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This book review analyses the Pre-service Teacher Education: Classroom observation and teaching practice booklet by Teodora Popescu, published in 2007.
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In our article we present the transcription and a short interpretation of a letter that Queen Elisabeth of Romania has addressed the German writer Mite Kremnitz. The transcription was very difficult because the letter was written in Gothic handwritten characters.
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The work aims to bring into play the new and particularly interesting vision on children’s world, as seen by the Romanian writer Florina Ilis. The novel which has recorded numerous awards the last years, suggests a transversal analyses to the Romanian society at the beginning of the 3rd millennium, focusing on a conflict imposed by children. So, a voyage by train towards a summer camp becomes a way of initiation, of love, of war, and finally, of death. These children come from different social classes: rich children, orphan, neglected or abandoned children, Gypsy world, which is a quite appropriate background to our cosmopolite world. The media, the police, the army, the teaching staff and the parents seem to be unable for the time being to stop” the children’s crusade”, children who in fact fight for their rights and freedom. Sorcery, love, internet, television, media and politics, all of these are mixing in a fascinating text, the writer trying to depict each character inner thought. “La bataille de Posada”, where the children stop the train and prepare themselves for the battle, brings into play the eternal myths of humanity, that seem to be reborn in that context. The children’s crusade invites the reader to some reflections on the generations’ gap and on the present society facts, issues analyzed by our article emphasising the child’s psychology.
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The paper presents some difficulties one may encounter when dealing with the legal language. These problems arise due to the differences in legal systems. It deals with the terminology used in this area of research and it stresses the translation of the culture specific concepts.
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Metaphorical thinking is present in our unconscious and conscious mental life, through inferences from the sensory-motor domain on the domain of subjective experience. The initial theory of the primary metaphors was extended to the neural theory of the metaphor. We do not agree with this latter theory because it subordinates the imaginative creativity to the primary experiences, namely the bodily dynamics. The cognitivist semanticians affirm that the conceptual metaphors that underlie the construction of idioms as well, are concepts of the interaction of our body with the world, and not abstract concepts. Although there is a universal coordinate in the particular languages, these components are materialized in different ways. Idioms that are equivalent in meaning, in Romanian and English, are, generally circumscribed to the same metaphorical concepts. This equivalence can be explained by the elocutional competence. The human body serves as a source of our metaphorical thought and language: experience of the body in action, the experience of breathing, the movement of the visible speech organs, our sensory apparatus, violent physical action. Research regarding the conceptualization of the domain of emotions, in different cultures, demonstrates the universality of certain aspects of the conceptualization of the emotions in different cultures (English, Hungarian, Chinese, Tahitian, Wolof). There is a universal tendency also in the construction of synesthesic metaphors. This special type of metaphor associates terms that name different sensations, through sensory transposition. Thus metaphor makes a connection between the sensory perceptions and the language.
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The structuring of “Like Water for Chocolate” as “A Novel in Monthly Installments with Recipes, Romances, and Home Remedies”, as it is subtitled, establishes the filter through which the reader will experience the world of the novel. It can be distilled into the stories of two women, Tita de la Garza and her mother, Mama Elena. The trajectory of their struggle against one another is the axis around which the entire novel turns. Tita, the protagonist, strives for love, freedom, and individuality, and Mama Elena, the chief antagonist, stands as the prime opposition to the fulfillment of these goals. This mother-daughter relationship is fraught with difficulty from its inception, when Tita is brought into the world prematurely after her father’s sudden death. Mama Elena is the opposite of a nurturer, never forging any bond with Tita. Consequently, the girl develops a relationship with food that enables her to give outlet to her emotions. The reader must explore the work through the role and power of food, guided by the recipes that begin each chapter. Laura Esquivel employs the technique of magical realism throughout her novel in such a way that the mythical occurrences do not seem odd to the characters at all. The characters accept the supernatural incidents as a part of everyday life. In the novel, the author extends the religious-mythical themes of magical realism to the everyday world of the domestic realm of a female-dominated household. “Like Water for Chocolate” embodies an unceasing quest for meaning in life.
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The process of elaborating and adapting the materials used in the ESP classroom is a very complex one, entailing close co-operation between all stakeholders, teachers and students alike and at the same time an imperatively dynamic one, requiring permanent reviewing and supervision.
