Pub Date : 2021-06-29DOI: 10.29038/eejpl.2021.8.1.zap
Halyna Zaporozhets, Yuliya Stodolinska
Many recent studies have focused on the depiction of BORDER from the point of view of cognitive linguistics, gender studies, cultural studies. However, little research has been undertaken to study the books for children that address questions of borderlands, territorial and metaphorical borders in historical and modern fiction among which is Laura Ingalls Wilder’s Little House Series. The objective of this article is to study the portrayal of cultural concept BORDER from the perspective of a female child narrator in Laura Ingalls Wilder’s literary discourse, focusing on the depiction of territorial and metaphorical borders in order to establish the possible influences and interrelations. The multidisciplinary approach that combines the methods and former research findings of such disciplines as cognitive linguistics, psycholinguistics, border studies, discourse studies is implemented to determine the narrator model and the peculiarities of psychonarration in the book series; classify concept BORDER from the point of view of cognitive linguistics and restructure its components; provide an analysis of the figurative and associative layer of the cultural concept BORDER and examine the role of the verbalization of feelings and emotions in the portrayal of territorial and metaphorical border crossings in Wilder’s books. Overall, it is assumed that the female child narrator has been chosen by the author based on the psychological peculiarities of the target audience of the books. The results indicate that the combination of the external and internal forms of psychonarration ensures a clearer portrayal of the female perception of border crossings in the analyzed discourse. The territorial and metaphorical borders depicted in Wilder’s works are interwoven and influenced by historical, biographical, gender, and psychological peculiarities.
{"title":"Border Crossings Through the Eyes of a Female Narrator: Concept Border in Laura Ingalls Wilder’s Literary Discourse","authors":"Halyna Zaporozhets, Yuliya Stodolinska","doi":"10.29038/eejpl.2021.8.1.zap","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.1.zap","url":null,"abstract":"Many recent studies have focused on the depiction of BORDER from the point of view of cognitive linguistics, gender studies, cultural studies. However, little research has been undertaken to study the books for children that address questions of borderlands, territorial and metaphorical borders in historical and modern fiction among which is Laura Ingalls Wilder’s Little House Series. The objective of this article is to study the portrayal of cultural concept BORDER from the perspective of a female child narrator in Laura Ingalls Wilder’s literary discourse, focusing on the depiction of territorial and metaphorical borders in order to establish the possible influences and interrelations. The multidisciplinary approach that combines the methods and former research findings of such disciplines as cognitive linguistics, psycholinguistics, border studies, discourse studies is implemented to determine the narrator model and the peculiarities of psychonarration in the book series; classify concept BORDER from the point of view of cognitive linguistics and restructure its components; provide an analysis of the figurative and associative layer of the cultural concept BORDER and examine the role of the verbalization of feelings and emotions in the portrayal of territorial and metaphorical border crossings in Wilder’s books. Overall, it is assumed that the female child narrator has been chosen by the author based on the psychological peculiarities of the target audience of the books. The results indicate that the combination of the external and internal forms of psychonarration ensures a clearer portrayal of the female perception of border crossings in the analyzed discourse. The territorial and metaphorical borders depicted in Wilder’s works are interwoven and influenced by historical, biographical, gender, and psychological peculiarities. ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42790512","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 : 2021-06-29DOI: 10.29038/eejpl.2021.8.1.zas
L. Zasiekina, Becky Leshem, Neta Leshem, Tetiana Hordovska, R. Pat-Horenczyk
The aims of the study were to examine intergenerational effects of two cultural contexts of massive genocide: the Holodomor 1932-1933 in Ukraine, and the Holocaust 1939-1944 on the second and third generations of women in Ukraine and Israel. Forty women participants were recruited for four focus groups, two in each country, comprised of 10 participants each, using a snowball method in both countries. The second-generation groups were named as “the mothers’ group”, and the third-generation group (comprised of daughters of the mothers’ groups) were named as “the daughters’ group”. Inclusion criteria for sampling were: (a) being female above 18 years old, and (b) having family experience of the Famine 1932-1933 / Holocaust during 1939-1944. The groups were moderated by two experienced psychologists in each of the countries. The participants were presented with seven semi-structured questions and were asked to share their family narratives and experiences of the genocide. The study applied inductive thematic analyses that progressed from description to interpretation, for key themes that emerged during the groups’ sessions. The results of the study showed the centrality of five emerging themes in both mothers’ and daughters’ narratives, including: “emotions and feelings of experiencing genocide, “attitudes toward food and starvation”, “sense of losses and death”, “transgenerational transmission of trauma in family narratives”, and “ethnic identity”. The cross-cultural perspective of the current research shed light on the similarities and differences between the traumatic narratives constructed by the offspring of the second and the third generations in the two contexts of Ukraine and Israel. The Ukrainian women attributed greater importance of commemoration of Holodomor victims as part of an effective coping strategy with trauma, while the Israeli women put more emphasis on the attitude of asceticism that was inherited from the Holocaust survivors. The cross-cultural clinical and educational implications are discussed.
