Pub Date : 2022-03-30DOI: 10.29051/el.v8iesp.1.16913
Maria Shobeiry
This study explores the influence of IELTS examiners' New Zealand accent (aka, Kiwi accent) on the speaking performance of 45 men and women Iranian IELTS candidates within the framework of communication accommodation theory (CAT) from the post-structuralism perspective in which identity is considered to be a dynamic approach. This is a mixed-method explanatory sequential design in which the candidates' speaking scores on a real IELTS test were compared to their scores on a mock test through employing a paired-samples t-test for each group of language proficiency (B2, C1, and C2). A semi-structured interview was also conducted to extract information about participants' feelings when facing the Kiwi examiners. The results revealed that 1) the candidates' self-identification and 2) their level of proficiency indicated how their performance was influenced by the Kiwi examiners' accent. Participants with B2 (band score 5.5-6.5) and C1 (band score 7-8) proficiency, Kiwi accent accentuated the differences of ethnicity and identity. They also attended to L1 cultural issues as a barrier. None of these issues were found in C2 participants (band score 8.5-9). IELTS instructors are to consider the candidates' identity features and cover all the main accents of English native speakers in their preparation programs.
{"title":"IELTS examiners' kiwi accent and iranian IELTS candidates' identity and speaking performance in New Zealand","authors":"Maria Shobeiry","doi":"10.29051/el.v8iesp.1.16913","DOIUrl":"https://doi.org/10.29051/el.v8iesp.1.16913","url":null,"abstract":"This study explores the influence of IELTS examiners' New Zealand accent (aka, Kiwi accent) on the speaking performance of 45 men and women Iranian IELTS candidates within the framework of communication accommodation theory (CAT) from the post-structuralism perspective in which identity is considered to be a dynamic approach. This is a mixed-method explanatory sequential design in which the candidates' speaking scores on a real IELTS test were compared to their scores on a mock test through employing a paired-samples t-test for each group of language proficiency (B2, C1, and C2). A semi-structured interview was also conducted to extract information about participants' feelings when facing the Kiwi examiners. The results revealed that 1) the candidates' self-identification and 2) their level of proficiency indicated how their performance was influenced by the Kiwi examiners' accent. Participants with B2 (band score 5.5-6.5) and C1 (band score 7-8) proficiency, Kiwi accent accentuated the differences of ethnicity and identity. They also attended to L1 cultural issues as a barrier. None of these issues were found in C2 participants (band score 8.5-9). IELTS instructors are to consider the candidates' identity features and cover all the main accents of English native speakers in their preparation programs.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82232445","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}
Este trabalho propõe descrever a experiência do círculo de leitura na disciplina de Literatura Inglesa (drama) do curso de Licenciatura em Letras do IFCE – campus Camocim, discutindo a importância da atividade como contribuição ao desenvolvimento do futuro professor de inglês. Para tanto, recorremos às concepções de leitura em Koch (2006) e Marcuschi (2008); processamento cognitivo em Evans e Green (2006); letramento em Kleiman (2000); e aos conceitos que embasam o círculo de leitura nas aulas de literatura em Cosson (2009; 2014). Descreve-se o percurso metodológico para a consecução do círculo de leitura, como prática de atividade leitora e de formação de leitores literários, além de apresentar os resultados do questionário aplicado aos alunos após a atividade. Os resultados obtidos a partir do questionário são consonantes com as impressões adquiridas intuitivamente em sala e mostram possíveis apontamentos para futuros círculos de leitura em aulas de literatura inglesa nos cursos de Letras. PALAVRAS-CHAVES: Círculo de leitura. Formação do professor de línguas. Leitura literária.
