Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-151-158
Evgeniya А. Popova, Z. Ignashina
. The issue of reflecting culturally-bound semantics in language units of different levels has lately been topical in a large number of investigations all over the world. We assume that one of crucially important subjects in this field is additional semantics of colour names in Latin American variations of the Spanish language. Studies on history of Latin American countries and etymology of language units concerning colours in Spanish make us come to a conclusion that the appearance of additional culturally-bound meanings in the “colour” semantic field in different Spanish-speaking countries is mostly connected with extralinguistic factors, such as ethnohistory, political history, geography and climate, cultural traditions. The semantic field (or even macrofield) of colours represents a source of language-and-culture-bound communicative difficulties for those who study Spanish. In this sense, they include lacunary meanings of colours in Latin American variations of Spanish denoting gaps in the conceptual picture of the world and can be evident or hidden. The latter as a rule concern colour symbolism and associations in different countries and play a great role in the intercultural communication. As a result, we suggest that such vocabulary should be taught to the audience studying Spanish, especially to would-be translators and interpreters, to avoide misunderstanding and communicative failures and to get a better perception of Latin American cultures. In this context we consider the following methods efficient:
{"title":"INTRODUCING COLOUR VOCABULARY IN THE FRAMEWORK OF TEACHING SPANISH AS A MULTICULTURAL LANGUAGE: ILLUSTRATIVE METHOD TO OVERCOME COMMUNICATION DIFFICULTIES","authors":"Evgeniya А. Popova, Z. Ignashina","doi":"10.22363/2712-7974-2019-6-151-158","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-151-158","url":null,"abstract":". The issue of reflecting culturally-bound semantics in language units of different levels has lately been topical in a large number of investigations all over the world. We assume that one of crucially important subjects in this field is additional semantics of colour names in Latin American variations of the Spanish language. Studies on history of Latin American countries and etymology of language units concerning colours in Spanish make us come to a conclusion that the appearance of additional culturally-bound meanings in the “colour” semantic field in different Spanish-speaking countries is mostly connected with extralinguistic factors, such as ethnohistory, political history, geography and climate, cultural traditions. The semantic field (or even macrofield) of colours represents a source of language-and-culture-bound communicative difficulties for those who study Spanish. In this sense, they include lacunary meanings of colours in Latin American variations of Spanish denoting gaps in the conceptual picture of the world and can be evident or hidden. The latter as a rule concern colour symbolism and associations in different countries and play a great role in the intercultural communication. As a result, we suggest that such vocabulary should be taught to the audience studying Spanish, especially to would-be translators and interpreters, to avoide misunderstanding and communicative failures and to get a better perception of Latin American cultures. In this context we consider the following methods efficient:","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131457767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-142-150
Nataliia V. Poliakova, N. Skitina, V. Shabanova
. The paper examines the issue of implementing language corpora in the process of language learning at advanced level, thus helping students to master idiomatic expressions and figures of speech. The purpose of this approach is to provide students with a tool which will enable them to develop metaphoric competence and skills to study individually. The problem of teaching idiomatic expressions is still an unsolved challenge for foreign language teachers. In this regard, as the results of the conducted research show, corpus-based approach to teaching languages opens up a number of new opportunities, aimed at studying languages as they are. As mastering formulaic language is notoriously difficult for learners, it has attracted researchers' attention to investigating the principals of selecting idiomatic expressions for students' study, seeking the ways and techniques of teaching that will build up students' knowledge of idioms. Traditionally activities together. Nowadays corpus-based research is gaining momentum. Language corpora are actively used by linguists, interpreters and text-book writers. Obviously corpus-oriented approach to teaching a foreign language consolidates students' knowledge and develops their cognitive skills. The problem of teaching idiomatic expressions seems appropriate and necessary given the fact that these units carry the features of the cultural and historical development of the people and characterize all languages. This article starts with the characteristics of idiomatic expressions as a constituent of language teaching. The author analyzes the research data available and consider the specifications of incorporating corpus-based exercises. The language-teaching aspect is also considered equally significant. The author comes up with a number of corpus-based tasks which can be used in teaching idiomatic expressions. The study relies on the methods of comparative analysis, linguostylistic analysis, generalisation and systematisation, discourse and conceptual analysis. The results of the research show that implementation of language corpora in foreign language classes develops not only lexical and grammatical competences, but also contributes to the increase of students’ autonomy. Language corpora in foreign language classes allows to trace linguistic phenomena, highlight their characteristic features and patterns, define the tendency of use of various idiomatic expressions directly by native speakers.
