In this paper, we wanted to establish whether the higher education discourse in Croatia has shifted from the practice of self-presenting and foregrounding the quality of universities and positioning them within society, to new discursive practices with language devices used in marketing or advertising industries targeted at prospective students, with a view of persuading them to buy a certain service. As stated in Osman, the role of a university used to be educating and forming knowledgeable people and thinkers who would help change the world. However, this role started to change towards the end of the 20th century, especially in Western countries, as their governments gradually reduced financing for public universities, which forced these institutions to find other sources of income. Therefore, a different approach toward prospective students was required. This research and its results have demonstrated that, over the years, the University of Split has changed not only the mode of presenting information but also the mode of self-promotion in order to shape its public role and to attract students and, in so doing, increase its financial means. Its academic merits, its roles in setting scientific or artistic standards, or in providing a critique of social, economic or political processes were disregarded or ignored, in favour of a new identity as a service provider packaging education with new life experiences. At both levels, the verbal and the visual, the University was no longer represented as an academic institution which controlled processes and people. The results also showed that it had turned to a more pronounced use of a promotional discourse and the discursive practice of marketing, while simultaneously reducing the informativeness of its prospectuses. However, we cannot say that the University in question was engaged in serious marketization, especially when we compare our study with the results obtained by other researchers, who have elaborated on various significant promotional discursive practices at the universities they studied, some of which even function as enterprises. However, the trend is noticeable. Fairclough’s claim that discourse and society are inextricably intertwined is here confirmed, as social change has been reflected in the semiotic representations of academic institutions. These discourse shifts, which are interdiscursive examples of promotional activities, could impact on the professional role of universities in society and mark the beginning of a more extensive higher education marketization and consequently, of the use of market-oriented discursive practices.
{"title":"HIGHER EDUCATION DISCOURSE: CHANGES IN THE USE OF VERBAL AND VISUAL\u0000DEVICES IN CROATIAN UNIVERSITY SELF-PRESENTATION","authors":"Daniela Matić","doi":"10.31902/fll.44.2023.3","DOIUrl":"https://doi.org/10.31902/fll.44.2023.3","url":null,"abstract":"In this paper, we wanted to establish whether the higher education discourse in Croatia has shifted from the practice of self-presenting and foregrounding the quality of universities and positioning them within society, to new discursive practices with language devices used in marketing or advertising industries targeted at prospective students, with a view of persuading them to buy a certain service. As stated in Osman, the role of a university used to be educating and forming knowledgeable people and thinkers who would help change the world. However, this role started to change towards the end of the 20th century, especially in Western countries, as their governments gradually reduced financing for public universities, which forced these institutions to find other sources of income. Therefore, a different approach toward prospective students was required. This research and its results have demonstrated that, over the years, the University of Split has changed not only the mode of presenting information but also the mode of self-promotion in order to shape its public role and to attract students and, in so doing, increase its financial means. Its academic merits, its roles in setting scientific or artistic standards, or in providing a critique of social, economic or political processes were disregarded or ignored, in favour of a new identity as a service provider packaging education with new life experiences. At both levels, the verbal and the visual, the University was no longer represented as an academic institution which controlled processes and people. The results also showed that it had turned to a more pronounced use of a promotional discourse and the discursive practice of marketing, while simultaneously reducing the informativeness of its prospectuses. However, we cannot say that the University in question was engaged in serious marketization, especially when we compare our study with the results obtained by other researchers, who have elaborated on various significant promotional discursive practices at the universities they studied, some of which even function as enterprises. However, the trend is noticeable. Fairclough’s claim that discourse and society are inextricably intertwined is here confirmed, as social change has been reflected in the semiotic representations of academic institutions. These discourse shifts, which are interdiscursive examples of promotional activities, could impact on the professional role of universities in society and mark the beginning of a more extensive higher education marketization and consequently, of the use of market-oriented discursive practices.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41666673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to show the blasé characters of Wallace’s Infinite Jest exposed to the postmodern zeitgeist who fear and hate fate for its dominance, as is depicted in his works. The indifference, apathy, skepticism and equivocation which circumscribed Wallace’s characters in Infinite Jest show their escapist analysis of the quirks of fate. This study tries to find out whether Wallace’s characters affirmatively embrace the power of fate or negatively deny it. After a close reading of Wallace’s Infinite Jest, the researcher highlights that Nietzsche’s concept of amor fati is absent for Wallace’s characters because, fallaciously, they were either trying to ignore it or demystify it. Wallace characters’ means of coping with fate metamorphoses them into apathetic beings that are finally in a constant quarrel with themselves. Both their escape from fate and their craving for its demystification culminate in their drowning in life and its pleasures, and then it becomes clear they can no longer enjoy anything and they become afflicted with anhedonia. Wallace’s characters cannot know why their lives are worth living, so they fall into deadly living. It argues that fate entangles human freedom and human extrication from their carnal desires becomes a big delusion in the infinite jest of their lives. The immanent fight with fate will make life’s jest very serious. And when life is taken too seriously, its jest will intensively make a mockery of humans.