{"title":"círculo de leitura na formação de professores de língua inglesa","authors":"Elyssa Soares Marinho","doi":"10.29051/el.v8i00.15310","DOIUrl":"https://doi.org/10.29051/el.v8i00.15310","url":null,"abstract":"Este trabalho propõe descrever a experiência do círculo de leitura na disciplina de Literatura Inglesa (drama) do curso de Licenciatura em Letras do IFCE – campus Camocim, discutindo a importância da atividade como contribuição ao desenvolvimento do futuro professor de inglês. Para tanto, recorremos às concepções de leitura em Koch (2006) e Marcuschi (2008); processamento cognitivo em Evans e Green (2006); letramento em Kleiman (2000); e aos conceitos que embasam o círculo de leitura nas aulas de literatura em Cosson (2009; 2014). Descreve-se o percurso metodológico para a consecução do círculo de leitura, como prática de atividade leitora e de formação de leitores literários, além de apresentar os resultados do questionário aplicado aos alunos após a atividade. Os resultados obtidos a partir do questionário são consonantes com as impressões adquiridas intuitivamente em sala e mostram possíveis apontamentos para futuros círculos de leitura em aulas de literatura inglesa nos cursos de Letras.\u0000 \u0000PALAVRAS-CHAVES: Círculo de leitura. Formação do professor de línguas. Leitura literária.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80888733","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 : 2022-03-30DOI: 10.29051/el.v8iesp.1.16932
Veronika Danilova, Petr Tazov Tazov, I. Semenov, S. Shkarovsky, E. Baranova
The study aims to theoretically substantiate the opportunities to use active learning methods in training future specialists in the tourism industry for leading excursions. The authors conclude that the forms and methods of active learning that can be utilized in the training of future tourism industry specialists for leading excursions include: practical lessons in the form of excursions and research lessons in the urban environment, individual types of lectures (dialogue lecture-conversation, lecture-discussion, problem-based lecture, lecture with an analysis of specific professional cases) and seminars-discussion, as well as independent work in the form of individual research assignments. The priority form of active learning is considered to be practical lessons in the form of excursions and research lessons organized immediately in the urban environment.
{"title":"Use of active learning methods in the training of specialists in the tourism industry for excursion activities (in an urban environment)","authors":"Veronika Danilova, Petr Tazov Tazov, I. Semenov, S. Shkarovsky, E. Baranova","doi":"10.29051/el.v8iesp.1.16932","DOIUrl":"https://doi.org/10.29051/el.v8iesp.1.16932","url":null,"abstract":"The study aims to theoretically substantiate the opportunities to use active learning methods in training future specialists in the tourism industry for leading excursions. The authors conclude that the forms and methods of active learning that can be utilized in the training of future tourism industry specialists for leading excursions include: practical lessons in the form of excursions and research lessons in the urban environment, individual types of lectures (dialogue lecture-conversation, lecture-discussion, problem-based lecture, lecture with an analysis of specific professional cases) and seminars-discussion, as well as independent work in the form of individual research assignments. The priority form of active learning is considered to be practical lessons in the form of excursions and research lessons organized immediately in the urban environment.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75083826","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 : 2022-03-30DOI: 10.29051/el.v8iesp.1.16946
N. Sigal, A. Zabolotskaya
The research aims to consider the conditions essential for the creative educational environment formation and the impact which this environment has on the creative potential of students mastering a foreign language for specific purposes. To achieve the set goals, we consider the technologies (problem-based, gaming, project technologies and case analysis) that contribute to implementing the creative environment. The paper reveals the results of the conducted on the site of Kazan Federal University experiment in organizing the process of teaching a foreign language in the conditions of a creative educational environment. Based on the systematization and generalization of foreign and national studies, we developed the following criteria for the effectiveness of the educational process: (1) the educational motivation level assessment; (2) the language proficiency level assessment; (3) the educational autonomy level assessment; and (4) the creativity level assessment.