{"title":"TEACHING IDIOMATIC EXPRESSIONS BY MEANS OF THE TECHNIQUES OF CORPUS-BASED LINGUISTICS (ADVANCED LEVEL)","authors":"Nataliia V. Poliakova, N. Skitina, V. Shabanova","doi":"10.22363/2712-7974-2019-6-142-150","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-142-150","url":null,"abstract":". The paper examines the issue of implementing language corpora in the process of language learning at advanced level, thus helping students to master idiomatic expressions and figures of speech. The purpose of this approach is to provide students with a tool which will enable them to develop metaphoric competence and skills to study individually. The problem of teaching idiomatic expressions is still an unsolved challenge for foreign language teachers. In this regard, as the results of the conducted research show, corpus-based approach to teaching languages opens up a number of new opportunities, aimed at studying languages as they are. As mastering formulaic language is notoriously difficult for learners, it has attracted researchers' attention to investigating the principals of selecting idiomatic expressions for students' study, seeking the ways and techniques of teaching that will build up students' knowledge of idioms. Traditionally activities together. Nowadays corpus-based research is gaining momentum. Language corpora are actively used by linguists, interpreters and text-book writers. Obviously corpus-oriented approach to teaching a foreign language consolidates students' knowledge and develops their cognitive skills. The problem of teaching idiomatic expressions seems appropriate and necessary given the fact that these units carry the features of the cultural and historical development of the people and characterize all languages. This article starts with the characteristics of idiomatic expressions as a constituent of language teaching. The author analyzes the research data available and consider the specifications of incorporating corpus-based exercises. The language-teaching aspect is also considered equally significant. The author comes up with a number of corpus-based tasks which can be used in teaching idiomatic expressions. The study relies on the methods of comparative analysis, linguostylistic analysis, generalisation and systematisation, discourse and conceptual analysis. The results of the research show that implementation of language corpora in foreign language classes develops not only lexical and grammatical competences, but also contributes to the increase of students’ autonomy. Language corpora in foreign language classes allows to trace linguistic phenomena, highlight their characteristic features and patterns, define the tendency of use of various idiomatic expressions directly by native speakers.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121844237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-573-580
Maria D. Churganova
{"title":"TRANSLATION COMPETENCE IN THE FIELD OF PROTOCOL: THE TOPICALITY OF THE ISSUE","authors":"Maria D. Churganova","doi":"10.22363/2712-7974-2019-6-573-580","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-573-580","url":null,"abstract":"","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116300628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-601-611
Nozimjon Ataboev Bobojon o’g’li
. The following article deals with the corpus linguistics and application of corpus-based analysis in translation. The paper draws on quantitative results based on empirical analyzes, using a corpus-based approach to generate scientific conclusions. Moreover, it highlights the importance of analytical results obtained from modern English corpora and the adoption of the concept of "mother" of native speakers that can be assumed by means of the concordance frequency lists. The practice of translation requires the translator to know a great amount of vocabulary as well as the translator feels a need for understanding the concepts and notions better in the target language. In this point, they need a big collection of texts representing the language and cultural units, i.e., a language corpus. The work provides with the information about the process of creating the frame of concepts by means of corpus analyses as well. As a result of the frame analyses of the concept, the translator can have a perfect cognition of the very notion and with no difficulties can produce a comprehensive piece of translation. In terms of the theoretical value of the article, it contains definitions for the term ‘corpus’ as well as ‘corpus linguistics’ which were worked out by the outstanding scholars of the field. To be more precise, the theoretical analyses were based on the mostly Russian, English and Indian researchers because the field of Corpus linguistics has not been studied in Uzbek linguistics sufficiently enough. Mostly, J. Sinclair and F. Meyer’s viewpoints about ‘corpus’ have been provided while N. Dash’s approaches to corpus linguistics and V.A. Maslova’s ideas of linguoculturology have given a great opportunity to provide a more clear understanding the functions of the fields. What is more, the following article contains some practical analyses regarding the use of corpus results in translation. Here, we have picked up the national corpus BNC as a source of linguistic data collections and provided information concerning the type of the mentioned corpus identified through the classification of corpora by N. Dash. The final conclusions about the application of corpus-based quantitative results in the practice of interpretation and its advantages have been given at the end of the work.