{"title":"NIETZSCHE’S AMOR FATI IN DAVID FOSTER WALLACE’S INFINITE JEST","authors":"Narjess Jafari Langroudi","doi":"10.31902/fll.44.2023.7","DOIUrl":"https://doi.org/10.31902/fll.44.2023.7","url":null,"abstract":"This paper aims to show the blasé characters of Wallace’s Infinite Jest exposed to the postmodern zeitgeist who fear and hate fate for its dominance, as is depicted in his works. The indifference, apathy, skepticism and equivocation which circumscribed Wallace’s characters in Infinite Jest show their escapist analysis of the quirks of fate. This study tries to find out whether Wallace’s characters affirmatively embrace the power of fate or negatively deny it. After a close reading of Wallace’s Infinite Jest, the researcher highlights that Nietzsche’s concept of amor fati is absent for Wallace’s characters because, fallaciously, they were either trying to ignore it or demystify it. Wallace characters’ means of coping with fate metamorphoses them into apathetic beings that are finally in a constant quarrel with themselves. Both their escape from fate and their craving for its demystification culminate in their drowning in life and its pleasures, and then it becomes clear they can no longer enjoy anything and they become afflicted with anhedonia. Wallace’s characters cannot know why their lives are worth living, so they fall into deadly living. It argues that fate entangles human freedom and human extrication from their carnal desires becomes a big delusion in the infinite jest of their lives. The immanent fight with fate will make life’s jest very serious. And when life is taken too seriously, its jest will intensively make a mockery of humans.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42915127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present article endeavors to explicate the process of identity construction in Ayn Rand's post-apocalyptic dystopian novel, Anthem. The utilisation of language and the dissemination of symbolic meanings are significant factors that contribute to the formation of identity, which enchains individuals, transforming them into obedient subjects. Fiske's perspective on identity construction elucidates the interplay between power and resistance, which appears to be absent in this post-apocalyptic work. The imperialising power is predominantly responsible for the mechanism of identity formation in the subjectivity of the characters, as there is no discernible systematic resistance to the dominant representations of power throughout the novel. Despite the absence of the duality of power and resistance, the duality of nature and culture is at play, significantly impacting the way identity is constructed. The imperialising power aims to eradicate or limit representations of nature, as the semantic burden that nature carries poses a threat to its existence. We aim to clarify how the imperialising power responds to the representations and meanings that nature embodies. Lastly, we posit that the imperialising power's reaction towards nature is stronger in post-apocalyptic contexts, where representations of nature are highly restricted, confined only to the "Uncharted Forest."