{"title":"Forgotten Stories of Women: Intergenerational Transmission of Trauma of Holodomor and Holocaust Survivors’ Offspring","authors":"L. Zasiekina, Becky Leshem, Neta Leshem, Tetiana Hordovska, R. Pat-Horenczyk","doi":"10.29038/eejpl.2021.8.1.zas","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.1.zas","url":null,"abstract":"The aims of the study were to examine intergenerational effects of two cultural contexts of massive genocide: the Holodomor 1932-1933 in Ukraine, and the Holocaust 1939-1944 on the second and third generations of women in Ukraine and Israel. Forty women participants were recruited for four focus groups, two in each country, comprised of 10 participants each, using a snowball method in both countries. The second-generation groups were named as “the mothers’ group”, and the third-generation group (comprised of daughters of the mothers’ groups) were named as “the daughters’ group”. Inclusion criteria for sampling were: (a) being female above 18 years old, and (b) having family experience of the Famine 1932-1933 / Holocaust during 1939-1944. The groups were moderated by two experienced psychologists in each of the countries. The participants were presented with seven semi-structured questions and were asked to share their family narratives and experiences of the genocide. The study applied inductive thematic analyses that progressed from description to interpretation, for key themes that emerged during the groups’ sessions. The results of the study showed the centrality of five emerging themes in both mothers’ and daughters’ narratives, including: “emotions and feelings of experiencing genocide, “attitudes toward food and starvation”, “sense of losses and death”, “transgenerational transmission of trauma in family narratives”, and “ethnic identity”. The cross-cultural perspective of the current research shed light on the similarities and differences between the traumatic narratives constructed by the offspring of the second and the third generations in the two contexts of Ukraine and Israel. The Ukrainian women attributed greater importance of commemoration of Holodomor victims as part of an effective coping strategy with trauma, while the Israeli women put more emphasis on the attitude of asceticism that was inherited from the Holocaust survivors. The cross-cultural clinical and educational implications are discussed.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41711170","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.KYU
H. Kyuchukov, O. Ushakova, F. Gazizova
The paper presents findings from psycholinguistic research with normally developing preschool Tatar-Russian bilingual children between the age of 4;0 to 6;0 years old. Forty children in total- twenty children between the age of 4;0 -5;0, and twenty children between the age of 5;0-6;0 were tested. Children with language impairment and mental disabilities were excluded from the study. All children attend a polylingual kindergarten, where the children learn in organized way the following three languages: their mother tongue - the state language of the Tatarstan - the Tatar language, Russian - the official language of the Russian Federation to which Tatarstan belongs, and English. The children were tested with two types of language tests: Syntactic test (wh-complement tests) and mix Tatar-Russian vocabulary test (comprehension and production). They were also tested with a psychological non-verbal Knock Tap test. All children were tested individually in a separate room by a native Tatar speaking and Russian speaking researcher. In order to avoid the influence of the language of testing on the results half of the children were tested with part of the tests in Tatar language and the other part in Russian language. The next day they were changing the languages and the tests. The research question we try to answer is: Do the children develop balanced bilingualism in the kindergarten age having in mind the educational system they are involved in or they are dominant in one of the two languages. The results of the children are analyzed with the ANOVA and SPSS Statistics. They show that the older children are better in all test. Regarding the language the younger children show poor results in Tatar and better results in Russian. The older children show equally good results in both languages. The paper discusses the classical theory of Skutnabb-Kangas (1981) and newest findings of Bialystok (2020) regarding the bilingualism and bilingual education from early ages and which factors play important role in successful development of balanced bilingualism from early age.
