Pub Date : 2022-06-23DOI: 10.4312/elope.19.1.41-52
Tjaša Mohar
This paper investigates the representation of Alice Munro’s writing in Slovenia, focusing on the issues of its late introduction to Slovene readers, and the low level of interest by Slovene publishers in her works even now that she is a Nobel laureate. To address these issues, two important features of her writing – that she is exclusively a short-story writer and that her stories deal mostly with women’s themes – will be analysed against the background of the tradition of the short story genre and women’s literature in Slovenia. Additionally, the specifics of the Slovene book market and publishing industry will be examined as another potential reason for the underrepresentation of Munro’s works in Slovenia.
{"title":"Destiny of a Nobel Laureate in a Small Book Market: Alice Munro in Slovene Translation","authors":"Tjaša Mohar","doi":"10.4312/elope.19.1.41-52","DOIUrl":"https://doi.org/10.4312/elope.19.1.41-52","url":null,"abstract":"This paper investigates the representation of Alice Munro’s writing in Slovenia, focusing on the issues of its late introduction to Slovene readers, and the low level of interest by Slovene publishers in her works even now that she is a Nobel laureate. To address these issues, two important features of her writing – that she is exclusively a short-story writer and that her stories deal mostly with women’s themes – will be analysed against the background of the tradition of the short story genre and women’s literature in Slovenia. Additionally, the specifics of the Slovene book market and publishing industry will be examined as another potential reason for the underrepresentation of Munro’s works in Slovenia.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80729566","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 : 2021-12-29DOI: 10.4312/elope.18.2.205-224
Simona Podobnik Uršič, Karmen Pižorn
Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.
{"title":"Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia","authors":"Simona Podobnik Uršič, Karmen Pižorn","doi":"10.4312/elope.18.2.205-224","DOIUrl":"https://doi.org/10.4312/elope.18.2.205-224","url":null,"abstract":"Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81120463","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}
Sam Shepard’s Cowboys #2 (1967) belongs to his first period of play writing. In this phase, his works exhibit experimental, remote, impossible narrative/fictional worlds that are overwhelmingly abstract, exhibiting “abrupt shifts of focus and tone” (Wetzsteon 1984, 4). Shepard’s unusual theatrical literary cartography is commensurate with his depiction of unnatural temporalities, in that, although the stage is bare, with almost no props, the postmodernist/metatheatrical conflated timelines and projected (impossible) places in the characters’ imagination mutually reflect and inflect each other. Employing Jan Alber’s reading strategies in his theorization of unnatural narratology and Barbara Piatti’s concept of projected places, this essay proposes a synthetic approach so as to naturalize the unnatural narratives and storyworlds in Shepard’s play.
{"title":"Unnatural Temporalities and Projected Places in Sam Shepard’s Cowboys #2","authors":"Omid Amani, Hossein Pirnajmuddin, Ghiasuddin Alizadeh","doi":"10.4312/elope.18.2.71-84","DOIUrl":"https://doi.org/10.4312/elope.18.2.71-84","url":null,"abstract":"Sam Shepard’s Cowboys #2 (1967) belongs to his first period of play writing. In this phase, his works exhibit experimental, remote, impossible narrative/fictional worlds that are overwhelmingly abstract, exhibiting “abrupt shifts of focus and tone” (Wetzsteon 1984, 4). Shepard’s unusual theatrical literary cartography is commensurate with his depiction of unnatural temporalities, in that, although the stage is bare, with almost no props, the postmodernist/metatheatrical conflated timelines and projected (impossible) places in the characters’ imagination mutually reflect and inflect each other. Employing Jan Alber’s reading strategies in his theorization of unnatural narratology and Barbara Piatti’s concept of projected places, this essay proposes a synthetic approach so as to naturalize the unnatural narratives and storyworlds in Shepard’s play.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76830241","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 : 2021-12-29DOI: 10.4312/elope.18.2.31-49
O. Boginskaya
This article is a contrastive study of deontic modal markers in three parallel texts. It analyses the modality system in the English, Russian and French texts of the Universal Declaration of Human Rights accounting for the ambiguity of some English modal verbs in legal texts and the difficulty in rendering them into a different language. The research reveals modal markers used to express deontic permission, deontic obligation and deontic prohibition in the three parallel texts; semantic similarities and discrepancies between these modal markers; and translation strategies employed to render the English modal markers into Russian and French. The article responds to the need for a systematic analysis of deontic modal markers in English, Russian and French due to the semantic and syntactic differences among the German, Romance and Slavic languages. The article concludes that French and Russian have more in common than French and English or Russian and English in terms of the deontic modality.