{"title":"POST-APOCALYPTIC IDENTITY CONSTRUCTION IN AYN RAND’S ANTHEM WITH REFERENCE TO CULTURE/NATURE DUALITY","authors":"Younes Poorghorban, Bakhtiar Sadjad","doi":"10.31902/fll.44.2023.8","DOIUrl":"https://doi.org/10.31902/fll.44.2023.8","url":null,"abstract":"The present article endeavors to explicate the process of identity construction in Ayn Rand's post-apocalyptic dystopian novel, Anthem. The utilisation of language and the dissemination of symbolic meanings are significant factors that contribute to the formation of identity, which enchains individuals, transforming them into obedient subjects. Fiske's perspective on identity construction elucidates the interplay between power and resistance, which appears to be absent in this post-apocalyptic work. The imperialising power is predominantly responsible for the mechanism of identity formation in the subjectivity of the characters, as there is no discernible systematic resistance to the dominant representations of power throughout the novel. Despite the absence of the duality of power and resistance, the duality of nature and culture is at play, significantly impacting the way identity is constructed. The imperialising power aims to eradicate or limit representations of nature, as the semantic burden that nature carries poses a threat to its existence. We aim to clarify how the imperialising power responds to the representations and meanings that nature embodies. Lastly, we posit that the imperialising power's reaction towards nature is stronger in post-apocalyptic contexts, where representations of nature are highly restricted, confined only to the \"Uncharted Forest.\"","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43883174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to compare Shakespeare’s The Winter’s Tale (1623) with Kane’s Phaedra’s Love (1996) from the viewpoint of Levinas and his ideas on the relationship between being and the Other expressed in his pivotal work Otherwise than Being or Beyond Essence (1978). The central events of the two plays are analyzed based on the text to flesh out the similarities and differences the two playwrights have with regard to their treatment of the approach of the Other. Of the highest importance in the analysis is how the characters of the plays deal with responsibility for the Other, and also how they react to the wonder of facing the Other. It is concluded that, in Shakespeare’s play, the characters mostly do not carry out their ethical responsibility, and those who do are not treated well; as the play progresses, however, they start to take responsibility for one another which leads to a mostly happy ending. In Kane’s play, by contrast, there is no happy ending because the vast majority of characters do not realize their responsibility, and thus, their wonder at facing the Other turns extremely violent. Additionally, even those characters that come to terms with their responsibility undergo the same gruesome fate as those who do not embody ethical responsibility.
{"title":"A LEVINASIAN READING OF SHAKESPEARE’S THE WINTER’S TALE AND SARAH KANE’S PHAEDRA’S LOVE","authors":"A. Aghaei, Bahee Hadaegh","doi":"10.31902/fll.44.2023.13","DOIUrl":"https://doi.org/10.31902/fll.44.2023.13","url":null,"abstract":"This research aims to compare Shakespeare’s The Winter’s Tale (1623) with Kane’s Phaedra’s Love (1996) from the viewpoint of Levinas and his ideas on the relationship between being and the Other expressed in his pivotal work Otherwise than Being or Beyond Essence (1978). The central events of the two plays are analyzed based on the text to flesh out the similarities and differences the two playwrights have with regard to their treatment of the approach of the Other. Of the highest importance in the analysis is how the characters of the plays deal with responsibility for the Other, and also how they react to the wonder of facing the Other. It is concluded that, in Shakespeare’s play, the characters mostly do not carry out their ethical responsibility, and those who do are not treated well; as the play progresses, however, they start to take responsibility for one another which leads to a mostly happy ending. In Kane’s play, by contrast, there is no happy ending because the vast majority of characters do not realize their responsibility, and thus, their wonder at facing the Other turns extremely violent. Additionally, even those characters that come to terms with their responsibility undergo the same gruesome fate as those who do not embody ethical responsibility.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69785993","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}
Investigations of biblical texts have always been the topic of heated discussion among theologians and linguists, as well as representatives of other scientific disciplines. Over the years, the biblical stories and testimonies have been persistently challenged by different scholars, with a particular emphasis on the language of the Bible. In this paper, we dwell upon the events preceding the emergence of the King James Version and the immense authority that the KJV gained both in the churches of England and among the common people of the British Isles. As this translation of the Bible was authorised by King James, it is often referred to as the Authorised Version, and has become the Official Bible of England. Many people still believe that the KJV is The Bible, since according to them, its creation was inspired by God himself. Hence it becomes essential to reveal the factors which contribute to the supremacy of its language and majesty of style.