{"title":"The Tatar-Russian Bilingualism in Early Childhood","authors":"H. Kyuchukov, O. Ushakova, F. Gazizova","doi":"10.29038/EEJPL.2020.7.2.KYU","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.KYU","url":null,"abstract":"The paper presents findings from psycholinguistic research with normally developing preschool Tatar-Russian bilingual children between the age of 4;0 to 6;0 years old. Forty children in total- twenty children between the age of 4;0 -5;0, and twenty children between the age of 5;0-6;0 were tested. Children with language impairment and mental disabilities were excluded from the study. All children attend a polylingual kindergarten, where the children learn in organized way the following three languages: their mother tongue - the state language of the Tatarstan - the Tatar language, Russian - the official language of the Russian Federation to which Tatarstan belongs, and English. The children were tested with two types of language tests: Syntactic test (wh-complement tests) and mix Tatar-Russian vocabulary test (comprehension and production). They were also tested with a psychological non-verbal Knock Tap test. All children were tested individually in a separate room by a native Tatar speaking and Russian speaking researcher. In order to avoid the influence of the language of testing on the results half of the children were tested with part of the tests in Tatar language and the other part in Russian language. The next day they were changing the languages and the tests. The research question we try to answer is: Do the children develop balanced bilingualism in the kindergarten age having in mind the educational system they are involved in or they are dominant in one of the two languages. The results of the children are analyzed with the ANOVA and SPSS Statistics. They show that the older children are better in all test. Regarding the language the younger children show poor results in Tatar and better results in Russian. The older children show equally good results in both languages. The paper discusses the classical theory of Skutnabb-Kangas (1981) and newest findings of Bialystok (2020) regarding the bilingualism and bilingual education from early ages and which factors play important role in successful development of balanced bilingualism from early age. \u0000 ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208461","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.MAH
L. Mahdysiuk, H. Tryhub, Tamara Duchiminska, A. Kulchytska, L. Zasiekina
Conceptualization of retirement requires interdisciplinary research, which is represented by psycholinguistic approach in the present paper. The study takes a first step to explore conceptualization of retirement by individuals with different levels of retirement preparedness. The study applies questionnaire Psychological Preparedness for Retirement (Zasiekina & Mahdysiuk, 2018) to assess levels of preparedness; semi-structured interviews to focus primarily on concerns related to planning postretirement period; Linguistic Inquiry and Word Count (LIWC) (Tausczik & Pennebaker, 2010) to reveal psychological categories and explore conceptualization of retirement. By the end of the assessment, data had been collected from 117 workers who were at preretirement period. The sample was weighted by age and occupation in order to improve its representative of the total population 22 (18.8%) – university staff, teachers at colleges, 18 (15.4%), nurses in kindergartens, 8 (6.6%), healthcare staff, 18 (15.4%), government officials, 28 (23.9%), workers from private sector, 23 (19.7%). The final weighted sample includes 65.8% females, average age 54.52, (SD=6.21). The results indicate that 8.5% respondents have a low level of preparedness, 61.5% - a medium level of preparedness and 30% - a high level of preparedness. Interestingly, the highest percentage of categories of affect and positive emotions were observed in the group with a medium level of preparedness, whereas the highest percentage of categories cause, focus on present, and family were captured in the group with a high level of preparedness. Taken together, these results suggest that the high level of retirement preparedness is associated with active cognitive reappraisal of retirement as a period of family activities.