{"title":"Creative educational environment formation in the process of teaching english to students of non-linguistic specialities","authors":"N. Sigal, A. Zabolotskaya","doi":"10.29051/el.v8iesp.1.16946","DOIUrl":"https://doi.org/10.29051/el.v8iesp.1.16946","url":null,"abstract":"The research aims to consider the conditions essential for the creative educational environment formation and the impact which this environment has on the creative potential of students mastering a foreign language for specific purposes. To achieve the set goals, we consider the technologies (problem-based, gaming, project technologies and case analysis) that contribute to implementing the creative environment. The paper reveals the results of the conducted on the site of Kazan Federal University experiment in organizing the process of teaching a foreign language in the conditions of a creative educational environment. Based on the systematization and generalization of foreign and national studies, we developed the following criteria for the effectiveness of the educational process: (1) the educational motivation level assessment; (2) the language proficiency level assessment; (3) the educational autonomy level assessment; and (4) the creativity level assessment.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85531630","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 : 2022-03-30DOI: 10.29051/el.v8iesp.1.16938
Tatiana Evsikova, Aleksandra Makarova, O. Potapova, S. Levicheva, M. Borodina
Study aims to investigate and develop directions for the formation of information culture in undergraduate students to improve the effectiveness of the training of future translators. Based on a survey of applicants, translation students, and research and teaching staff working with translation students, the study assesses the current level of development of information culture in future translators. The survey of applicants and translation students focuses on determining their attitude to working with the information they encounter in their studies and daily life and detecting the basic information-processing skills. The primary goal of the survey of teachers is to reveal their attitudes toward the development of information processing skills and the need to pay attention to the development of these skills in teaching their respective disciplines. The study concludes that the current level of development of information culture in future translators calls for systemic work on this field.
{"title":"Development of information culture as a key attribute of a modern specialist in the process of training future translators","authors":"Tatiana Evsikova, Aleksandra Makarova, O. Potapova, S. Levicheva, M. Borodina","doi":"10.29051/el.v8iesp.1.16938","DOIUrl":"https://doi.org/10.29051/el.v8iesp.1.16938","url":null,"abstract":"Study aims to investigate and develop directions for the formation of information culture in undergraduate students to improve the effectiveness of the training of future translators. Based on a survey of applicants, translation students, and research and teaching staff working with translation students, the study assesses the current level of development of information culture in future translators. The survey of applicants and translation students focuses on determining their attitude to working with the information they encounter in their studies and daily life and detecting the basic information-processing skills. The primary goal of the survey of teachers is to reveal their attitudes toward the development of information processing skills and the need to pay attention to the development of these skills in teaching their respective disciplines. The study concludes that the current level of development of information culture in future translators calls for systemic work on this field.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87357179","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}
Este estudo traz à baila uma discussão que cinge à educação linguística em línguas adicionais alóctones, com enfoque no ensino de pomerano, problematizando a questão da democratização do ensino plurilíngue nas escolas públicas brasileiras. Objetivamos identificar possíveis óbices a partir da Lei nº 13.415 de 2017, que reformulou o ensino médio, e como consequência expurga das comunidades imigrantes (alóctones) o direito de escolha de outras línguas na escola, antes assegurado pela Lei de Diretrizes e Bases da Educação (LDB) 9394/1996. O estudo, constitui-se num trabalho de cunho descritivo e de abordagem qualitativa. Como base teórica apoiamo-nos nos estudos de Políticas Linguísticas de Calvet (2002,2004, 2007) e outros. Como resultados, apontamos os modelos de políticas linguísticas educacionais que resistem às diretrizes monolíngues e promovem o plurilinguismo escolar, tomando como exemplo as medidas de promoção do pomerano, gerenciadas pelas próprias comunidades (gestão in vivo) e pelos governos locais (in vitro).