{"title":"SOME LINGUISTIC AND STYLISTIC PROPERTIES OF THE KING JAMES BIBLE","authors":"S. Gasparyan","doi":"10.31902/fll.44.2023.1","DOIUrl":"https://doi.org/10.31902/fll.44.2023.1","url":null,"abstract":"Investigations of biblical texts have always been the topic of heated discussion among theologians and linguists, as well as representatives of other scientific disciplines. Over the years, the biblical stories and testimonies have been persistently challenged by different scholars, with a particular emphasis on the language of the Bible. In this paper, we dwell upon the events preceding the emergence of the King James Version and the immense authority that the KJV gained both in the churches of England and among the common people of the British Isles. As this translation of the Bible was authorised by King James, it is often referred to as the Authorised Version, and has become the Official Bible of England. Many people still believe that the KJV is The Bible, since according to them, its creation was inspired by God himself. Hence it becomes essential to reveal the factors which contribute to the supremacy of its language and majesty of style.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42916704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this paper is the contrastive analysis of the prepositions and prepositional supplements of the German and Albanian language. This paper also analyzes and assesses the difficulties of learning a foreign language and the causes of the error frequency in the Albanian native speakers learning German as a foreign language concerning the prepositions and prepositional supplements. It further provides an overview of the problems during the usage of prepositions required by verbs, adjectives and nouns by Albanian learners of the German language. Additionally, there will be an evaluation of the error analysis and the presentation of some methods which provide an easier way to learn the correct usage of the prepositional objects. To achieve this goal, it is necessary to investigate the reasons for the errors, so they can be avoided in the future. It often happens that foreign language learners unconsciously use a construction from another language when they are in a stressful situation, in which they have not yet mastered this construction in German or they cannot think of the correct form at the moment. However, this does not mean that the construction is necessarily taken from their mother tongue (in our case Albanian). It also happens that learners automatically fall back on another foreign language that they speak better than German. This also applies to the prepositions in prepositional supplements. It often happens that learners use the preposition ‘von’ in German instead the English counterpart ‘from’ or the English preposition ‘to’ instead the German ‘zu’. In their native language, the learners use the correct prepositions because these have already been automated since childhood through extensive influence on the language. In the foreign language, the prepositions still have to be become automatic, although it is quite understandable that the learners unconsciously transfer the prepositions from Albanian or from another foreign language into German. In summary, it takes a lot of patience and practice to master the governed prepositions in prepositional supplements. Further research in the field of the methodology of prepositional objects is urgently needed. There are not enough methodological techniques to make it easier to master the required prepositions.
{"title":"ERROR ANALYSIS BY USING THE PREPOSITIVE COMPLEMENT – A STUDY WITH ALBANIAN-SPEAKING GERMAN LEARNERS IN NORTH MACEDONIA","authors":"Arijeta Ibishi, Gëzim Xhaferri, Biljana Ivanovska","doi":"10.31902/fll.44.2023.6","DOIUrl":"https://doi.org/10.31902/fll.44.2023.6","url":null,"abstract":"The goal of this paper is the contrastive analysis of the prepositions and prepositional supplements of the German and Albanian language. This paper also analyzes and assesses the difficulties of learning a foreign language and the causes of the error frequency in the Albanian native speakers learning German as a foreign language concerning the prepositions and prepositional supplements. It further provides an overview of the problems during the usage of prepositions required by verbs, adjectives and nouns by Albanian learners of the German language. Additionally, there will be an evaluation of the error analysis and the presentation of some methods which provide an easier way to learn the correct usage of the prepositional objects. To achieve this goal, it is necessary to investigate the reasons for the errors, so they can be avoided in the future. \u0000It often happens that foreign language learners unconsciously use a construction from another language when they are in a stressful situation, in which they have not yet mastered this construction in German or they cannot think of the correct form at the moment. However, this does not mean that the construction is necessarily taken from their mother tongue (in our case Albanian). It also happens that learners automatically fall back on another foreign language that they speak better than German. This also applies to the prepositions in prepositional supplements. It often happens that learners use the preposition ‘von’ in German instead the English counterpart ‘from’ or the English preposition ‘to’ instead the German ‘zu’. In their native language, the learners use the correct prepositions because these have already been automated since childhood through extensive influence on the language. In the foreign language, the prepositions still have to be become automatic, although it is quite understandable that the learners unconsciously transfer the prepositions from Albanian or from another foreign language into German. In summary, it takes a lot of patience and practice to master the governed prepositions in prepositional supplements. Further research in the field of the methodology of prepositional objects is urgently needed. There are not enough methodological techniques to make it easier to master the required prepositions.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47159533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pervasive presence of ICT (information and communication technology) in everyday life and the appeal these technologies have for our students, forces teachers of foreign languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new means of eLearning, indicate new options for the delivery and acquisition of foreign languages as a life-long learning practice, which the LanGuide project seeks to exploit and advance. The paper reports on a survey carried out among respondents (students, academic and administrative staff) at 6 institutions of higher education in Slovenia, Romania, Croatia, Spain and Sweden. The purpose of the research was to examine the views, practices and attitudes of the respondents with regard to using ICT for foreign language acquisition, in order to help the international partnership to establish clear goals and objectives for developing learning materials in the languages of the partnership of the LanGuide project (KA2-HE/19), co-funded by the European Commission. Mobile language learning has altered the approach to language acquisition and our respondents proved well aware of the options available to them. The mobility, portability, and ubiquity of mobile apps seem to motivate them to make plans for more language learning. This manner of language acquisition, one that provides a sense of freedom and self-management, seems to suit and motivate self-learners. However, in the future, particular attention should be devoted to the further investigation of learning strategies and learning styles compatible with the use of mobile technology. Such knowledge could have a crucial impact on both language instructors and learners of foreign languages, as well as help materials writers and software developers. We can conclude that mobile language learning has changed the approach to language acquisition, while a number of issues still need to be addressed and analysed in order to provide a meaningful, productive user experience on language learning apps.