{"title":"Verbal Expression of Preparedness in Retirement Planning Interviews","authors":"L. Mahdysiuk, H. Tryhub, Tamara Duchiminska, A. Kulchytska, L. Zasiekina","doi":"10.29038/EEJPL.2020.7.2.MAH","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.MAH","url":null,"abstract":"Conceptualization of retirement requires interdisciplinary research, which is represented by psycholinguistic approach in the present paper. The study takes a first step to explore conceptualization of retirement by individuals with different levels of retirement preparedness. The study applies questionnaire Psychological Preparedness for Retirement (Zasiekina & Mahdysiuk, 2018) to assess levels of preparedness; semi-structured interviews to focus primarily on concerns related to planning postretirement period; Linguistic Inquiry and Word Count (LIWC) (Tausczik & Pennebaker, 2010) to reveal psychological categories and explore conceptualization of retirement. By the end of the assessment, data had been collected from 117 workers who were at preretirement period. The sample was weighted by age and occupation in order to improve its representative of the total population 22 (18.8%) – university staff, teachers at colleges, 18 (15.4%), nurses in kindergartens, 8 (6.6%), healthcare staff, 18 (15.4%), government officials, 28 (23.9%), workers from private sector, 23 (19.7%). The final weighted sample includes 65.8% females, average age 54.52, (SD=6.21). The results indicate that 8.5% respondents have a low level of preparedness, 61.5% - a medium level of preparedness and 30% - a high level of preparedness. Interestingly, the highest percentage of categories of affect and positive emotions were observed in the group with a medium level of preparedness, whereas the highest percentage of categories cause, focus on present, and family were captured in the group with a high level of preparedness. Taken together, these results suggest that the high level of retirement preparedness is associated with active cognitive reappraisal of retirement as a period of family activities.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254880","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.JAR
Samer Jarbou
Abstract. Traditionally, the purpose of representational co-speech gestures is to repeat or represent the semantic content of accompanying speech and so to facilitate speech comprehension. To test this belief, each of 22 participants was asked to deliver an informative speech once with the support of visual aid in the form of data-show (DS) projector slides and then to deliver the same speech without using any visual aid (NDS) in a different session; the purpose was to see if using visual aid had any significant effect on gesture rate during speech production. The theoretical framework of the study is based on findings in the Information Packaging Hypothesis, the Gesture as Simulated Action framework and relevant findings in cognitive psychology and neuroscience. The results showed that all participants used gestures during both sessions; the average number of co-speech gestures was 7.2 during the NDS and 6 during the DS sessions. This shows that using visual aid that supports the semantic content of speech did not lead to a significant reduction in the number of co-speech gestures in the DS sessions; it also indicates that the role of co-speech gestures is not merely to repeat the semantic content of accompanying speech. These results confirm previous findings in cognitive psychology that speech and accompanying gesture are cognitively and instinctively connected as one unit and that co-speech gestures possibly have an essential role in facilitating speech conceptualization and production. Speech and co-speech gestures are neurologically interconnected and they are impulsively produced whenever a speaker intends to communicate a message. These findings also add further evidence to relevant research which emphasizes that co-speech gestures are not produced merely as visual aid that aims to supplement speech.
{"title":"An Inherent Bond: External Visual Aid Has a Minor Effect on the Rate of Co-Speech Gestures","authors":"Samer Jarbou","doi":"10.29038/EEJPL.2020.7.2.JAR","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.JAR","url":null,"abstract":"Abstract. Traditionally, the purpose of representational co-speech gestures is to repeat or represent the semantic content of accompanying speech and so to facilitate speech comprehension. To test this belief, each of 22 participants was asked to deliver an informative speech once with the support of visual aid in the form of data-show (DS) projector slides and then to deliver the same speech without using any visual aid (NDS) in a different session; the purpose was to see if using visual aid had any significant effect on gesture rate during speech production. The theoretical framework of the study is based on findings in the Information Packaging Hypothesis, the Gesture as Simulated Action framework and relevant findings in cognitive psychology and neuroscience. The results showed that all participants used gestures during both sessions; the average number of co-speech gestures was 7.2 during the NDS and 6 during the DS sessions. This shows that using visual aid that supports the semantic content of speech did not lead to a significant reduction in the number of co-speech gestures in the DS sessions; it also indicates that the role of co-speech gestures is not merely to repeat the semantic content of accompanying speech. These results confirm previous findings in cognitive psychology that speech and accompanying gesture are cognitively and instinctively connected as one unit and that co-speech gestures possibly have an essential role in facilitating speech conceptualization and production. Speech and co-speech gestures are neurologically interconnected and they are impulsively produced whenever a speaker intends to communicate a message. These findings also add further evidence to relevant research which emphasizes that co-speech gestures are not produced merely as visual aid that aims to supplement speech.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42769700","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.MEL
I. Melnyk, Larysa Holoiukh, D. Kalishchuk, I. Levchuk