{"title":"PRACTICAL APPLICATION OF CORPUS ANALYSES IN TRANSLATION AND ITS ADVANCES","authors":"Nozimjon Ataboev Bobojon o’g’li","doi":"10.22363/2712-7974-2019-6-601-611","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-601-611","url":null,"abstract":". The following article deals with the corpus linguistics and application of corpus-based analysis in translation. The paper draws on quantitative results based on empirical analyzes, using a corpus-based approach to generate scientific conclusions. Moreover, it highlights the importance of analytical results obtained from modern English corpora and the adoption of the concept of \"mother\" of native speakers that can be assumed by means of the concordance frequency lists. The practice of translation requires the translator to know a great amount of vocabulary as well as the translator feels a need for understanding the concepts and notions better in the target language. In this point, they need a big collection of texts representing the language and cultural units, i.e., a language corpus. The work provides with the information about the process of creating the frame of concepts by means of corpus analyses as well. As a result of the frame analyses of the concept, the translator can have a perfect cognition of the very notion and with no difficulties can produce a comprehensive piece of translation. In terms of the theoretical value of the article, it contains definitions for the term ‘corpus’ as well as ‘corpus linguistics’ which were worked out by the outstanding scholars of the field. To be more precise, the theoretical analyses were based on the mostly Russian, English and Indian researchers because the field of Corpus linguistics has not been studied in Uzbek linguistics sufficiently enough. Mostly, J. Sinclair and F. Meyer’s viewpoints about ‘corpus’ have been provided while N. Dash’s approaches to corpus linguistics and V.A. Maslova’s ideas of linguoculturology have given a great opportunity to provide a more clear understanding the functions of the fields. What is more, the following article contains some practical analyses regarding the use of corpus results in translation. Here, we have picked up the national corpus BNC as a source of linguistic data collections and provided information concerning the type of the mentioned corpus identified through the classification of corpora by N. Dash. The final conclusions about the application of corpus-based quantitative results in the practice of interpretation and its advantages have been given at the end of the work.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128797637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-238-248
Y. Tsverkun
. Nowadays two opposite tendencies are typical of education – unification of terminology and preservation of terminological units with the cultural component of meaning. Since English remains one of the crucial means of cross-cultural communication in general and in the education field in particular, it is of great importance to study the specifics of usage of the English language terminological units in the given realm within the context of the tendencies mentioned. The paper studies the functioning peculiarities of terminological units included in the British and American higher education terminological systems. Special focus is given to the theory of the cultural component of meaning detected in the course of the lexical-semantic analysis of the humanities terminological units is developed in the present paper. The theory is extrapolated to the British and American higher education terminology. The author analyses terminological units with the cultural component of meaning identified by means of territorial markers in terminography or containing the references to the British and American higher education systems in their definitions. The given paper draws on the findings made in the course of analysis of the corpus containing approximately 3000 terminological units belonging to the British and US higher education terminological systems. In line with the classification of terminological units with the cultural component of meaning according to the lexical-semantic criterion, the author gives examples of variance and uniqueness of terminological units by the material of various local higher education terminological systems. In conclusion the author determines the peculiarities of functioning of the British and American higher education terms. The functioning similarities and differences between the British and American higher education terminological systems are considered. The author determines four levels (from the level of a particular university terminological system to the level of a national terminological system) of the British higher education terminological units functioning and two levels of the US higher education terminological units functioning. It is demonstrated that terminological units with the cultural component of meaning are more typical of the British higher education terminological systems (25% out of 1500 terminological units analysed) than of the US higher terminological systems (16% out of 1500 terminological units analysed). The findings made in the given paper contribute to developing cross-cultural communication competence.