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The myth of creation is a fundamental part of any culture and this is the reason why I consider necessarily and useful to point to the way in which this myth has been artistically expressed in Romanian literature, both in times of successful aesthetic creation and during the regime, which attempted to distort the significance of art. The enrichment of the myth with the idea of the creative man was illustrated in aesthetically valid literary works, whereas the re- and misinterpretation of the status of the creator has strayed away literary art from its essential nature, the myth being thus voided of its meaning. For an academic, such an approach could contribute to clarifying the relationship between art and extra-aesthetic influences. Also the research project could help the students notice the evolution, the involution or the dissolution of Romanian literature during the past century.
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As a sequence to two other works dealing with the feminization of the language in the francophone area (2007, 2008), the author : (1) brings along a few conceptual and metalinguistic additions (adelphité, feméillité, féminisme anti-féminin / pro-masculin, féminisme, féminitarisme, sororité) and (2) discusses the lax perspective (non-conflictual, self ironic) from which the battle between the two sexes (from the social point of view) and the desexualization of the language is approached nowadays.
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The paper discusses the structure and function of adjuncts as an important optional part of the clause within the systemic functional framework. We can identify three subtypes of Adjuncts corresponding more or less to the three macrofunctions: experiential, textual and interpersonal. These subtypes are: (i) circumstantial, which conveys information about the circumstances of a process, e.g. time, place, manner, the associated participants; (ii) modal, which indicates the speaker’s/ writer’s attitude towards the message or the comment of its relevance, reliability and so on; (iii) conjunctive, which functions as links between clauses. We also present some problems in distinguishing among these subtypes of adjuncts. A difficult case is represented by the phrasal verbs that, in terms of the content, function as a single unit. Another problem is represented by the identification of the Adjuncts and Complements. The Complement is a complementary role to the Subject, having the status of a ‘potential Subject’ which can be realized by passivization. Beside the situations in which it is difficult to identify the correct type of adjunct, there are also some situations in which it is difficult to separate conjunctive adjuncts from the conjunctions. As their name suggests, conjunctive conjuncts have a function similar to that carried out by conjunctions; they signal the rhetorical organization of the text, which places them as part of the textual metafunction and this is why conjunctives and conjunctive adjuncts can be mixed out.
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Every age is primarily characterized by a new hermeneutic perspective, by a novel manner of ‘reading’ the world rather than by a capability of radical innovation. As Ioan Petru Culianu states in Eros et magie à la Renaissance (1984) it was the Reformation which produced, initially in Europe, the phenomenon he calls “the censorship of the imaginary”. The ideological censorship imposed by the Reformation generates modifications of human personality. According to Culianu, any sector of human existence can be defined as a mental game following certain rules with uncertain results. Therefore, religions, magic and modern science are nothing but mental games constructed on a well-known binary principle. The coexistence of good and evil as well as the consequences of the changes mentioned above are reflected, in a comic, but no less relevant way, through the antimonde and paramonde in Cyrano de Bergerac’s Letters For and Against Sorcerers (Letters XII and XII, published with other texts, under the more general denomination Lettres Diverses, mostly between 1654-1662). The narrative is built around a strange meeting between the author and the famous Sorcerer or Magician Agrippa (Agrippa von Nettesheim).
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This paper is a synopsis of the historical and methodological data referring to two linguistic projects currently being developed : (1) Atlas Multimédia Prosodique de l’Espace Roman / AMPER (initiated by The Dialectology Centrer of the « Stendhal » University of Grenoble, under the leadeship of Professor Michel Contini and of Antonio Romano) and (2) Atlas Multimédia Prosodique Roumain / AMPRom (coordinated by the « Al. I. Cuza » Universitatea of Iaşi, under the direction of Professor Adrian Turculeţ). The author : (a) sketches the historical timeline of these two complementary projects, (b) presents the importance, originality and finality of these scientific paths, (c) describes in detail the methodological principles used to complete the research.
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The tenses can generate stylistic values by means of the meaning which they imprint communication with; the frequency and chronology of events can represent criteria which help us in identifying the expressive particularities of verbal tenses. The degree of expressiveness in a text can reach a high level when the presence of a verb is doubled by the presence of figures of speech, among which the most relevant one is the metaphor.