The paper is an attempt to uncover the associative semantics of the concept of ‘Peace’ as reflected in the Ukrainian national linguistic world image. The goal of the article is to carry out a psycholinguistic analysis of the concept’s verbal markers and to compare its associative and lexical meanings at the current stage of the Ukrainian language development. Free word association test involved 148 first- and second-year students of Lesya Ukrainka Volyn National University (Ukraine), Faculty of Philology and Journalism, Ukrainian native speakers aged 18-20. It has been proved that responses related to common lexical meanings of the word-stimulus ‘Peace’ recorded in modern explanatory dictionaries are predominant. 105 words-responses have become the object of the analysis – 329 word-tokens in total, out of which 44 words have been used two times or more (from 2 to 59 times –268 word-tokens in total), 61 words have been used one time only. The received responses have been differentiated according to semantic and grammatical criteria. Traditional responses which coincide with the common lexical meaning, as well as new original responses which reflect the respondents’ individual experience and are non-typical (not recorded in the dictionaries), were received. The semantic principle of the concept of ‘Peace’ words-markers’ systematization was used as the basis of forming 11 lexical semantic groups. Among the most numerous are the names related to the state of environment, people’s inner world, their physical, emotional and mental state, moral and aesthetic properties (47.1%); names that verbalize relations between people, nations, states (31.9%). The groups of semantically distant responses are mainly represented by the names of concrete names, less frequently – by the names of abstract concepts and integral syntactic structures, which have no relation to any of the lexical meanings recorded in lexicographic sources. Their semantic ties can be traced at the unconscious level which reflects the psycholinguistic meaning of this word. The conducted word association test enabled defining the extension of the concept’s psycholinguistic meaning and thus to record new fragments of the Ukrainian linguistic world image caused by historical, political, and national mental processes.
{"title":"Verbal Markers of The Concept of Peace: Psycholinguistic and Lexical Analyses","authors":"I. Melnyk, Larysa Holoiukh, D. Kalishchuk, I. Levchuk","doi":"10.29038/EEJPL.2020.7.2.MEL","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.MEL","url":null,"abstract":"The paper is an attempt to uncover the associative semantics of the concept of ‘Peace’ as reflected in the Ukrainian national linguistic world image. The goal of the article is to carry out a psycholinguistic analysis of the concept’s verbal markers and to compare its associative and lexical meanings at the current stage of the Ukrainian language development. Free word association test involved 148 first- and second-year students of Lesya Ukrainka Volyn National University (Ukraine), Faculty of Philology and Journalism, Ukrainian native speakers aged 18-20. It has been proved that responses related to common lexical meanings of the word-stimulus ‘Peace’ recorded in modern explanatory dictionaries are predominant. 105 words-responses have become the object of the analysis – 329 word-tokens in total, out of which 44 words have been used two times or more (from 2 to 59 times –268 word-tokens in total), 61 words have been used one time only. The received responses have been differentiated according to semantic and grammatical criteria. Traditional responses which coincide with the common lexical meaning, as well as new original responses which reflect the respondents’ individual experience and are non-typical (not recorded in the dictionaries), were received. The semantic principle of the concept of ‘Peace’ words-markers’ systematization was used as the basis of forming 11 lexical semantic groups. Among the most numerous are the names related to the state of environment, people’s inner world, their physical, emotional and mental state, moral and aesthetic properties (47.1%); names that verbalize relations between people, nations, states (31.9%). The groups of semantically distant responses are mainly represented by the names of concrete names, less frequently – by the names of abstract concepts and integral syntactic structures, which have no relation to any of the lexical meanings recorded in lexicographic sources. Their semantic ties can be traced at the unconscious level which reflects the psycholinguistic meaning of this word. The conducted word association test enabled defining the extension of the concept’s psycholinguistic meaning and thus to record new fragments of the Ukrainian linguistic world image caused by historical, political, and national mental processes.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44098423","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.HAZ
Shemsi Haziri
In this study we attempted to thoroughly explain influences of foreign languages on police lexicon in Albanian language, with special focus on the influence of Serbian and English language in Kosovo, as well as the influence of Italian and English language in Albania. Influence of Serbian language only on police lexicon in Kosovo has been created due to historic circumstances of development of police activities under specific conditions. The impact of Serbian language on police lexicon in Albanian language in Kosovo was prevailing for a long period, during which Kosovo was under Serbian rule. This linguistic influence at its highest level in time period between 1970-1990, when Albanian language was used in police activities in Kosovo. In that time period most of the police officers were of the Albanian ethnicity and Kosovo had the status of autonomous province (1974-1990). English influence on police lexicon in Kosovo started in 1999 after liberation of Kosovo. From 1999 to 2008, English was used as the official language together with local languages Albanian and Serbian. This influence has not been limited only to police activities but it has spread widely into all fields of activities in Albanian language in Kosovo. Influence of English language in police lexicon is also evident in Albania, with words like: brifing (alb) – briefing (en), lidership (alb) – leadership (en), staf (alb.)– staff (en), task force (alb) – task force (en), etc. On the other hand Italian language is an influential language in police lexicon only in Albania due to historical, economic and cultural development. As a result, this is manifested by some basic words denoting police activities in Albania derived from Italian, like: komisiariati (alb) – commissariato (it), kavaleri (alb) – cavaleria (it), Policia e Shtetit (alb) - Polizia di Stato (it).
