generalizations from the analysis are focused on the further improvement of the students’ language preparation.
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The article analyzes the current Bulgarian language curricula in primary and secondary education. A number of problems are pointed out both in the curricula and in the overall process of teaching Bulgarian from the 1st to the 12th grade. Consequently, measures which could significantly improve the quality of the educational process are proposed. The level of the Bulgarian language education at school and in higher education has a leading role in raising the authority of the Bulgarian language, in making the native Bulgarian speakers literate and in preserving the national and the cultural identity of the Bulgarians in the globalizing world.
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The first part of the article analyzes linguistic and methodological problems in the teaching of the Bulgarian language in the two modules for profiled preparation in the XI and XII grades of secondary school – “Language and society” and “Language Uses”. The objective, content and technological characteristics of the learning process are interpreted, taking into account the role of Bulgarian language learning to be the basis for developing the linguistic, communicative and general culture of students in the final phases of high school education. In the second part of the article, ideas are proposed for specific pedagogical solutions for classes on profiled preparation.
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This paper dwells on maritime terminology and the relationships defining “oppositeness of meaning” in it. It briefly retraces some theoretical assumptions in the sphere of antonymy and offers a classification of antonyms from a morphological and semantic point of view. The examples given are excerpted from documented materials standardized and consistent within the area of shipping and discussed and systematized using the lexico-semantic method. The findings in this study can be applicable when teaching English maritime terminology.
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F0 is an important cue present in all vocalic segments, a parameter to differentiate between voiced and voiceless consonants, a relative phonological feature of syllable in tonal languages and a crucial feature of intonation. This paper aims to investigate pitch variation patterns in Mandarin Chinese depending on the syllable information load (Factor 1) in one type of discourse – advertising with the subdivision into social and commercial ads (Factor 2) considering gender differences (Factor 3). 1249 syllable tokens were selected for acoustic measurements, each syllable occurring twice – in the informative and uninformative utterance parts. The information load was determined perceptually: the syllable was considered informative when agreed by the minimum of 60% of listeners, other syllables were considered uninformative. Depending on lexical tone (T1 – T4 and T0), the measurements included average pitch values, declination/inclination starting and ending points (mean values). These parameters were used to judge about relevant pitch features – average height and declination/inclination slope. As a result, a consistent parameter increase in commercial ads vs. social ads and on informative syllables vs. uninformative ones was observed for all tones except T0 that showed the opposite trend in expressing information-based partition. Another finding was tone substitution that marked both informative and uninformative parts but was more frequent in the latter. Substitute tone frequency ranks did not depend on any of the three factors except for T0. High predictability of pitch variation patterns make them applicable in teaching Chinese as L2 in terms of speaking and listening for general and specific purposes.
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This article examines the results of a study in the discipline “Technical Mechanics”. This study was conducted among 1st and 2nd year students from the University of Chemical Technology and Metallurgy (UCTM), vocational field 5.10 “Chemical Technology”. This paper is the continuation of a previous experiment conducted by the authors, and concerning the study of thesaurus and development of language competences among students from engineering specialties. The present study was conducted during the past academic year at the UCTM. A multilingual educational tool was developed and applied in order to support and improve the learning process in specialized foreign language classes. The motive is to ascertain the effectiveness of the experimental educational tool for the students.
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The author discusses the emergence and meaning of ideas as a goal and destination of any empirical quantity, and as bearers of ontological completeness. The theses of various philosophers who have considered the idea as a concept are shown. A transition is made to the understanding of the term today, as well as to the attempts for using the ideal for the purposes of various contemporary ideologies. The way in which the ideal has been represented in music and the visual arts is indicated.
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