{"title":"THE SPECIFICS OF THE BRITISH AND AMERICAN HIGHER EDUCATION TERMINOLOGICAL UNITS FUNCTIONING","authors":"Y. Tsverkun","doi":"10.22363/2712-7974-2019-6-238-248","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-238-248","url":null,"abstract":". Nowadays two opposite tendencies are typical of education – unification of terminology and preservation of terminological units with the cultural component of meaning. Since English remains one of the crucial means of cross-cultural communication in general and in the education field in particular, it is of great importance to study the specifics of usage of the English language terminological units in the given realm within the context of the tendencies mentioned. The paper studies the functioning peculiarities of terminological units included in the British and American higher education terminological systems. Special focus is given to the theory of the cultural component of meaning detected in the course of the lexical-semantic analysis of the humanities terminological units is developed in the present paper. The theory is extrapolated to the British and American higher education terminology. The author analyses terminological units with the cultural component of meaning identified by means of territorial markers in terminography or containing the references to the British and American higher education systems in their definitions. The given paper draws on the findings made in the course of analysis of the corpus containing approximately 3000 terminological units belonging to the British and US higher education terminological systems. In line with the classification of terminological units with the cultural component of meaning according to the lexical-semantic criterion, the author gives examples of variance and uniqueness of terminological units by the material of various local higher education terminological systems. In conclusion the author determines the peculiarities of functioning of the British and American higher education terms. The functioning similarities and differences between the British and American higher education terminological systems are considered. The author determines four levels (from the level of a particular university terminological system to the level of a national terminological system) of the British higher education terminological units functioning and two levels of the US higher education terminological units functioning. It is demonstrated that terminological units with the cultural component of meaning are more typical of the British higher education terminological systems (25% out of 1500 terminological units analysed) than of the US higher terminological systems (16% out of 1500 terminological units analysed). The findings made in the given paper contribute to developing cross-cultural communication competence.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"91 32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128813057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-320-328
Anton A. Lavitski
The problem of intercultural communication includes a wide range of issues that have always attracted attention of linguists. Their line of research is mainly concentrates on remedying intercultural lacuna challenges: diversity in culture codes, mentality and language systems. However, there is also another significant linguistic area that calls for detailed examination, namely legal risks that might arise during intercultural verbal interaction. In that regard, linguistic research requires comparative analysis of the phenomenon and the key characteristics of the applicable legal framework of expressing oneself within the national markedness of communicative discourse. The present study attempts to identify universal and nationally marked features of acceptability of language (using offensive phrases as an example) as defined by the Belarusian, British, German and Russian legislations. This study uses various methods of research (inductive analysis and generalization) as well methods verified by forensic linguistics (parameterization). Examination of legal definitions of profanity in Belarus, England, Germany and Russia has revealed that they both vary within their national judicial systems and have their unique parameters. The Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 321 parameter that all studied legal discourses share is the attributiveness that defines that the analyzed speech act contains words with negative connotation addressed at the interlocutor. The Belarusian and German legislations have the parameter of deliberateness, which often either fails to be defined by the methods of forensic linguistics or is replaced by the definition of the factual content used in the Belarusian and Russian legislations. Offensiveness of a statement can also be determined by the presence of taboo words or phrases which include different tokens (they usually bear stylistic marks in dictionary entries). Another parameter that can be defined as nationally marked is the parameter of situatioanality which includes such extralinguistic features of communication as manner of interacting, voice volume, tone, emotional intensity, institutional component, etc. Moreover, the study offers a brief overview of a number of issues dealing with the problems of description of offensive words and phrases that a statement offensive and techniques of applying specific methods to identify intended offensive meaning.