{"title":"Foreign Languages’ Influence on Albanian Police Lexicon","authors":"Shemsi Haziri","doi":"10.29038/EEJPL.2020.7.2.HAZ","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.HAZ","url":null,"abstract":"In this study we attempted to thoroughly explain influences of foreign languages on police lexicon in Albanian language, with special focus on the influence of Serbian and English language in Kosovo, as well as the influence of Italian and English language in Albania. Influence of Serbian language only on police lexicon in Kosovo has been created due to historic circumstances of development of police activities under specific conditions. The impact of Serbian language on police lexicon in Albanian language in Kosovo was prevailing for a long period, during which Kosovo was under Serbian rule. This linguistic influence at its highest level in time period between 1970-1990, when Albanian language was used in police activities in Kosovo. In that time period most of the police officers were of the Albanian ethnicity and Kosovo had the status of autonomous province (1974-1990). English influence on police lexicon in Kosovo started in 1999 after liberation of Kosovo. From 1999 to 2008, English was used as the official language together with local languages Albanian and Serbian. This influence has not been limited only to police activities but it has spread widely into all fields of activities in Albanian language in Kosovo. Influence of English language in police lexicon is also evident in Albania, with words like: brifing (alb) – briefing (en), lidership (alb) – leadership (en), staf (alb.)– staff (en), task force (alb) – task force (en), etc. On the other hand Italian language is an influential language in police lexicon only in Albania due to historical, economic and cultural development. As a result, this is manifested by some basic words denoting police activities in Albania derived from Italian, like: komisiariati (alb) – commissariato (it), kavaleri (alb) – cavaleria (it), Policia e Shtetit (alb) - Polizia di Stato (it).","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267640","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 : 2020-12-28DOI: 10.29038/eejpl.2020.7.2.and
T. Andrienko
Invaluable Contribution to the Treasury of Translation Science Енциклопедія перекладознавства / пер. з англ., за ред. О.А. Кальниченка та Л.М. Черноватого. Том 1. Вінниця : Нова книга, 2020. 552 с. Reviewed by Tatiana Andrienko This year, 2020, has been marked by an outstanding event, long awaited by scholarly, linguistic and literary community: Volume 1 of Translation Encyclopedia edited by Oleksandr Kalnychenko and Leonid Chernovaty was published in Ukrainian by Nova Knyha Publishers, Vinnytsia, Ukraine. The book has seen light thanks to the leadership of the Ukrainian Translator Trainers’ Union (UTTU) headed by Dr. Leonid Chernovaty, as well as talents and efforts of a highly qualified team of translators and translation professors from major universities of Ukraine. It comprises a translation of The Handbook of Translation Studies (edited by Yves Gambier, Luc van Doorslaer, John Benjamins Publishing Company, 2010). By the depth of insights into problems, the variety of addressed topics, clarity and persuasiveness of argumentation, openness to innovation, as well as historical and geographical frameworks the reviewed book is definite to find its place among the major humanitarian publications, considerably broadening the horizons of Ukrainian scholars, students, and thinkers. The collection presents a wide range of articles summarizing the newest concepts and trends of Translation Studies, such as adaptation, self-translation, censorship, community and conference interpreting, technical translation, terminology and translation, multilingualism and translation, etc. Through the authors’ perspectives, the reader may follow the dynamics of changes in the content of translation science and its various approaches (descriptive, applied, interpretive, cognitive, functional) and its major concepts (such as translation quality, relevance, norms, units, strategies and tactics). Of great interest to the audience will be the scope of interdisciplinary fields, such as history of translation, translation didactics, ethics of translation, as well as articles unveiling the links of translation studies with semantics, semiotics, philosophy, hermeneutics, journalism, gender factors, ethics, sociology, ethnography and art. The Encyclopedia also embraces such fields of literary translation as postcolonial literature, censorship, children's literature, translating plays, humor and comics; it outlines the problems of industry-specific (political, technical, commercial, scientific, religious, legal translation, media interpreting) and even sign language translation. Much attention is devoted to practical applications of the latest translation research, as well as new technologies in translation, research and teaching translation methodologies, as well as the role of translation in foreign language teaching. The concepts and ideas in the book are presented by the outstanding translation theorists, many of whom are the authors and conceivers of new theories of
