This study aims to investigate Saudi teachers’ pragmatic awareness and the impact of their gender and qualification. A lack of appropriate knowledge and pragmatic activities may limit students’ pragmatic growth in the target language. Thus far, most pragmatic research has focused on issues concerning learners’ pragmatic competence, with only a few studies focusing on teachers’ pragmatic competence, particularly in English as a Foreign Language (EFL) contexts. A total of 86 EFL teachers from Saudi public schools participated in this study. The questionnaire created by Ivanova (2018) was used to collect data for this study. The findings indicated that even though some teachers did not respond or provided irrelevant or incorrect examples of speech acts, Saudi EFL teachers have a relatively high level of awareness in general, and teachers’ qualifications and gender have no significant effect on pragmatic awareness, with female teachers having slightly higher pragmatic awareness than male teachers, and master’s degree holders having slightly higher pragmatic awareness than bachelor’s degree holders. This suggests that, while individual characteristics, such as gender and degree, have no apparent effect on awareness, teachers should be aware of their own pragmatic competence to develop their students’ pragmatic competence.
{"title":"An investigation of the Saudi EFL teachers’ pragmatic awareness","authors":"A. Zughaibi","doi":"10.46687/jjtj7006","DOIUrl":"https://doi.org/10.46687/jjtj7006","url":null,"abstract":"This study aims to investigate Saudi teachers’ pragmatic awareness and the impact of their gender and qualification. A lack of appropriate knowledge and pragmatic activities may limit students’ pragmatic growth in the target language. Thus far, most pragmatic research has focused on issues concerning learners’ pragmatic competence, with only a few studies focusing on teachers’ pragmatic competence, particularly in English as a Foreign Language (EFL) contexts. A total of 86 EFL teachers from Saudi public schools participated in this study. The questionnaire created by Ivanova (2018) was used to collect data for this study. The findings indicated that even though some teachers did not respond or provided irrelevant or incorrect examples of speech acts, Saudi EFL teachers have a relatively high level of awareness in general, and teachers’ qualifications and gender have no significant effect on pragmatic awareness, with female teachers having slightly higher pragmatic awareness than male teachers, and master’s degree holders having slightly higher pragmatic awareness than bachelor’s degree holders. This suggests that, while individual characteristics, such as gender and degree, have no apparent effect on awareness, teachers should be aware of their own pragmatic competence to develop their students’ pragmatic competence.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72892307","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}
D. Bartosh, Maria Kharlamova, T. Pochinok, Elena Stoyanova
The aim of this paper is to analyze the main parameters of electronic educational resources (EER) in foreign language education at university level, and to identify the pedagogical conditions for their optimal use with the final goal of motivation of students for learning activities and as a result the quality of education and optimizing language training. Using theoretical methods, data were obtained on the current trends in the use of electronic educational resources in the study of foreign languages; оn the basis of systematic observations of the students’ activity in the classroom and the evaluation of their productive activities, pedagogical conditions were identified and justified that contribute to the activity of students when working with EER, taking into account the purpose of these resources. The identified pedagogical conditions for the use of EER in the educational process, according to the intended purpose of these resources and taking into account the peculiarities of perception and the needs of modern students, contribute to a more rational integration of EER in teaching students foreign languages, the optimal use of these resources to motivate students to study and increase the productivity of the educational process. Some of the conclusions reached are that EERs have a significant potential for intensifying the educational process, provided that the identified pedagogical conditions for their use are met. These conditions relate to the objectives of a particular stage of learning, taking into account the cognitive characteristics of students, the possibility of choosing and determining the relevant information by them, the interactive nature of computer tasks. The increase of the open tasks in the educational process and multimedia resources are intended to orient the teacher in the choice of the necessary EER and the methodology for its application.