{"title":"A Contrastive Study of Deontic Modality in Parallel Texts","authors":"O. Boginskaya","doi":"10.4312/elope.18.2.31-49","DOIUrl":"https://doi.org/10.4312/elope.18.2.31-49","url":null,"abstract":"This article is a contrastive study of deontic modal markers in three parallel texts. It analyses the modality system in the English, Russian and French texts of the Universal Declaration of Human Rights accounting for the ambiguity of some English modal verbs in legal texts and the difficulty in rendering them into a different language. The research reveals modal markers used to express deontic permission, deontic obligation and deontic prohibition in the three parallel texts; semantic similarities and discrepancies between these modal markers; and translation strategies employed to render the English modal markers into Russian and French. The article responds to the need for a systematic analysis of deontic modal markers in English, Russian and French due to the semantic and syntactic differences among the German, Romance and Slavic languages. The article concludes that French and Russian have more in common than French and English or Russian and English in terms of the deontic modality.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90071220","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 : 2021-12-29DOI: 10.4312/elope.18.2.51-68
Dragana Vuković Vojnović
In this paper, we investigate the main characteristics underlying noun + noun collocations in the English and Serbian language of tourism. Their morpho-syntactic, semantic and communicative features are contrasted and compared in the two languages. Firstly, we compiled two comparable corpora in English and Serbian from the tourism websites of Great Britain and Serbia. Based on their normalized frequencies per 10,000 words, key noun + noun collocations were extracted, using TermoStat Web 3.0 and AntConc. The results showed certain similarities in terms of the prevailing topics in the two corpora, based on the analysis of key noun + noun collocations. However, we found major differences in the two languages in terms of their morpho-syntactic features, communicative focus and the relationship of the collocates. The results of the study have implications for English for Tourism education, tourism discourse studies, language typology and lexicography.
本文研究了旅游英语和塞尔维亚语名词+名词搭配的主要特点。对比和比较了两种语言的词法、语义和交际特征。首先，我们从英国和塞尔维亚的旅游网站上编制了英语和塞尔维亚语两个可比较的语料库。利用TermoStat Web 3.0和AntConc，基于每10000个单词的归一化频率，提取关键名词+名词搭配。通过对关键名词+名词搭配的分析，发现两种语料库的流行话题具有一定的相似性。然而，我们发现两种语言在词法特征、交际焦点和搭配关系方面存在较大差异。研究结果对旅游英语教育、旅游语篇研究、语言类型学和词典编纂具有重要意义。
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Pub Date : 2021-12-29DOI: 10.4312/elope.18.2.185-203
Leonarda Lovrović, Cathy-Theresa Kolega
English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.
{"title":"Teaching Culture through Reading Literature in English Language Teaching","authors":"Leonarda Lovrović, Cathy-Theresa Kolega","doi":"10.4312/elope.18.2.185-203","DOIUrl":"https://doi.org/10.4312/elope.18.2.185-203","url":null,"abstract":"English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81057949","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 : 2021-12-29DOI: 10.4312/elope.18.2.101-113
A. Oumoussa
Difference is dealt with paradoxically in discourse: sometimes, it is admired and eulogized by the perceiver to the extent of fetishism; other times, however, it represents a mixture of both love and repulsion. The concept of representation does not stand for a homogeneous idea, but engenders a plethora of other concepts that lead to an inevitable crossing of various disciplines. In this regard, Journey into Barbary offers a rich territory for the study of crosscultural encounters and the representation of difference. The paper investigates the discursive ambiguity in Lewis’s representation of Morocco. The focus is on the fluctuation between a celebration of exoticism, and an assertion of ethnocentrism and superiority. The paper analyses Lewis’s travelogue considering recent theories in postcolonial criticism, attempting to unravel and demonstrate the author’s biased racial attitudes and ethnocentric tendencies in representing Moroccan people and culture, as well as his representation of other cultures – which I refer to as the translation of difference – as manifested in his description of Berbers.
{"title":"Translating Difference: The Ambiguous Representation of the ‘Exotic’ in Wyndham Lewis’s Journey into Barbary: Travels across Morocco","authors":"A. Oumoussa","doi":"10.4312/elope.18.2.101-113","DOIUrl":"https://doi.org/10.4312/elope.18.2.101-113","url":null,"abstract":"Difference is dealt with paradoxically in discourse: sometimes, it is admired and eulogized by the perceiver to the extent of fetishism; other times, however, it represents a mixture of both love and repulsion. The concept of representation does not stand for a homogeneous idea, but engenders a plethora of other concepts that lead to an inevitable crossing of various disciplines. In this regard, Journey into Barbary offers a rich territory for the study of crosscultural encounters and the representation of difference. The paper investigates the discursive ambiguity in Lewis’s representation of Morocco. The focus is on the fluctuation between a celebration of exoticism, and an assertion of ethnocentrism and superiority. The paper analyses Lewis’s travelogue considering recent theories in postcolonial criticism, attempting to unravel and demonstrate the author’s biased racial attitudes and ethnocentric tendencies in representing Moroccan people and culture, as well as his representation of other cultures – which I refer to as the translation of difference – as manifested in his description of Berbers.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76988879","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 : 2021-12-29DOI: 10.4312/elope.18.2.167-184
B. Komaromi, J. Jerković
‘Noun + Noun’ compounds are among the most common and productive structures in modern English. Due to their complexity and potential ambiguity, they represent a challenge for English language learners, especially if such compounds are generally untypical and unproductive in the learners’ mother tongue, as the case is with the Serbian. The aim of this research is to examine how engineering students understand and translate ‘N+N’ structures in the context of English for Specific Purposes, focusing on binominal compounds and compounds with more than two constituents. The research method is the analysis of a translation test from English to Serbian. The results show that students need to receive more input about the semantic and syntactic properties of these structures and develop learning strategies that would help them to fully comprehend this type of compounds and provide their correct translations, focusing on their meaning instead of form.
