{"title":"Book Review: Zénó Vernyik (ed.): Arthur Koestler’s Fiction and the Genre of the Novel: Rubashov and Beyond","authors":"A. Stähler","doi":"10.2478/ausp-2022-0010","DOIUrl":"https://doi.org/10.2478/ausp-2022-0010","url":null,"abstract":"","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89929294","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}
Abstract Christa Wolf was born in 1929 in a country that shortly thereafter had to end its existence. The famous German writer then studied, lived, and wrote in another system, which in turn was dissolved after decades. Such events have a dramatic effect on the life of an individual. The paper attempts to identify some features related to writing and identity in Wolf’s novel Nachdenken über Christa T (Reflections on Christa T.). In her texts, the author writes about her characters who encounter existential contradictions: on the one hand, there is a totalitarian system in which human beings have to survive; on the other hand, there is Wolf’s protagonist who tries to locate his or her individuality and thus create an ethic of his/her life. Christa Wolf’s analysis of identity is focused on the attempt to be authentic in a milieu that gives her few opportunities for development. Wolf’s writing describes our world. The texts written in the 60s, 70s, and 80s are still full of relevance today. By reading Christa Wolf, we discover a system full of violence, where the individual develops strategies for survival. The author suggests an existential recipe: through critical questioning and through a meticulous analysis of our own self, we are able to find a solution for ourselves and for others.
{"title":"Christa Wolf und die Verortung von dem Selbst","authors":"Ioan-Laurian Soare","doi":"10.2478/ausp-2022-0032","DOIUrl":"https://doi.org/10.2478/ausp-2022-0032","url":null,"abstract":"Abstract Christa Wolf was born in 1929 in a country that shortly thereafter had to end its existence. The famous German writer then studied, lived, and wrote in another system, which in turn was dissolved after decades. Such events have a dramatic effect on the life of an individual. The paper attempts to identify some features related to writing and identity in Wolf’s novel Nachdenken über Christa T (Reflections on Christa T.). In her texts, the author writes about her characters who encounter existential contradictions: on the one hand, there is a totalitarian system in which human beings have to survive; on the other hand, there is Wolf’s protagonist who tries to locate his or her individuality and thus create an ethic of his/her life. Christa Wolf’s analysis of identity is focused on the attempt to be authentic in a milieu that gives her few opportunities for development. Wolf’s writing describes our world. The texts written in the 60s, 70s, and 80s are still full of relevance today. By reading Christa Wolf, we discover a system full of violence, where the individual develops strategies for survival. The author suggests an existential recipe: through critical questioning and through a meticulous analysis of our own self, we are able to find a solution for ourselves and for others.","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75980004","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}
In a setting such as Transylvania, bilingual speakers tend to devalue the profession of translation and interpreting as they assume that one only needs to speak two or more languages in order to perform such tasks successfully. Therefore, teaching these skills in higher education programmes may increase the prestige of translation and interpreting. When it comes to the Hungarian minority, it is important to note that there is only one higher education institution in Romania that includes the Hungarian language as one of their working languages, namely Sapientia Hungarian University of Transylvania. Bevezetés a tolmácsolás elméletébe (Introduction into the Theory of Interpreting) by Fazakas Noémi and Sárosi-Márdirosz Krisztina may be considered a unique course book both because it is written in Hungarian for Hungarian language students and because it provides an introduction into the theory of interpreting for undergraduate students, while most translation and interpreting programmes are offered at the graduate level in Romania. The book is divided into two main parts with the first one’s focus being on interpreting studies (Chapter 1–13) and the second part exploring interpreter studies (Chapter 14–20), following the structure of the two-semester course. Thus, the first part presents the historical background of the profession, the different epistemological interpretations of the concept of interpreting, and its existing typologies. In addition to discussing the most recent EU regulations and the applicable Romanian legislation relevant to interpreting, the authors demonstrate their expertise even in terms of the technical aspects of the profession in the chapters on remote interpreting, media interpreting, and machine interpreting. ActA UniversitAtis sApientiAe, philologicA, 14, 3 (2022) 206–208
