Pub Date : 2023-06-01DOI: 10.2478/topling-2023-0004
Sharif Alghazo, Khulood Al-Anbar, A. R. Altakhaineh, Marwan Jarrah
Abstract This study investigates the use of interactive metadiscourse markers in first language (L1) and second language (L2) English editorials. It also identifies how L1 and L2 editorials differ in the use of these markers. To this end, the study utilizes Hyland’s (2019) model of interactive metadiscourse to analyse – based on a descriptive approach – 80 editorials collected from two highly reputed newspapers: The Guardian and The Jordan Times, distributed evenly. The data were analysed both quantitatively, using SPSS tests to identify significant differences (if any) between the two sets of editorials, and qualitatively to enrich our understanding of the functions of interactive metadiscourse markers in editorials. The analysis revealed that there is no significant difference in the use of interactive metadiscourse markers between the two corpora. However, there is a slight variation in the use of individual interactive markers such as frame markers and evidentials. The findings are discussed in the light of theories of metadiscourse and previous literature. The study provides implications for L2 learning and teaching in terms of how interaction in written discourse is achieved in the L2.
{"title":"Interactive metadiscourse in L1 and L2 English: Evidence from editorials","authors":"Sharif Alghazo, Khulood Al-Anbar, A. R. Altakhaineh, Marwan Jarrah","doi":"10.2478/topling-2023-0004","DOIUrl":"https://doi.org/10.2478/topling-2023-0004","url":null,"abstract":"Abstract This study investigates the use of interactive metadiscourse markers in first language (L1) and second language (L2) English editorials. It also identifies how L1 and L2 editorials differ in the use of these markers. To this end, the study utilizes Hyland’s (2019) model of interactive metadiscourse to analyse – based on a descriptive approach – 80 editorials collected from two highly reputed newspapers: The Guardian and The Jordan Times, distributed evenly. The data were analysed both quantitatively, using SPSS tests to identify significant differences (if any) between the two sets of editorials, and qualitatively to enrich our understanding of the functions of interactive metadiscourse markers in editorials. The analysis revealed that there is no significant difference in the use of interactive metadiscourse markers between the two corpora. However, there is a slight variation in the use of individual interactive markers such as frame markers and evidentials. The findings are discussed in the light of theories of metadiscourse and previous literature. The study provides implications for L2 learning and teaching in terms of how interaction in written discourse is achieved in the L2.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49200468","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 : 2023-06-01DOI: 10.2478/topling-2023-0001
María López-Medel
Abstract Ten years before the European Parliament adopted the Gender-neutral language in the European Parliament multilingual guidelines (2008), the European Commission’s Directorate-General for Translation had already included a section on this subject in the third edition of its English Style Guide (1998). The original text was later reproduced in other European Union’s style guides, namely the Interinstitutional Style Guide, the European Commission Style Guide and the ephemeral European Commission Guidelines for Inclusive Communication, withdrawn shortly after publication due to political and religious complaints. After a quarter of a century, the guidelines have drifted apart through their respective updates. What are the exact inconsistencies of the current style guides? How do the changes reflect developments in the field of inclusive language? And do the guidelines include gendered terms and expressions relevant for EU linguists? A unified EU policy on linguistic sexism across its languages and institutions expressed in a set of relevant and coherent language guidelines seems vital to enabling and fostering the implementation of non-sexist language as a gender mainstreaming tool in the EU.
{"title":"The Directorate-General for Translation’s gender-neutral English guidelines (1998-2022)","authors":"María López-Medel","doi":"10.2478/topling-2023-0001","DOIUrl":"https://doi.org/10.2478/topling-2023-0001","url":null,"abstract":"Abstract Ten years before the European Parliament adopted the Gender-neutral language in the European Parliament multilingual guidelines (2008), the European Commission’s Directorate-General for Translation had already included a section on this subject in the third edition of its English Style Guide (1998). The original text was later reproduced in other European Union’s style guides, namely the Interinstitutional Style Guide, the European Commission Style Guide and the ephemeral European Commission Guidelines for Inclusive Communication, withdrawn shortly after publication due to political and religious complaints. After a quarter of a century, the guidelines have drifted apart through their respective updates. What are the exact inconsistencies of the current style guides? How do the changes reflect developments in the field of inclusive language? And do the guidelines include gendered terms and expressions relevant for EU linguists? A unified EU policy on linguistic sexism across its languages and institutions expressed in a set of relevant and coherent language guidelines seems vital to enabling and fostering the implementation of non-sexist language as a gender mainstreaming tool in the EU.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47493262","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 : 2022-12-01DOI: 10.2478/topling-2022-0011
A. Martynyuk, E. Akhmedova
Abstract In this paper, we combine methodological tools of cognitive linguistics and translation studies to establish correlations between translation procedures applied to render English fiction similes into Ukrainian, and the (sub)cultural specificity of the conceptual mappings that license linguistic expression of the similes and prompt translators’ decisions in favour of foreignization or domestication. We revealed five translation procedures (retention, replacement, reduction, omission, and addition) that contribute to foreignization or domestication (complete compulsory or complete optional, and partial compulsory or partial optional). Foreignization presupposes retention of a source-text simile based on a (sub)culture-specific conceptual mapping. Complete compulsory domestication entails replacement, reduction or omission of such a simile. Partial compulsory domestication involves retention of a (sub)culture-specific simile with implicit or explicit explanation of its sense. Complete optional domestication realizes as replacement, reduction or omission of a source-text simile that does not bear any (sub)cultural specificity as well as addition of a simile in the target text to translate a source-text utterance containing no simile. Partial optional domestication implies combining retention of a simile bearing no (sub)cultural specificity with implicit or explicit explanation of its sense.