{"title":"ensino-aprendizagem de outras línguas na escola pós BNCC","authors":"O. Silva","doi":"10.29051/el.v8i00.15053","DOIUrl":"https://doi.org/10.29051/el.v8i00.15053","url":null,"abstract":"Este estudo traz à baila uma discussão que cinge à educação linguística em línguas adicionais alóctones, com enfoque no ensino de pomerano, problematizando a questão da democratização do ensino plurilíngue nas escolas públicas brasileiras. Objetivamos identificar possíveis óbices a partir da Lei nº 13.415 de 2017, que reformulou o ensino médio, e como consequência expurga das comunidades imigrantes (alóctones) o direito de escolha de outras línguas na escola, antes assegurado pela Lei de Diretrizes e Bases da Educação (LDB) 9394/1996. O estudo, constitui-se num trabalho de cunho descritivo e de abordagem qualitativa. Como base teórica apoiamo-nos nos estudos de Políticas Linguísticas de Calvet (2002,2004, 2007) e outros. Como resultados, apontamos os modelos de políticas linguísticas educacionais que resistem às diretrizes monolíngues e promovem o plurilinguismo escolar, tomando como exemplo as medidas de promoção do pomerano, gerenciadas pelas próprias comunidades (gestão in vivo) e pelos governos locais (in vitro).","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79416756","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}
As we know, the teaching of Azerbaijani dialects has been done in the linguistic faculties of the universities for many years. But in this training, we try to pay attention to the general characteristics of dialects, its differences and similarities. One of the most pressing problems of linguistics is the study of the development of the Azerbaijani language, as well as the ancestral roots of the people in the years of independence, the Azerbaijani linguistics and as a part of it, the Azerbaijani dialect at the level of modern requirements. Because dialects reflect the evolution and history of the people, many words, terms, and units of ancient phrases related to the life and ethnography of the people have been preserved in the dialect dictionary. As one of the Turkic tribes, the development of Turkish language elements in the language of the Azerbaijani people is also used as an ancient word.
{"title":"Teaching elements of ancient turkish language in Azerbaijani dialects in Universities","authors":"Hajer Huseynova","doi":"10.29051/el.v8i00.16885","DOIUrl":"https://doi.org/10.29051/el.v8i00.16885","url":null,"abstract":"As we know, the teaching of Azerbaijani dialects has been done in the linguistic faculties of the universities for many years. But in this training, we try to pay attention to the general characteristics of dialects, its differences and similarities. One of the most pressing problems of linguistics is the study of the development of the Azerbaijani language, as well as the ancestral roots of the people in the years of independence, the Azerbaijani linguistics and as a part of it, the Azerbaijani dialect at the level of modern requirements. Because dialects reflect the evolution and history of the people, many words, terms, and units of ancient phrases related to the life and ethnography of the people have been preserved in the dialect dictionary. As one of the Turkic tribes, the development of Turkish language elements in the language of the Azerbaijani people is also used as an ancient word.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79656221","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 : 2022-01-19DOI: 10.29051/el.v7iesp.6.15379
Ana Maria Díaz Ferrero, I. Severino
Neste artigo são apresentadas as características e os resultados de aprendizagem de um projeto universitário de interação virtual para o desenvolvimento da competência comunicativa dos alunos de espanhol, língua estrangeira, da licenciatura de Marketing, Gestão e Contabilidade, da Escola de Tecnologia e Gestão de Guarda (Portugal) e dos estudantes de português, língua estrangeira, do curso de Traducción e Interpretación da Universidade de Granada (Espanha). Partindo do pressuposto que os intercâmbios linguísticos constituem um marco acelerador na aquisição de uma língua estrangeira e que a aprendizagem colaborativa fomenta a participação e motivação dos estudantes, desenvolveu-se uma proposta didática de intercâmbio linguístico interuniversitário virtual com o objetivo de conseguir uma aprendizagem efetiva através do recurso a atividades de expressão escrita e revisão textual.