在像特兰西瓦尼亚这样的环境中，双语者倾向于贬低翻译和口译的职业，因为他们认为一个人只需要说两种或两种以上的语言就可以成功地完成这些任务。因此，在高等教育课程中教授这些技能可能会提高笔译和口译的声望。说到匈牙利少数民族，必须指出的是，罗马尼亚只有一所高等教育机构将匈牙利语作为其工作语言之一，即特兰西瓦尼亚匈牙利大学。Fazakas no米和Sárosi-Márdirosz Krisztina所著的《bevezetacims a tolmácsolás elmzetacime》(口译理论导论)可能被认为是一本独特的教材，因为它是用匈牙利语为匈牙利语学生写的，而且它为本科生提供了口译理论的介绍，而罗马尼亚的大多数翻译和口译课程都是在研究生阶段提供的。本书分为两个主要部分，第一部分侧重于口译研究(第1-13章)，第二部分探索口译研究(第14-20章)，遵循两个学期的课程结构。因此，第一部分将介绍口译行业的历史背景、对口译概念的不同认识论解释及其现有的类型学。除了讨论与口译相关的最新欧盟法规和适用的罗马尼亚立法外，作者还在远程口译，媒体口译和机器口译的章节中展示了他们在专业技术方面的专业知识。智能大学学报(自然科学版)，2014,3 (2022):206-208
{"title":"Fazakas Noémi–Sárosi-Márdirosz Krisztina: Bevezetés a tolmácsolás elméletébe (Introduction into the Theory of Interpreting) Cluj-Napoca: Scientia Kiadó, 2021, pp. 237","authors":"Blanka Barabás","doi":"10.2478/ausp-2022-0034","DOIUrl":"https://doi.org/10.2478/ausp-2022-0034","url":null,"abstract":"In a setting such as Transylvania, bilingual speakers tend to devalue the profession of translation and interpreting as they assume that one only needs to speak two or more languages in order to perform such tasks successfully. Therefore, teaching these skills in higher education programmes may increase the prestige of translation and interpreting. When it comes to the Hungarian minority, it is important to note that there is only one higher education institution in Romania that includes the Hungarian language as one of their working languages, namely Sapientia Hungarian University of Transylvania. Bevezetés a tolmácsolás elméletébe (Introduction into the Theory of Interpreting) by Fazakas Noémi and Sárosi-Márdirosz Krisztina may be considered a unique course book both because it is written in Hungarian for Hungarian language students and because it provides an introduction into the theory of interpreting for undergraduate students, while most translation and interpreting programmes are offered at the graduate level in Romania. The book is divided into two main parts with the first one’s focus being on interpreting studies (Chapter 1–13) and the second part exploring interpreter studies (Chapter 14–20), following the structure of the two-semester course. Thus, the first part presents the historical background of the profession, the different epistemological interpretations of the concept of interpreting, and its existing typologies. In addition to discussing the most recent EU regulations and the applicable Romanian legislation relevant to interpreting, the authors demonstrate their expertise even in terms of the technical aspects of the profession in the chapters on remote interpreting, media interpreting, and machine interpreting. ActA UniversitAtis sApientiAe, philologicA, 14, 3 (2022) 206–208","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80179656","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}
Abstract Following the Treaty of Trianon, in Transylvania, which had been detached from historical Hungary and attached to Romania, besides the Romanian majority, there lived a considerable Hungarian- and German-speaking minority. Although in the last two decades of the communist dictatorship – in the 70s and 80s – as a consequence of emigration to Germany, the number of ethnic Germans decreased substantially, the number of Hungarian speakers is over one million even today. Regarding the characteristics of the post-World War II literary discourse and cultural policy, in the second half of the forties, the communist power gained control over all manifestations of community life in Romania. It regulated culture and the arts, banned, abolished, or restructured all forums that had enjoyed some kind of independence, and completely revised the literary and artistic canon. In this era, the discourse emphasizing the aspects of revolutionary transformation and radical policy change decisively builds on the enemy image; the fault-line between past and present and the necessity of continuous political struggle prevail in both poetry and prose. In order to achieve the intended social goals, this kind of communist sacrifice ethics regards the annihilation of resisters, protesters, and even of the internal opposition not only as a possibility but as an assumed necessity. This paper aims to present the ideological/political and aesthetic/poetic tendencies that determined Transylvanian Hungarian literature and cultural policy from the mid-40s until the end of 20th century.