{"title":"Pedagogical conditions for the use of electronic educational resources in the context of the modernization of linguistic education","authors":"D. Bartosh, Maria Kharlamova, T. Pochinok, Elena Stoyanova","doi":"10.46687/wtjo1735","DOIUrl":"https://doi.org/10.46687/wtjo1735","url":null,"abstract":"The aim of this paper is to analyze the main parameters of electronic educational resources (EER) in foreign language education at university level, and to identify the pedagogical conditions for their optimal use with the final goal of motivation of students for learning activities and as a result the quality of education and optimizing language training. Using theoretical methods, data were obtained on the current trends in the use of electronic educational resources in the study of foreign languages; оn the basis of systematic observations of the students’ activity in the classroom and the evaluation of their productive activities, pedagogical conditions were identified and justified that contribute to the activity of students when working with EER, taking into account the purpose of these resources. The identified pedagogical conditions for the use of EER in the educational process, according to the intended purpose of these resources and taking into account the peculiarities of perception and the needs of modern students, contribute to a more rational integration of EER in teaching students foreign languages, the optimal use of these resources to motivate students to study and increase the productivity of the educational process. Some of the conclusions reached are that EERs have a significant potential for intensifying the educational process, provided that the identified pedagogical conditions for their use are met. These conditions relate to the objectives of a particular stage of learning, taking into account the cognitive characteristics of students, the possibility of choosing and determining the relevant information by them, the interactive nature of computer tasks. The increase of the open tasks in the educational process and multimedia resources are intended to orient the teacher in the choice of the necessary EER and the methodology for its application.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72678398","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}
The present research takes a practical and methodological approach to verbs of perception with a focus on some specific characteristics of the basic perception verbs, paying special attention to the difference between active and passive perception. It aims at investigating the difficulties that students face when studying perception verbs and applying grammar rules. The study applies qualitative and quantitative analysis to examine learners’ deviations in the use of perception verbs. The analysis of students’ errors reveals that it is difficult for learners to identify the main differences between the three types of perception verbs: those denoting actions, perceptions and properties.
{"title":"Aspects of teaching and learning verbs of perception","authors":"Tsvetalina Aneva","doi":"10.46687/ujly4936","DOIUrl":"https://doi.org/10.46687/ujly4936","url":null,"abstract":"The present research takes a practical and methodological approach to verbs of perception with a focus on some specific characteristics of the basic perception verbs, paying special attention to the difference between active and passive perception. It aims at investigating the difficulties that students face when studying perception verbs and applying grammar rules. The study applies qualitative and quantitative analysis to examine learners’ deviations in the use of perception verbs. The analysis of students’ errors reveals that it is difficult for learners to identify the main differences between the three types of perception verbs: those denoting actions, perceptions and properties.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84190557","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}
The present article aims at analysing the cases of terminological polysemy in the field of marine engineering both in the English and the Bulgarian terminological systems. Although it has generally been assumed that a single term should correspond to a single concept, so that a clear and unambiguous communication is ensured, the research results prove that in practice this is far from being the case. The instances analysed are excerpted from corpus materials consisting of specialized and general language dictionaries as well as specialized scientific texts intended for students and professionals in the field. The comparative study results show that in both languages polysemantic terms can arise as a result of their interaction with words belonging to the general language or they can be motivated by a metonymic or metaphoric transfer within the given specialized language. A broad-based theoretical background has been presented and instantiations of all these types of polysemantic terms as well as their explanations have also been included in order to reveal a detailed account on the particularities of terminological polysemy in the field of marine engineering.
{"title":"Semantic relations in the terminology field of marine engineering. Polysemy","authors":"N. Hristova","doi":"10.46687/besy1475","DOIUrl":"https://doi.org/10.46687/besy1475","url":null,"abstract":"The present article aims at analysing the cases of terminological polysemy in the field of marine engineering both in the English and the Bulgarian terminological systems. Although it has generally been assumed that a single term should correspond to a single concept, so that a clear and unambiguous communication is ensured, the research results prove that in practice this is far from being the case. The instances analysed are excerpted from corpus materials consisting of specialized and general language dictionaries as well as specialized scientific texts intended for students and professionals in the field. The comparative study results show that in both languages polysemantic terms can arise as a result of their interaction with words belonging to the general language or they can be motivated by a metonymic or metaphoric transfer within the given specialized language. A broad-based theoretical background has been presented and instantiations of all these types of polysemantic terms as well as their explanations have also been included in order to reveal a detailed account on the particularities of terminological polysemy in the field of marine engineering.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85058502","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}
The study examines the potential educational value of TED (technology, entertainment, and design) Talks as supplementary resources in the form of an assignment for teaching English as a foreign language in a teacher education context. Three questions guided our research: (1) What are English language pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education? (2) What are the problems uttered by English language pre-service teachers on the use of TED Talks in a course for teacher education? (3) What are English language pre-service teachers’ suggestions for improving the use of TED Talks as educational support? The data for this case study were collected by means of an open-ended survey questionnaire prepared by the researchers. Sixty-one first-grade university students majoring in teaching English as a foreign language participated in this study as a part of their regular listening and pronunciation course for a semester. The data were analyzed using a simple thematic analysis. The results revealed a number of factors affecting the pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education. Varying, interesting, and informative content, exposure to various accents, listening and pronunciation practice outside the class, embracing a positive mindset, and being granted the autonomy to choose the video to watch each week were among the most frequently mentioned positive factors, while workload, time constraints, and difficulty finding a suitable video to watch were among the most frequently mentioned negative ones. Implications for integrating TED Talks into language teacher education and foreign language teaching were discussed.