{"title":"INTERCULTURAL COMMUNICATION IN TERMS OF MODERN LEGAL LINGUISTICS: CATEGORY OF OFFENSIVENESS","authors":"Anton A. Lavitski","doi":"10.22363/2712-7974-2019-6-320-328","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-320-328","url":null,"abstract":"The problem of intercultural communication includes a wide range of issues that have always attracted attention of linguists. Their line of research is mainly concentrates on remedying intercultural lacuna challenges: diversity in culture codes, mentality and language systems. However, there is also another significant linguistic area that calls for detailed examination, namely legal risks that might arise during intercultural verbal interaction. In that regard, linguistic research requires comparative analysis of the phenomenon and the key characteristics of the applicable legal framework of expressing oneself within the national markedness of communicative discourse. The present study attempts to identify universal and nationally marked features of acceptability of language (using offensive phrases as an example) as defined by the Belarusian, British, German and Russian legislations. This study uses various methods of research (inductive analysis and generalization) as well methods verified by forensic linguistics (parameterization). Examination of legal definitions of profanity in Belarus, England, Germany and Russia has revealed that they both vary within their national judicial systems and have their unique parameters. The Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 321 parameter that all studied legal discourses share is the attributiveness that defines that the analyzed speech act contains words with negative connotation addressed at the interlocutor. The Belarusian and German legislations have the parameter of deliberateness, which often either fails to be defined by the methods of forensic linguistics or is replaced by the definition of the factual content used in the Belarusian and Russian legislations. Offensiveness of a statement can also be determined by the presence of taboo words or phrases which include different tokens (they usually bear stylistic marks in dictionary entries). Another parameter that can be defined as nationally marked is the parameter of situatioanality which includes such extralinguistic features of communication as manner of interacting, voice volume, tone, emotional intensity, institutional component, etc. Moreover, the study offers a brief overview of a number of issues dealing with the problems of description of offensive words and phrases that a statement offensive and techniques of applying specific methods to identify intended offensive meaning.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133999089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-363-371
I. E. Kazakova
The linguistic space has always been very closely connected with the culture and public figures. Usually, the people of such a sphere in one way or another set the direction of linguistic development, introducing new trends through the personal influence on society. In recent decades, the cultural reflection in the language seems to be undergoing tremendous changes in connection with the emergence of the global Internet, which has significantly strengthened and accelerated the individual influence on the masses’ language and the general linguistic culture. Therefore, this topic can be considered particularly relevant, regarding the most distant region of the English language variant usage and the emergence of a non-standard language mixture. This survey is devoted to the analysis of the personalities’ influence from the music industry on significant changes in the linguistic space in New Zealand. The base language for this study is the New Zealand English (NZE) or the Kiwi English (KE) the predominant and the official language of this country. The study scrutinizes the linguistic pressure of Maori, Australian, Irish, Chinese, British and American languages on Kiwi English, implanted by the musical culture of popular singers, such as Stan Walker (the Maori and Australian linguistic influence), Nil Finn (the Irish and British impact), Bic Runga (the Chinese and Maori influence), Maisey Rika (the Maori impact) and Anika Moa (the Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 364 Maori and American influence). Lexical units, special intonations and pronunciation introduced into circulation by these personalities are actively cultivated, quickly popularized in the modern society of New Zealand, creating new linguocultural reality. The song text itself has also become the focus of this research being a "mirror" of all the transformations in the society and its language. Also, this study includes the results of the online research on the base of the Victoria University of Wellington and the University of Auckland in New Zealand, revealing that the young generation is shaped by the positive and negative flow of linguistic information. It has proved the existence of the significant impact of musical celebrities on the linguistic space in New Zealand.