{"title":"From Proletarian Internationalism to Transnational Consciousness","authors":"László Szilárd Szilveszter","doi":"10.2478/ausp-2022-0031","DOIUrl":"https://doi.org/10.2478/ausp-2022-0031","url":null,"abstract":"Abstract Following the Treaty of Trianon, in Transylvania, which had been detached from historical Hungary and attached to Romania, besides the Romanian majority, there lived a considerable Hungarian- and German-speaking minority. Although in the last two decades of the communist dictatorship – in the 70s and 80s – as a consequence of emigration to Germany, the number of ethnic Germans decreased substantially, the number of Hungarian speakers is over one million even today. Regarding the characteristics of the post-World War II literary discourse and cultural policy, in the second half of the forties, the communist power gained control over all manifestations of community life in Romania. It regulated culture and the arts, banned, abolished, or restructured all forums that had enjoyed some kind of independence, and completely revised the literary and artistic canon. In this era, the discourse emphasizing the aspects of revolutionary transformation and radical policy change decisively builds on the enemy image; the fault-line between past and present and the necessity of continuous political struggle prevail in both poetry and prose. In order to achieve the intended social goals, this kind of communist sacrifice ethics regards the annihilation of resisters, protesters, and even of the internal opposition not only as a possibility but as an assumed necessity. This paper aims to present the ideological/political and aesthetic/poetic tendencies that determined Transylvanian Hungarian literature and cultural policy from the mid-40s until the end of 20th century.","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87383458","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}
Abstract During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, ubiquitous learning, etc. They have become even more popular due to the COVID-19 pandemic as the only solution to implement learning at universities and adult education institutions. This paper will focus on a blended-learning language course designed for adult learners. The aim of the current research is to evaluate the course created and the development of adult learners’ English language competence during the course implementation in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and the Czech Republic. 227 adult learners and ten English-language teachers were involved in the course piloting. Research methods applied: learners’ survey after the course completion, unstructured observation of learners done by teachers during the course, and structured interviews with the teachers after the course implementation. In this paper, the observation results and the findings from teachers’ interviews will be analysed. The findings highlight both positive aspects and challenges of the course created. Learners have gained cultural knowledge, increased their vocabulary, and developed reading skills, while at the same time improvements in developing learners’ listening and writing skills are also required.1
{"title":"Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course","authors":"I. Luka","doi":"10.2478/ausp-2021-0014","DOIUrl":"https://doi.org/10.2478/ausp-2021-0014","url":null,"abstract":"Abstract During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, ubiquitous learning, etc. They have become even more popular due to the COVID-19 pandemic as the only solution to implement learning at universities and adult education institutions. This paper will focus on a blended-learning language course designed for adult learners. The aim of the current research is to evaluate the course created and the development of adult learners’ English language competence during the course implementation in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and the Czech Republic. 227 adult learners and ten English-language teachers were involved in the course piloting. Research methods applied: learners’ survey after the course completion, unstructured observation of learners done by teachers during the course, and structured interviews with the teachers after the course implementation. In this paper, the observation results and the findings from teachers’ interviews will be analysed. The findings highlight both positive aspects and challenges of the course created. Learners have gained cultural knowledge, increased their vocabulary, and developed reading skills, while at the same time improvements in developing learners’ listening and writing skills are also required.1","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74461323","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}
Abstract Education is one of the defining areas of language policy, as on this level we can track the features of the practical implementation of language ideologies. In my study, I deal with the question of teaching the official language, i.e. Romanian, in schools where the working language is Hungarian. I outline a summing-up situation based on the macro indicators (following demographic, environmental aspects), then focus on the micro level related to the question under discussion, namely to what is happening in the classroom, paying special attention to the organization of the linguistic resources in classroom interaction. In order to have a deeper understanding of the phenomenon, I analyse 25 structured reflective diaries and try to identify what kind of local interpretations are there for code-switching in the classroom and what individual solutions are used by different teachers for organizing the learning process.