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We aim to analyze Villiers de l’Isle-Adam’s short story Véra taking into consideration the notions of descriptive, description and descriptive system as they have been interpreted by Philippe Hamon. We will also try to prove that description concerns the idea of seeming real (that resembling to be real), but also the idea of vision (that representing everything that tries to escape reality). We will take into account in our approach both the dimension “vision” belonging to the field of psychoanalyses and our particular debate on two descriptions that appear in the short story: the description of Vera’s room after her death and the description of same location but the following year.
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The booklet containing basic knowledge about the Polish is a result of one of the undertakings organized on the occasion of the Year of the Polish Language. The aim of the booklet's authors was to popularize basic knowledge about the Polish (in an accessible way), translate the booklet into the languages of European Union, to print and distribute it among the main european institutions, the translators of EU and Polish community abroad (through appropriate polish institutions). Involved in the project were The Coun- cil for the Polish Language (Rada Języka Polskiego) and Society for Grammar and Style (Towarzystwo Kultury Języka). Funding the booklet was possible thanks to Ministry of Culture and National Heritage, the Senate of the Republic of Poland and Langenscheidt Polska. The author of the booklet's text is prof. dr hab. Walery Pisarek; the contributors are either academics (in the majority), the philologists, often foreigners, or professional translators. Work on the booklet started in the middle of 2006 year, when there were 25 countries in European Union and 20 official languages, therefore there are 19 translations until now. The translators are: Marta Usiekniewicz (English translations), Teresa Piotrowska-Małek (Czech translations), Andrzej Zalewski (Danish translations), Aarne Puu (Estonian translations), Sirkka Ojaniemi (Finnish translations), dr Wanda Fijałkowska (French translations), Przemysław Kordos (Greek translations), Magdalena Adamczyk (Spanish translations), dr Ana Romanèuk (Lithuanian translations), Ieva Palasa (Latvian translations), Carmel Azzopardi (Maltese translations), Agnieszka Bienias (Dutch translations), Andreas W. Meger (German translations), Agata Adamska (Portuguese translations), prof. Marta Panèíková (Slovak translations), Jasmina Suler-Galos (Slovenian translations), Grażyna Tatar (Swedish translations), Ildikó Kozak (Hungarian translations), Maciej Jaskot (Italian translations). Because of expansion of UE - there are 2 new countries (Bulgaria, Romania) and 3 new official languages (Bulgarian, Irish, Romanian) - we plan to translate the booklet into the new languages in 2007.
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The article presents an analysis of 100-word speeches of young Polish language users (students aged 15-25) on relations between values defined with lexemes pieniądz (money) and miłość (love). H. Balzak's sentence "Money gives everything, even the love of children" was a hint for them. Defining preliminaries of both lexemes have been excerpted from the speeches. The respondents' defining attempts may be used in lexicographic practice (especially in works based on the cognitivist or pragmalinguistic approach), but also in detailed research on the language of values and in psycholinguistic works. Apparently, there is a connection between emotional characteristics, illocu-axiological value and the stricte semantic meaning.
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m the Bible. In the study, those with identical or similar meaning in both languages are presented. They have been divided into enunciations, expressions and phrases. The authors, quoting phraseologies, are elucidating them along with listing the sources (including entries), that they were using. The article is finished with a short comparison about using quoted phraseologies in Polish and Russian.
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The article gives an overview of trends in foreign language teaching materials design with special emphasis on ways of developing language proficiency and intercultural competence. The development of both concepts is here analyzed against the background of dynamically changing communicative needs and the linguistic policy of the Council of Europe and the European Union. Implications are then sought for FLT materials design and an analysis follows typical difficulties and shortcomings in course-book content and structure. Criteria for materials design are discussed as built around the theory of language status and range based on a distinction between languages taught as linguae francae and those taught as non-international languages as well as around the assumptions connected with the relation of language and culture in language teaching. Efficient and educationally valuable solutions are then presented as demonstrated in M. Majewska-Meyers's course-book for the learning of Polish as a foreign language to self-learning adult German speakers.
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