{"title":"THE INCREDIBLE INFLUENCE OF PERSONALITIES ON KIWI ENGLISH","authors":"I. E. Kazakova","doi":"10.22363/2712-7974-2019-6-363-371","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-363-371","url":null,"abstract":"The linguistic space has always been very closely connected with the culture and public figures. Usually, the people of such a sphere in one way or another set the direction of linguistic development, introducing new trends through the personal influence on society. In recent decades, the cultural reflection in the language seems to be undergoing tremendous changes in connection with the emergence of the global Internet, which has significantly strengthened and accelerated the individual influence on the masses’ language and the general linguistic culture. Therefore, this topic can be considered particularly relevant, regarding the most distant region of the English language variant usage and the emergence of a non-standard language mixture. This survey is devoted to the analysis of the personalities’ influence from the music industry on significant changes in the linguistic space in New Zealand. The base language for this study is the New Zealand English (NZE) or the Kiwi English (KE) the predominant and the official language of this country. The study scrutinizes the linguistic pressure of Maori, Australian, Irish, Chinese, British and American languages on Kiwi English, implanted by the musical culture of popular singers, such as Stan Walker (the Maori and Australian linguistic influence), Nil Finn (the Irish and British impact), Bic Runga (the Chinese and Maori influence), Maisey Rika (the Maori impact) and Anika Moa (the Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 364 Maori and American influence). Lexical units, special intonations and pronunciation introduced into circulation by these personalities are actively cultivated, quickly popularized in the modern society of New Zealand, creating new linguocultural reality. The song text itself has also become the focus of this research being a \"mirror\" of all the transformations in the society and its language. Also, this study includes the results of the online research on the base of the Victoria University of Wellington and the University of Auckland in New Zealand, revealing that the young generation is shaped by the positive and negative flow of linguistic information. It has proved the existence of the significant impact of musical celebrities on the linguistic space in New Zealand.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116735300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-329-335
E. Muratova
A discursive study of poetic texts is a study not only of the language of poetic works, but also of a wide historical, ethnic, social, author's context and worldview values. Consider the mechanism of the emergence of new, additional meanings in poetic texts, "taken in the event aspect: 1. All Russia, / where so much was executed, / at the Forefront of the casino. / Like patches on portoks / around stalls, / stalls, / stalls. / What is behind? / Kings, / kings, / the best in the world / barbed wire, / executioners, / Saltychikha, / informers, / informers, / political bureaucrats, / almost similar to outright, / leaders ... Is this really ahead? (Evtushenko). In a few lines, the poet covered almost the entire history of Russia. The Frontal place is located on Red Square in Moscow; it was used during religious processions and for the public announcement of tsar's decrees. But too many executions were committed both at the Frontal place and around it, so in Russia a stereotype was formed about using this place as a scaffold. Saltychikha Darya Nikolaevna Saltykova, nicknamed Saltychikha and “People” a Russian landowner, who went down in history as a sophisticated sadist and serial killer of several dozen serfs subject to her. The poet also touches on the time of the Stalinist repressions. And then, after Stalin, the USSR has always had the best in the world / Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 330 barbed wire. The wire was not only literally, but also figuratively: the KGB prosecution, dismissal from work, expulsion from the Komsomol and the party, aggressive psychiatry. We will find out the time of stagnation, the time of political bureaucratic, similar to almost vernacular, leaders. With a few words, the image of a specific time grows up. And now, in the dashing 90s: like patches on the shirts, around the stalls, stalls, stalls. The lines are bitter, but honest, with pain for their country. Thus, the poetic text artistically reproduces the sociocultural realities of life of a certain ethnic community, its moral values, history, culture, types of behavior and perception of life.