{"title":"Language Use during Romanian Classes in Bilingual Settings. A Qualitative Approach","authors":"Erika-Mária Tódor","doi":"10.2478/ausp-2021-0010","DOIUrl":"https://doi.org/10.2478/ausp-2021-0010","url":null,"abstract":"Abstract Education is one of the defining areas of language policy, as on this level we can track the features of the practical implementation of language ideologies. In my study, I deal with the question of teaching the official language, i.e. Romanian, in schools where the working language is Hungarian. I outline a summing-up situation based on the macro indicators (following demographic, environmental aspects), then focus on the micro level related to the question under discussion, namely to what is happening in the classroom, paying special attention to the organization of the linguistic resources in classroom interaction. In order to have a deeper understanding of the phenomenon, I analyse 25 structured reflective diaries and try to identify what kind of local interpretations are there for code-switching in the classroom and what individual solutions are used by different teachers for organizing the learning process.","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77399744","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}
Abstract The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.
{"title":"Changes in the Classroom Discourse: Negative Politeness and Impoliteness","authors":"Mihaela Beschieru","doi":"10.2478/ausp-2021-0012","DOIUrl":"https://doi.org/10.2478/ausp-2021-0012","url":null,"abstract":"Abstract The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80553823","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}
Abstract Intercultural communicative competence (ICC) is an indispensable skill when interacting with people from other cultures, given the clash of perspectives that intercultural encounters may bring about. Being a skill that can be taught and learned, there is a wide concern for developing ICC through formal education. This involves designing specific training tasks that can enhance the acquisition of ICC with the help of virtual exchange (VE) activities. The aim of the present paper is to highlight a specific way in which the educational goals associated with ICC development can be achieved. To this end, an analysis of 55 eTwinning intercultural projects has been conducted in order to determine the relationship between ICC and VE. The statistical data described here indicate that VE fosters the development of ICC. Moreover, they are indicative of the fact that the VE task types that are most effective in the development of ICC can be identified through computation.
{"title":"Acquiring Intercultural Communicative Competence through Virtual Exchange","authors":"Gabriela Tutunea","doi":"10.2478/ausp-2021-0027","DOIUrl":"https://doi.org/10.2478/ausp-2021-0027","url":null,"abstract":"Abstract Intercultural communicative competence (ICC) is an indispensable skill when interacting with people from other cultures, given the clash of perspectives that intercultural encounters may bring about. Being a skill that can be taught and learned, there is a wide concern for developing ICC through formal education. This involves designing specific training tasks that can enhance the acquisition of ICC with the help of virtual exchange (VE) activities. The aim of the present paper is to highlight a specific way in which the educational goals associated with ICC development can be achieved. To this end, an analysis of 55 eTwinning intercultural projects has been conducted in order to determine the relationship between ICC and VE. The statistical data described here indicate that VE fosters the development of ICC. Moreover, they are indicative of the fact that the VE task types that are most effective in the development of ICC can be identified through computation.","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88665391","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}
{"title":"Book Review: Roy Youdale: Using Computers in the Translation of Literary Style: Challenges and Opportunities","authors":"Mona Arhire","doi":"10.2478/ausp-2021-0032","DOIUrl":"https://doi.org/10.2478/ausp-2021-0032","url":null,"abstract":"","PeriodicalId":37574,"journal":{"name":"Acta Universitatis Sapientiae, Philologica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82000097","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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