{"title":"English language pre-service teachers’ perspectives on TED Talks as an educational support.","authors":"Burcu Koç, Paşa Tevfik Cephe","doi":"10.46687/mqto4331","DOIUrl":"https://doi.org/10.46687/mqto4331","url":null,"abstract":"The study examines the potential educational value of TED (technology, entertainment, and design) Talks as supplementary resources in the form of an assignment for teaching English as a foreign language in a teacher education context. Three questions guided our research: (1) What are English language pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education? (2) What are the problems uttered by English language pre-service teachers on the use of TED Talks in a course for teacher education? (3) What are English language pre-service teachers’ suggestions for improving the use of TED Talks as educational support? The data for this case study were collected by means of an open-ended survey questionnaire prepared by the researchers. Sixty-one first-grade university students majoring in teaching English as a foreign language participated in this study as a part of their regular listening and pronunciation course for a semester. The data were analyzed using a simple thematic analysis. The results revealed a number of factors affecting the pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education. Varying, interesting, and informative content, exposure to various accents, listening and pronunciation practice outside the class, embracing a positive mindset, and being granted the autonomy to choose the video to watch each week were among the most frequently mentioned positive factors, while workload, time constraints, and difficulty finding a suitable video to watch were among the most frequently mentioned negative ones. Implications for integrating TED Talks into language teacher education and foreign language teaching were discussed.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91370527","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}
From 1960s onwards sexist language intended to denigrate, objectify and trivialize women has been seriously exposed internationally and huge efforts were made to replace it with gender-neutral language. However, to date, sexism has not been fully suppressed and it is especially conspicuous in relation to women who assume active roles in public life. This study has both qualitative and quantitative design and looks into the presence of overt and implicit sexism (as categorized by Mills, 2008) in journalistic discourse and the role of sexist language in molding the image of modern day women politicians. For the purposes of this study, we conduct a critical discourse analysis of a corpus of 40 news articles published on various online news portals and electronic platforms of traditional media. All analyzed articles comment on the political statements and actions of two Macedonian female politicians currently in office – the Minister of Defense and the Mayor of the city of Skopje. The findings suggest that Macedonian journalistic discourse, under the pretext that politicians’ dealings need to be monitored closely, scrutinized and even criticized, still leaves the door slightly open for both overt and implicit sexist linguistic forms, which, in turn, depicts female politicians as ill-suited for this type of professional occupation.