{"title":"LINGUISTIC EXPRESSION OF SOCIOCULTURAL REALITY IN A POETIC TEXT","authors":"E. Muratova","doi":"10.22363/2712-7974-2019-6-329-335","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-329-335","url":null,"abstract":"A discursive study of poetic texts is a study not only of the language of poetic works, but also of a wide historical, ethnic, social, author's context and worldview values. Consider the mechanism of the emergence of new, additional meanings in poetic texts, \"taken in the event aspect: 1. All Russia, / where so much was executed, / at the Forefront of the casino. / Like patches on portoks / around stalls, / stalls, / stalls. / What is behind? / Kings, / kings, / the best in the world / barbed wire, / executioners, / Saltychikha, / informers, / informers, / political bureaucrats, / almost similar to outright, / leaders ... Is this really ahead? (Evtushenko). In a few lines, the poet covered almost the entire history of Russia. The Frontal place is located on Red Square in Moscow; it was used during religious processions and for the public announcement of tsar's decrees. But too many executions were committed both at the Frontal place and around it, so in Russia a stereotype was formed about using this place as a scaffold. Saltychikha Darya Nikolaevna Saltykova, nicknamed Saltychikha and “People” a Russian landowner, who went down in history as a sophisticated sadist and serial killer of several dozen serfs subject to her. The poet also touches on the time of the Stalinist repressions. And then, after Stalin, the USSR has always had the best in the world / Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 330 barbed wire. The wire was not only literally, but also figuratively: the KGB prosecution, dismissal from work, expulsion from the Komsomol and the party, aggressive psychiatry. We will find out the time of stagnation, the time of political bureaucratic, similar to almost vernacular, leaders. With a few words, the image of a specific time grows up. And now, in the dashing 90s: like patches on the shirts, around the stalls, stalls, stalls. The lines are bitter, but honest, with pain for their country. Thus, the poetic text artistically reproduces the sociocultural realities of life of a certain ethnic community, its moral values, history, culture, types of behavior and perception of life.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117189023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-430-436
K. A. Gudiy, N. V. Zakharova
The interactive methods in the foreign language teaching process such as role play and dubbing of a film that are very motivating, prepare for situations of real communication in a foreign language and become indispensable for perfecting a speech are considered. The examples of scenarios are given and the technology that integrates students into the world of translation and cinematography is analysed. Role play is considered both a word, a game and an educational activity. The purpose of a role play in an educational activity is defined as the training and development of the student's speech and skills. Two main groups are studied: free role play and controlled role play. The difference between a controlled role play and a free game is expressed in the presence of a speech model, a given algorithm of actions, a vocabulary given by the teacher. There are three stages of the role play: the preparation, the course of the game and the final. The most important step is the running of the game. The group is divided into two subgroups of three to four people, the subject of the role play is chosen, the roles are divided according to the needs taken into account and according to knowledge and personal qualities of students. The control and analysis of the game Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 431 is the final step, which is performed at the end of the lesson or the following courses, depending on the complexity of the game. Then, three modes of the dubbing technology of a film are considered: the subtitles, the vocal translation that can be: polyphonic, two-voice and monophonic, and the voice off. Advantages of these technologies are cited and conclusions are drawn on various pedagogical technologies that can be used to teach a foreign language in a university. Non-traditional methods, such as role playing and dubbing, are found to be effective because mastery of the skills is present at all stages of language proficiency.