{"title":"FROM TRADITIONAL LANGUAGE LEARNING TO LANGUAGE LEARNING ON MOBILE APPS","authors":"Neva Čebron, Lara Sorgo","doi":"10.31902/fll.44.2023.4","DOIUrl":"https://doi.org/10.31902/fll.44.2023.4","url":null,"abstract":"The pervasive presence of ICT (information and communication technology) in everyday\u0000life and the appeal these technologies have for our students, forces teachers of foreign\u0000languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in\u0000the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new\u0000means of eLearning, indicate new options for the delivery and acquisition of foreign\u0000languages as a life-long learning practice, which the LanGuide project seeks to exploit\u0000and advance.\u0000The paper reports on a survey carried out among respondents (students, academic and\u0000administrative staff) at 6 institutions of higher education in Slovenia, Romania, Croatia,\u0000Spain and Sweden. The purpose of the research was to examine the views, practices and attitudes of the respondents with regard to using ICT for foreign language acquisition, in order to help the international partnership to establish clear goals and objectives for developing learning materials in the languages of the partnership of the LanGuide project (KA2-HE/19), co-funded by the European Commission. Mobile language learning has altered the approach to language acquisition and our respondents proved well aware of the options available to them. The mobility, portability, and ubiquity of mobile apps seem to motivate them to make plans for more language learning. This manner of language acquisition, one that provides a sense of freedom and self-management, seems to suit and motivate self-learners. However, in the future, particular attention should be devoted to the further investigation of learning strategies and learning styles compatible with the use of mobile technology. Such knowledge could have a crucial impact on both language instructors and learners of foreign languages, as well as help materials writers and software developers. We can conclude that mobile language learning has changed the approach to language acquisition, while a number of issues still need to be addressed and analysed in order to provide a meaningful, productive user experience on language learning apps.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47968897","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 his groundbreaking research on the broad phenomenon of Western visual culture in important intellectual eras, Martin Jay touches on the abundance of ocular references in Renaissance literature and cites the example of William Shakespeare whose works are replete with visual metaphors. Notwithstanding extensive research on the role of vision in Shakespeare’s works, it seems that scant attention has been paid to the Bard’s deprecation of ocularcentric culture. Shakespeare was, admittedly, not the first writer who depicted and challenged the biased privileging of sight in Western culture, but the present study focuses on the example of King Lear to show that Shakespearean drama played a significant role in reflecting the dire consequences of ocularcentrism in society. Drawing on first-hand Renaissance accounts of vision, Martin Jay’s exhaustive research into the history of ocularcentrism in the West, and James Shapiro’s historical account of the year Shakespeare’s King Lear was first performed, this study employs a New Historicist methodology to examine how Shakespearean drama marks both a turn away from the traditional hegemony of vision and a turning point in the criticism of modern ocularcentric culture in the West. We conclude that King Lear serves, among other things, to remind us that visual subjugation transcends the boundaries of time and culture and that we could all ourselves be Lears or Gloucesters, deluded by the proverbial concept that “seeing is believing”
{"title":"“LOOK WITH THINE EARS”: THE DEPRECATION OF OCULARCENTRIC CULTURE IN WILLIAM SHAKESPEARE’S KING LEAR","authors":"Javad Khorsand, Bahee Hadaegh","doi":"10.31902/fll.44.2023.12","DOIUrl":"https://doi.org/10.31902/fll.44.2023.12","url":null,"abstract":"In his groundbreaking research on the broad phenomenon of Western visual culture in important intellectual eras, Martin Jay touches on the abundance of ocular references in Renaissance literature and cites the example of William Shakespeare whose works are replete with visual metaphors. Notwithstanding extensive research on the role of vision in Shakespeare’s works, it seems that scant attention has been paid to the Bard’s deprecation of ocularcentric culture. Shakespeare was, admittedly, not the first writer who depicted and challenged the biased privileging of sight in Western culture, but the present study focuses on the example of King Lear to show that Shakespearean drama played a significant role in reflecting the dire consequences of ocularcentrism in society. Drawing on first-hand Renaissance accounts of vision, Martin Jay’s exhaustive research into the history of ocularcentrism in the West, and James Shapiro’s historical account of the year Shakespeare’s King Lear was first performed, this study employs a New Historicist methodology to examine how Shakespearean drama marks both a turn away from the traditional hegemony of vision and a turning point in the criticism of modern ocularcentric culture in the West. We conclude that King Lear serves, among other things, to remind us that visual subjugation transcends the boundaries of time and culture and that we could all ourselves be Lears or Gloucesters, deluded by the proverbial concept that “seeing is believing”","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135395926","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}