{"title":"Book Review","authors":"T. Andrienko","doi":"10.29038/eejpl.2020.7.2.and","DOIUrl":"https://doi.org/10.29038/eejpl.2020.7.2.and","url":null,"abstract":"Invaluable Contribution to the Treasury of Translation Science \u0000Енциклопедія перекладознавства / пер. з англ., за ред. О.А. Кальниченка та Л.М. Черноватого. Том 1. Вінниця : Нова книга, 2020. 552 с. \u0000Reviewed by Tatiana Andrienko \u0000This year, 2020, has been marked by an outstanding event, long awaited by scholarly, linguistic and literary community: Volume 1 of Translation Encyclopedia edited by Oleksandr Kalnychenko and Leonid Chernovaty was published in Ukrainian by Nova Knyha Publishers, Vinnytsia, Ukraine. The book has seen light thanks to the leadership of the Ukrainian Translator Trainers’ Union (UTTU) headed by Dr. Leonid Chernovaty, as well as talents and efforts of a highly qualified team of translators and translation professors from major universities of Ukraine. It comprises a translation of The Handbook of Translation Studies (edited by Yves Gambier, Luc van Doorslaer, John Benjamins Publishing Company, 2010). \u0000By the depth of insights into problems, the variety of addressed topics, clarity and persuasiveness of argumentation, openness to innovation, as well as historical and geographical frameworks the reviewed book is definite to find its place among the major humanitarian publications, considerably broadening the horizons of Ukrainian scholars, students, and thinkers. \u0000The collection presents a wide range of articles summarizing the newest concepts and trends of Translation Studies, such as adaptation, self-translation, censorship, community and conference interpreting, technical translation, terminology and translation, multilingualism and translation, etc. Through the authors’ perspectives, the reader may follow the dynamics of changes in the content of translation science and its various approaches (descriptive, applied, interpretive, cognitive, functional) and its major concepts (such as translation quality, relevance, norms, units, strategies and tactics). \u0000Of great interest to the audience will be the scope of interdisciplinary fields, such as history of translation, translation didactics, ethics of translation, as well as articles unveiling the links of translation studies with semantics, semiotics, philosophy, hermeneutics, journalism, gender factors, ethics, sociology, ethnography and art. The Encyclopedia also embraces such fields of literary translation as postcolonial literature, censorship, children's literature, translating plays, humor and comics; it outlines the problems of industry-specific (political, technical, commercial, scientific, religious, legal translation, media interpreting) and even sign language translation. Much attention is devoted to practical applications of the latest translation research, as well as new technologies in translation, research and teaching translation methodologies, as well as the role of translation in foreign language teaching. \u0000The concepts and ideas in the book are presented by the outstanding translation theorists, many of whom are the authors and conceivers of new theories of ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426388","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 : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.MAN
A. Manuti, Dalila Monachino
In the evolutionary context of Industry 4.0, where machine learning and machine to machine technology are powerful tools for the maintenance and replicability of knowledge, the implementation of hybrid systems based on the use of Artificial Intelligence (AI) represents the key to organizational innovation and to the capitalization of knowledge. At the same time, the benefits of digital transformation for individuals and teams are often not so clear - and uncertainty surrounding the future often results in fear in those being impacted. Fear of changes to their job, fear of a job role change, job losses, being faced with learning new skills, new technology or new ways of working. Therefore, to secure the transition to the digitization organizations need to carefully support their human resources and to provide them with the reasons why they need to commit to change. In this perspective, the study aimed to investigate how high-qualified knowledge workers cope with this new situation. Yet, participants were a group of project managers, employed in some knowledge-based organizations, in which AI and digitalization systems are going to be introduced to improve replicability, circulation and storage of knowledge. The choice of this peculiar target of participants was guided by the acknowledgement of their important role within the organization, being project managers generally considered as agents of change. In view of the above, the main goal was to collect project managers’ expectations and fears about the upcoming integration of secularized company flows with performing process automation strategies. In-depth individual interviews were conducted and diatextual analysis was used to approach the discursive data collected. Results showed interesting insights both in terms of organizational management implications as well as of future research development. Participants showed clear awareness about the need to “go digital” to improve organizational performance and to stay competitive. However, they underlined the importance of parallel invest on human capital, improving crucial soft skills such as: openness to change, flexibility and the ability to work in a team, that could concretely support digital changes in procedures and work processes.