{"title":"Sexism on display: The image of women politicians through the prism of journalistic discourse","authors":"Silvana Neshkovska","doi":"10.46687/hlsm8688","DOIUrl":"https://doi.org/10.46687/hlsm8688","url":null,"abstract":"From 1960s onwards sexist language intended to denigrate, objectify and trivialize women has been seriously exposed internationally and huge efforts were made to replace it with gender-neutral language. However, to date, sexism has not been fully suppressed and it is especially conspicuous in relation to women who assume active roles in public life. This study has both qualitative and quantitative design and looks into the presence of overt and implicit sexism (as categorized by Mills, 2008) in journalistic discourse and the role of sexist language in molding the image of modern day women politicians. For the purposes of this study, we conduct a critical discourse analysis of a corpus of 40 news articles published on various online news portals and electronic platforms of traditional media. All analyzed articles comment on the political statements and actions of two Macedonian female politicians currently in office – the Minister of Defense and the Mayor of the city of Skopje. The findings suggest that Macedonian journalistic discourse, under the pretext that politicians’ dealings need to be monitored closely, scrutinized and even criticized, still leaves the door slightly open for both overt and implicit sexist linguistic forms, which, in turn, depicts female politicians as ill-suited for this type of professional occupation.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85186245","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}
This paper aims to underline the close connection between language and culture. Linguistic interaction is not only a series of sentences from a speaker to a hearer, but it also involves the cultural context which influences the interactants either to use political correctness or not. In recent years, native speakers as well as English teachers have been forced to deal with the abundance of terminology contrived so that people would not be offended by a ‘biased’ language which ignores/rejects their gender, ethnic origin, or sexual orientation. We try to show how sometimes an ‘unbiased’ language can have comic implications from a lexical-semantic point of view, but the goal of this discussion is to point out or even eliminate certain inequalities in society and to make the students understand these word-creations. The last part of this paper examines a questionnaire given to Romanian students which is meant to be a survey of their attitude towards the use of language with political correctness. The findings reveal the students’ opinions on gender, on societal restrictions and on (ab-)using language.
{"title":"To use “he/she” or “they”: That is the question","authors":"Cătălina Bălinișteanu-Furdu","doi":"10.46687/kegq9804","DOIUrl":"https://doi.org/10.46687/kegq9804","url":null,"abstract":"This paper aims to underline the close connection between language and culture. Linguistic interaction is not only a series of sentences from a speaker to a hearer, but it also involves the cultural context which influences the interactants either to use political correctness or not. In recent years, native speakers as well as English teachers have been forced to deal with the abundance of terminology contrived so that people would not be offended by a ‘biased’ language which ignores/rejects their gender, ethnic origin, or sexual orientation. We try to show how sometimes an ‘unbiased’ language can have comic implications from a lexical-semantic point of view, but the goal of this discussion is to point out or even eliminate certain inequalities in society and to make the students understand these word-creations. The last part of this paper examines a questionnaire given to Romanian students which is meant to be a survey of their attitude towards the use of language with political correctness. The findings reveal the students’ opinions on gender, on societal restrictions and on (ab-)using language.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88628694","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}
From a cognitive linguistics perspective, the present study is aimed at the analysis of manifestations of metaphorical mental conceptualizations of flooding events in terms of war in the language used by the British and the Bulgarian journalists and the extent to which the implementation of the cognitive metaphor FLOODING CRISIS IS WAR differs in the media representations of the two countries. The corpus used for the research consists of 19 articles extracted from the electronic databases of four newspapers – two for the British discourse (the Guardian and the Independent) and two for the Bulgarian discourse (Monitor and Standart). A total of 33 example sentences have been extracted from the corpus (21 from the British media and 12 from the Bulgarian media) and they have been coded with respect to the mappings between the source and target domain of the cognitive metaphor. The results of the research show that the media both in the UK and Bulgaria rely on metaphorical projection from the domain of war when flooding crises are reported, which confirms the notion that metaphorical projection is a universal structural element of cognition.