{"title":"Variation in the Translation Patterns of English ‘Noun + Noun’ Compounds in ESP: The Case of Engineering Students","authors":"B. Komaromi, J. Jerković","doi":"10.4312/elope.18.2.167-184","DOIUrl":"https://doi.org/10.4312/elope.18.2.167-184","url":null,"abstract":"‘Noun + Noun’ compounds are among the most common and productive structures in modern English. Due to their complexity and potential ambiguity, they represent a challenge for English language learners, especially if such compounds are generally untypical and unproductive in the learners’ mother tongue, as the case is with the Serbian. The aim of this research is to examine how engineering students understand and translate ‘N+N’ structures in the context of English for Specific Purposes, focusing on binominal compounds and compounds with more than two constituents. The research method is the analysis of a translation test from English to Serbian. The results show that students need to receive more input about the semantic and syntactic properties of these structures and develop learning strategies that would help them to fully comprehend this type of compounds and provide their correct translations, focusing on their meaning instead of form.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77076810","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 : 2021-12-29DOI: 10.4312/elope.18.2.139-165
Marina Jajić Novogradec
The aim of the paper is to explore the appearance of positive and negative lexical transfer of plurilingual learners in English vocabulary acquisition. Cross-linguistic influences in the study are examined by word translation tasks from Croatian into English, including true, partial, and deceptive cognates or false friends in English, German, and Italian. The results have revealed different language dominances and positive or negative transfer manifestation. Lexical transfer from L4 German is manifested positively, but the Italian language seems to play a dominant role in the acquisition of English vocabulary. The effect of Croatian is manifested both positively and negatively. The study has confirmed previous psycholinguistic studies on the complexity of lexical connections in plurilingual learners and the dynamic interaction of various learning-based factors, such as language recency, proficiency, exposure to languages, the order in which languages are learned, and the formal context in language learning.
{"title":"Positive and Negative Lexical Transfer in English Vocabulary Acquisition","authors":"Marina Jajić Novogradec","doi":"10.4312/elope.18.2.139-165","DOIUrl":"https://doi.org/10.4312/elope.18.2.139-165","url":null,"abstract":"The aim of the paper is to explore the appearance of positive and negative lexical transfer of plurilingual learners in English vocabulary acquisition. Cross-linguistic influences in the study are examined by word translation tasks from Croatian into English, including true, partial, and deceptive cognates or false friends in English, German, and Italian. The results have revealed different language dominances and positive or negative transfer manifestation. Lexical transfer from L4 German is manifested positively, but the Italian language seems to play a dominant role in the acquisition of English vocabulary. The effect of Croatian is manifested both positively and negatively. The study has confirmed previous psycholinguistic studies on the complexity of lexical connections in plurilingual learners and the dynamic interaction of various learning-based factors, such as language recency, proficiency, exposure to languages, the order in which languages are learned, and the formal context in language learning.","PeriodicalId":37589,"journal":{"name":"ELOPE: English Language Overseas Perspectives and Enquiries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81268267","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 : 2021-12-29DOI: 10.4312/elope.18.2.117-137
Lara Burazer, Janez Skela
In reference to the reflective nature of the methodological design of the current pre-service English teacher education program at the Faculty of Arts, University of Ljubljana, considerable challenges related to teacher-education were noted during the emergency online switch. For this reason, the theory/practice connections, typically strengthened via the practical, experiential and reflective components of university teacher-education programs, were put to the test. The research is aimed at identifying the challenges of the online switch and focuses on comparison of the effectiveness of in-person versus online instruction in the pre-service English teacher preparation program. The research questions seek to examine whether teacher-training sessions online are more demanding and challenging, and potentially less effective (as perceived by the respondents), compared to the in-person teacher-training practices. The study results offer a valuable insight into the teacher-trainees’ perceptions of the challenges and effectiveness of the online English teacher-training course implementation in comparison with the in-person mode.
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