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Pub Date : 2020-12-28DOI: 10.29038/EEJPL.2020.7.2.KOL
Lada Kolomiyets
The article studies and discusses the programs of interrelated lecture courses on General and Special Methodology of Translation, developed for the Ukrainian Institute of Linguistic Education by its professors Mykhailo Kalynovych and Mykola Zerov in September 1932. This material is analyzed from the perspective of psycholinguistic text theory, according to which the text is the basic unit of discourse that, in turn, is a component of communicative action, along with the situation. The study focuses on the micro- and macrotext structure of the above programs and highlights the peculiarities of their communicative intentions in the political and social reality of early Stalinism. It features the unique, innovative elements in them, but also those that were typical of the early Soviet theory of translation. For the first time not only in Ukrainian but also in the All-Union thought on translation, Kalynovych and Zerov presented in their integrated courses the ramified structure of Translation Studies as a multifaceted discipline. They introduced into the discipline novel methodology and new research directions, particularly by creating such areas as the history of translation studies and translation management. The material of Zerov's syllabus on Special Methodology of Translation is first published and discussed in this article. The typewritten text of the syllabus remained unknown until the author of the article found and identified it in the Archives of the Literary Museum of Hryhoriy Kochur, who had been a student of Zerov at the Kyiv Institute of Public Education and further remained his faithful follower. During the Khrushchev thaw, Kochur made many efforts to rehabilitate the name of Zerov – a distinguished literary scholar, lecturer, and poet-translator. The syllabus on General Methodology of Translation outlined by professor Kalynovych was found earlier in the same Archives and published in 2015. However, this article pioneers its presentation and analysis in mutual complementarity with the syllabus by Zerov.
{"title":"A Psycholinguistic Analysis of the First Ukrainian Syllabi on General and Special Methodology of Translation by Mykhailo Kalynovych and Mykola Zerov","authors":"Lada Kolomiyets","doi":"10.29038/EEJPL.2020.7.2.KOL","DOIUrl":"https://doi.org/10.29038/EEJPL.2020.7.2.KOL","url":null,"abstract":"The article studies and discusses the programs of interrelated lecture courses on General and Special Methodology of Translation, developed for the Ukrainian Institute of Linguistic Education by its professors Mykhailo Kalynovych and Mykola Zerov in September 1932. This material is analyzed from the perspective of psycholinguistic text theory, according to which the text is the basic unit of discourse that, in turn, is a component of communicative action, along with the situation. The study focuses on the micro- and macrotext structure of the above programs and highlights the peculiarities of their communicative intentions in the political and social reality of early Stalinism. It features the unique, innovative elements in them, but also those that were typical of the early Soviet theory of translation. For the first time not only in Ukrainian but also in the All-Union thought on translation, Kalynovych and Zerov presented in their integrated courses the ramified structure of Translation Studies as a multifaceted discipline. They introduced into the discipline novel methodology and new research directions, particularly by creating such areas as the history of translation studies and translation management. The material of Zerov's syllabus on Special Methodology of Translation is first published and discussed in this article. The typewritten text of the syllabus remained unknown until the author of the article found and identified it in the Archives of the Literary Museum of Hryhoriy Kochur, who had been a student of Zerov at the Kyiv Institute of Public Education and further remained his faithful follower. During the Khrushchev thaw, Kochur made many efforts to rehabilitate the name of Zerov – a distinguished literary scholar, lecturer, and poet-translator. The syllabus on General Methodology of Translation outlined by professor Kalynovych was found earlier in the same Archives and published in 2015. However, this article pioneers its presentation and analysis in mutual complementarity with the syllabus by Zerov. ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47877379","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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