{"title":"In the mind’s eye: Mental conceptualization of floods by the British and the Bulgarian media","authors":"Ivaylo Gorchev","doi":"10.46687/xejz4690","DOIUrl":"https://doi.org/10.46687/xejz4690","url":null,"abstract":"From a cognitive linguistics perspective, the present study is aimed at the analysis of manifestations of metaphorical mental conceptualizations of flooding events in terms of war in the language used by the British and the Bulgarian journalists and the extent to which the implementation of the cognitive metaphor FLOODING CRISIS IS WAR differs in the media representations of the two countries. The corpus used for the research consists of 19 articles extracted from the electronic databases of four newspapers – two for the British discourse (the Guardian and the Independent) and two for the Bulgarian discourse (Monitor and Standart). A total of 33 example sentences have been extracted from the corpus (21 from the British media and 12 from the Bulgarian media) and they have been coded with respect to the mappings between the source and target domain of the cognitive metaphor. The results of the research show that the media both in the UK and Bulgaria rely on metaphorical projection from the domain of war when flooding crises are reported, which confirms the notion that metaphorical projection is a universal structural element of cognition.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77591918","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}
Humour is a complex and dynamic phenomenon prevalent in social interaction in various settings, such as mundane talk and institutional contexts. It has been a focus of interest in social interaction research for decades. To date, scholars have sought to gain insights regarding what counts as humorous and why we find certain utterances funny (e.g., Carroll, 2014; Bell & Pomerantz, 2016). As such, scholars from various fields ranging from philosophy, sociology, psychology, pragmatics, and linguistics, to name a few, have adopted different approaches in the examination of humour. One of the new perspectives that offers unique insights into humour scholarship is Conversation Analysis (CA) methodology. CA is a method and a research field in itself deriving from ethnomethodology, and it provides valuable opportunities for researchers to investigate humour in interaction. Thus, the main aim of this study is to present Conversation Analysis as a candidate methodology to be used for analysing humour in interaction. It also provides a critical discussion of how CA approaches ‘humour’.
{"title":"Studying humour from a Conversation Analytic perspective","authors":"Nimet Çopur, Cihat Atar","doi":"10.46687/lgns4656","DOIUrl":"https://doi.org/10.46687/lgns4656","url":null,"abstract":"Humour is a complex and dynamic phenomenon prevalent in social interaction in various settings, such as mundane talk and institutional contexts. It has been a focus of interest in social interaction research for decades. To date, scholars have sought to gain insights regarding what counts as humorous and why we find certain utterances funny (e.g., Carroll, 2014; Bell & Pomerantz, 2016). As such, scholars from various fields ranging from philosophy, sociology, psychology, pragmatics, and linguistics, to name a few, have adopted different approaches in the examination of humour. One of the new perspectives that offers unique insights into humour scholarship is Conversation Analysis (CA) methodology. CA is a method and a research field in itself deriving from ethnomethodology, and it provides valuable opportunities for researchers to investigate humour in interaction. Thus, the main aim of this study is to present Conversation Analysis as a candidate methodology to be used for analysing humour in interaction. It also provides a critical discussion of how CA approaches ‘humour’.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80954524","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}
This article compares the portrayals of the sea in Sylvia Plath’s and Petya Dubarova’s works. Both authors wrote their major poetry and prose during the Cold War, the former in the 1950s, early 1960s, the latter in the 1970s, on both sides of the Atlantic, respectively. They also belonged to opposing political and military camps – the USA and NATO on one side, and the Comecon on the other of which Bulgaria was a member state. The sea as a heterotopic place and space bordering on the human ones in their case will be shown to be a frequently personified natural element that is benevolent to the narrator and that allows a getaway into a phantasmatic world composed of dreamscapes marked by fictional transformations of the body typically contained in the areas around Boston, USA and Burgas, Bulgaria. Strongly present in their childhood, the sea also served as a vital force of the imagination which helped sustain both poets in their adolescence years and whose waning power in terms of its receding literary presence eventually signaled their approaching untimely demise.
{"title":"The sea in the works of Sylvia Plath and Petya Dubarova: A comparison","authors":"Hristo Boev","doi":"10.46687/aekz8148","DOIUrl":"https://doi.org/10.46687/aekz8148","url":null,"abstract":"This article compares the portrayals of the sea in Sylvia Plath’s and Petya Dubarova’s works. Both authors wrote their major poetry and prose during the Cold War, the former in the 1950s, early 1960s, the latter in the 1970s, on both sides of the Atlantic, respectively. They also belonged to opposing political and military camps – the USA and NATO on one side, and the Comecon on the other of which Bulgaria was a member state. The sea as a heterotopic place and space bordering on the human ones in their case will be shown to be a frequently personified natural element that is benevolent to the narrator and that allows a getaway into a phantasmatic world composed of dreamscapes marked by fictional transformations of the body typically contained in the areas around Boston, USA and Burgas, Bulgaria. Strongly present in their childhood, the sea also served as a vital force of the imagination which helped sustain both poets in their adolescence years and whose waning power in terms of its receding literary presence eventually signaled their approaching untimely demise.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81840637","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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