{"title":"Uma experiência de intercâmbio linguístico virtual para o desenvolvimento da competência comunicativa","authors":"Ana Maria Díaz Ferrero, I. Severino","doi":"10.29051/el.v7iesp.6.15379","DOIUrl":"https://doi.org/10.29051/el.v7iesp.6.15379","url":null,"abstract":"Neste artigo são apresentadas as características e os resultados de aprendizagem de um projeto universitário de interação virtual para o desenvolvimento da competência comunicativa dos alunos de espanhol, língua estrangeira, da licenciatura de Marketing, Gestão e Contabilidade, da Escola de Tecnologia e Gestão de Guarda (Portugal) e dos estudantes de português, língua estrangeira, do curso de Traducción e Interpretación da Universidade de Granada (Espanha). Partindo do pressuposto que os intercâmbios linguísticos constituem um marco acelerador na aquisição de uma língua estrangeira e que a aprendizagem colaborativa fomenta a participação e motivação dos estudantes, desenvolveu-se uma proposta didática de intercâmbio linguístico interuniversitário virtual com o objetivo de conseguir uma aprendizagem efetiva através do recurso a atividades de expressão escrita e revisão textual.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87358039","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}
Given the new social scenario due to the Covid-19 pandemic, in which teaching practices are carried out under the condition of constant adaptation, this article aims to analyze the activities developed in a Basic English Reading Strategies Course offered as an optional subject to undergraduate students in a multicampus university. We present the students' final averages to discuss their level of reading comprehension and performance in the course and propose a reflection on online teaching to undergraduate students during the pandemic period, in which Emergency Remote Education (ERE) was adopted as an alternative measure to contain damage in education. Based on the study done through bibliographic review and a survey answered by two hundred students, we came to the conclusion there is still some need for interaction maintenance between students and teachers during the isolation period, as well as the synchronous class model for the success of the subject.
{"title":"Evaluation of an Online English Reading Strategies Course Taught at the Beginning of the Pandemic Period","authors":"L. V. dos Santos, P. T. Pinto","doi":"10.29051/el.v8i00.15218","DOIUrl":"https://doi.org/10.29051/el.v8i00.15218","url":null,"abstract":"Given the new social scenario due to the Covid-19 pandemic, in which teaching practices are carried out under the condition of constant adaptation, this article aims to analyze the activities developed in a Basic English Reading Strategies Course offered as an optional subject to undergraduate students in a multicampus university. We present the students' final averages to discuss their level of reading comprehension and performance in the course and propose a reflection on online teaching to undergraduate students during the pandemic period, in which Emergency Remote Education (ERE) was adopted as an alternative measure to contain damage in education. Based on the study done through bibliographic review and a survey answered by two hundred students, we came to the conclusion there is still some need for interaction maintenance between students and teachers during the isolation period, as well as the synchronous class model for the success of the subject.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72712898","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 : 2021-12-30DOI: 10.29051/el.v7iesp.8.16359
G. Kolesnikova, Sevda Polat
The article provides an analysis of zoomorphic metaphors that characterize a person in a literary text. The study intends to reveal bottlenecks at translation into languages with different structures. The study proceeds from the general scientific principles of sistematicity, correspondence, completeness, complementarity, consistency, determinism and verification. The methods used in the paper are the method of unity of the historical and the logical in socio-cultural knowledge, comparative, contrastive methods. Based on the purpose and objectives, comparative analysis, interdisciplinary synthesis and other techniques of general scientific methodology have been employed. The main findings: the study of zoomorphic metaphors characterizing a man in a literary text shows unconscious stereotypes not only when interpreting the image of another by a native speaker of the national language, but also the specifics of imaging the surrounding environment, emanating from mentality and manifested when choosing certain categories and concepts in describing the world.
{"title":"Zoomorphic metaphor characterizing a man in a literary text: difficulties of translation in languages with different structures (the case of russian and turkish)","authors":"G. Kolesnikova, Sevda Polat","doi":"10.29051/el.v7iesp.8.16359","DOIUrl":"https://doi.org/10.29051/el.v7iesp.8.16359","url":null,"abstract":"The article provides an analysis of zoomorphic metaphors that characterize a person in a literary text. The study intends to reveal bottlenecks at translation into languages with different structures. The study proceeds from the general scientific principles of sistematicity, correspondence, completeness, complementarity, consistency, determinism and verification. The methods used in the paper are the method of unity of the historical and the logical in socio-cultural knowledge, comparative, contrastive methods. Based on the purpose and objectives, comparative analysis, interdisciplinary synthesis and other techniques of general scientific methodology have been employed. The main findings: the study of zoomorphic metaphors characterizing a man in a literary text shows unconscious stereotypes not only when interpreting the image of another by a native speaker of the national language, but also the specifics of imaging the surrounding environment, emanating from mentality and manifested when choosing certain categories and concepts in describing the world.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"468 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81003148","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：