Children are enthusiastic and show a keen interest in learning new skills. Learning and participation, equipped with essential life skills, ensure success in their life. Building life skills enables children to understand personal conflicts (both physical and mental) and make them aware of their environment. The folktales of various regions in the world with solid traditions expand children’sliterary horizons. Folklore inspires young minds and teachesthem to be morally, ethically,and socially conscious. Anthropomorphic narratives take children into the world of tales, keep them engaged, teaching history, tradition and value systems, and helping the individual build lifeskills. The paper focuses on realising the life skills and cultural influence imbibed in folktales and how it works on children. The article examines popular folktales from Asia, Africa, Australia, Europe, North America, and South America and examines how they operate as a tool to enable us to understand culture and life skills.
{"title":"FOLKTALES FROM SIX CONTINENTS: CULTURAL INFLUENCE AND LIFE SKILL DEVELOPMENT FOR CHILDREN","authors":"Cynthiya Rose J S, Bhuvaneswari R*","doi":"10.31902/fll.44.2023.9","DOIUrl":"https://doi.org/10.31902/fll.44.2023.9","url":null,"abstract":"Children are enthusiastic and show a keen interest in learning new skills. Learning and participation, equipped with essential life skills, ensure success in their life. Building life skills enables children to understand personal conflicts (both physical and mental) and make them aware of their environment. The folktales of various regions in the world with solid traditions expand children’sliterary horizons. Folklore inspires young minds and teachesthem to be morally, ethically,and socially conscious. Anthropomorphic narratives take children into the world of tales, keep them engaged, teaching history, tradition and value systems, and helping the individual build lifeskills. The paper focuses on realising the life skills and cultural influence imbibed in folktales and how it works on children. The article examines popular folktales from Asia, Africa, Australia, Europe, North America, and South America and examines how they operate as a tool to enable us to understand culture and life skills.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article aims to outline extralinguistic factors of the emergence of American and Ukrainian ethnophobic terms and to study the means of their word-formation. The methods applied in the research include the analysis of dictionary definitions, as well as semantic, structural, conceptual, comparative, and linguocultural analyses. Metaphor, metonymy, and antonomasia are established as the semantic means of ethnophobic terms formation, whereas compounding, suffixation, clipping, and onomatopoeia – as the predominant means of structural word-formation in both American and Ukrainian nonstandard languages. Blends and acronyms are established as typical of American ethnophobic terms formation only, while the combination of semantic and structural word-formation is evident in both languages. Borrowings are determined as a significant means of replenishing the corpora of ethnophobic terms in both American and Ukrainian non-standard languages.
{"title":"WORD-FORMATION AND ORIGINS OF ETHNOPHOBIC TERMS IN THE AMERICAN AND UKRAINIAN NON-STANDARD LANGUAGES","authors":"I. Honta, I. Aleksandruk","doi":"10.31902/fll.44.2023.2","DOIUrl":"https://doi.org/10.31902/fll.44.2023.2","url":null,"abstract":"The article aims to outline extralinguistic factors of the emergence of American and Ukrainian ethnophobic terms and to study the means of their word-formation. The methods applied in the research include the analysis of dictionary definitions, as well as semantic, structural, conceptual, comparative, and linguocultural analyses. Metaphor, metonymy, and antonomasia are established as the semantic means of ethnophobic terms formation, whereas compounding, suffixation, clipping, and onomatopoeia – as the predominant means of structural word-formation in both American and Ukrainian nonstandard languages. Blends and acronyms are established as typical of American ethnophobic terms formation only, while the combination of semantic and structural word-formation is evident in both languages. Borrowings are determined as a significant means of replenishing the corpora of ethnophobic terms in both American and Ukrainian non-standard languages.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47908707","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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