{"title":"ROLE PLAY AND DUBBING: INTERACTIVE METHODS","authors":"K. A. Gudiy, N. V. Zakharova","doi":"10.22363/2712-7974-2019-6-430-436","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-430-436","url":null,"abstract":"The interactive methods in the foreign language teaching process such as role play and dubbing of a film that are very motivating, prepare for situations of real communication in a foreign language and become indispensable for perfecting a speech are considered. The examples of scenarios are given and the technology that integrates students into the world of translation and cinematography is analysed. Role play is considered both a word, a game and an educational activity. The purpose of a role play in an educational activity is defined as the training and development of the student's speech and skills. Two main groups are studied: free role play and controlled role play. The difference between a controlled role play and a free game is expressed in the presence of a speech model, a given algorithm of actions, a vocabulary given by the teacher. There are three stages of the role play: the preparation, the course of the game and the final. The most important step is the running of the game. The group is divided into two subgroups of three to four people, the subject of the role play is chosen, the roles are divided according to the needs taken into account and according to knowledge and personal qualities of students. The control and analysis of the game Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 431 is the final step, which is performed at the end of the lesson or the following courses, depending on the complexity of the game. Then, three modes of the dubbing technology of a film are considered: the subtitles, the vocal translation that can be: polyphonic, two-voice and monophonic, and the voice off. Advantages of these technologies are cited and conclusions are drawn on various pedagogical technologies that can be used to teach a foreign language in a university. Non-traditional methods, such as role playing and dubbing, are found to be effective because mastery of the skills is present at all stages of language proficiency.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125724954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.22363/2712-7974-2019-6-414-423
I. Abdulmianova
. The transition from the industrial era to the digital era has reshaped contemporary society and has questioned some of its values and benchmarks. We no longer imagine our lives without the achievements of this era – simplified unlimited real-time access to information and digital distractions, the ability to find new interests, discover new ideas, and share them with people, online communication, self-learning ease and others. The use of these assets modifies the interpersonal relations, the attitude towards the information, the perception of oneself and its importance for the society. All these changes have their impact on the different institutions of society and even those considered to be the most stable, such as the education system and the vocational education system. Under these conditions, these two systems, responsible for the preparation of the younger generations for the construction of new civilizations with advanced technologies and for existence in these societies, must remain at the forefront of social and technical innovations while ensuring respect for their humanist side. On the example of the training of modern language teachers the author aims to analyse the instruments that the professional-pedagogical teaching system should have in order to train teachers ready to respond to the challenges of the digital age, ready to participate in the innovation of the education system, ready to give their help to the children of the "figital" era (stage of the development of the digital era when the real and virtual coexist and combine). To remain competitive the education system must develop its IT- and technical performances while keeping its greatest asset - the real contact with the learner, that is to say, with the student who is at the centre of his concerns, the student whose future depends directly on its decisions. To do this, the system of vocational training of teachers must reanalyse its programs from this angle and, in case of need, change their content or introduce new programs.
{"title":"TRAINING FUTURE LANGUAGE TEACHERS TO THE DEVELOPMENT OF 21ST CENTURY SKILLS FOR LEARNERS USING DIGITAL","authors":"I. Abdulmianova","doi":"10.22363/2712-7974-2019-6-414-423","DOIUrl":"https://doi.org/10.22363/2712-7974-2019-6-414-423","url":null,"abstract":". The transition from the industrial era to the digital era has reshaped contemporary society and has questioned some of its values and benchmarks. We no longer imagine our lives without the achievements of this era – simplified unlimited real-time access to information and digital distractions, the ability to find new interests, discover new ideas, and share them with people, online communication, self-learning ease and others. The use of these assets modifies the interpersonal relations, the attitude towards the information, the perception of oneself and its importance for the society. All these changes have their impact on the different institutions of society and even those considered to be the most stable, such as the education system and the vocational education system. Under these conditions, these two systems, responsible for the preparation of the younger generations for the construction of new civilizations with advanced technologies and for existence in these societies, must remain at the forefront of social and technical innovations while ensuring respect for their humanist side. On the example of the training of modern language teachers the author aims to analyse the instruments that the professional-pedagogical teaching system should have in order to train teachers ready to respond to the challenges of the digital age, ready to participate in the innovation of the education system, ready to give their help to the children of the \"figital\" era (stage of the development of the digital era when the real and virtual coexist and combine). To remain competitive the education system must develop its IT- and technical performances while keeping its greatest asset - the real contact with the learner, that is to say, with the student who is at the centre of his concerns, the student whose future depends directly on its decisions. To do this, the system of vocational training of teachers must reanalyse its programs from this angle and, in case of need, change their content or introduce new programs.","PeriodicalId":162978,"journal":{"name":"FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121503826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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