{"title":"(Sub)cultural specificity of fiction simile and the choice of translation strategy","authors":"A. Martynyuk, E. Akhmedova","doi":"10.2478/topling-2022-0011","DOIUrl":"https://doi.org/10.2478/topling-2022-0011","url":null,"abstract":"Abstract In this paper, we combine methodological tools of cognitive linguistics and translation studies to establish correlations between translation procedures applied to render English fiction similes into Ukrainian, and the (sub)cultural specificity of the conceptual mappings that license linguistic expression of the similes and prompt translators’ decisions in favour of foreignization or domestication. We revealed five translation procedures (retention, replacement, reduction, omission, and addition) that contribute to foreignization or domestication (complete compulsory or complete optional, and partial compulsory or partial optional). Foreignization presupposes retention of a source-text simile based on a (sub)culture-specific conceptual mapping. Complete compulsory domestication entails replacement, reduction or omission of such a simile. Partial compulsory domestication involves retention of a (sub)culture-specific simile with implicit or explicit explanation of its sense. Complete optional domestication realizes as replacement, reduction or omission of a source-text simile that does not bear any (sub)cultural specificity as well as addition of a simile in the target text to translate a source-text utterance containing no simile. Partial optional domestication implies combining retention of a simile bearing no (sub)cultural specificity with implicit or explicit explanation of its sense.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43168965","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 : 2022-12-01DOI: 10.2478/topling-2022-0008
E. Kusz
Abstract The major aim of the current study is to verify whether an interdependence between self-imitation practice and L2 pronunciation improvement in the process of second-language acquisition is stronger than traditional imitation tasks. 35 Polish students of Applied Linguistics (at English level B2+) divided into two groups performed imitation and self-imitation exercises in order to improve their L2 pronunciation skills. Three acoustic parameters were considered, namely, articulation rate, speech rate and average syllable duration. The results of the research have revealed that there is a significant interdependence between L2 pronunciation improvement and self-imitation training in terms of speech rate. The outcomes of the research are in line with Ding et al. (2019), De Meo et al.’s (2013), and Felps et al.’s (2009) assertion that the better the match between learners’ voices and their modified equivalents, the more positive impact there is on L2 pronunciation training.
摘要本研究的主要目的是验证二语习得过程中自我模仿练习与二语发音改善之间的相互依赖性是否比传统的模仿任务更强。35名波兰应用语言学学生(英语水平B2+)分为两组进行模仿和自我模仿练习，以提高他们的第二语言发音技能。考虑了三个声学参数，即发音率、语速和平均音节时长。研究结果表明，在语速方面，二语发音的提高与自我模仿训练之间存在着显著的相互依存关系。研究结果与Ding et al.(2019)、De Meo et al.(2013)和Felps et al.(2009)的观点一致，即学习者的语音与其修改后的对等语音匹配得越好，对二语发音训练的积极影响就越大。
{"title":"Effects of imitation and self-imitation practice on L2 pronunciation progress","authors":"E. Kusz","doi":"10.2478/topling-2022-0008","DOIUrl":"https://doi.org/10.2478/topling-2022-0008","url":null,"abstract":"Abstract The major aim of the current study is to verify whether an interdependence between self-imitation practice and L2 pronunciation improvement in the process of second-language acquisition is stronger than traditional imitation tasks. 35 Polish students of Applied Linguistics (at English level B2+) divided into two groups performed imitation and self-imitation exercises in order to improve their L2 pronunciation skills. Three acoustic parameters were considered, namely, articulation rate, speech rate and average syllable duration. The results of the research have revealed that there is a significant interdependence between L2 pronunciation improvement and self-imitation training in terms of speech rate. The outcomes of the research are in line with Ding et al. (2019), De Meo et al.’s (2013), and Felps et al.’s (2009) assertion that the better the match between learners’ voices and their modified equivalents, the more positive impact there is on L2 pronunciation training.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46874006","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 : 2022-12-01DOI: 10.2478/topling-2022-0010
Ruonan Lin, G. Al-Shaibani
Abstract There is very little research on the use of metadiscourse markers in abstracts across different disciplines (especially in a single study) in the research of undergraduates as novice researchers, and little qualitative research has been done on the topic in EFL and ESL contexts altogether. Thus, the purpose of this study is to examine the use of metadiscourse markers in EFL and ESL undergraduates’ abstracts in social sciences across three disciplines (English Language and Communication, Mass Communication, and Psychology) in the Faculty of Social Sciences and Liberal Arts at UCSI University, a Malaysian private university. We adopt Hyland’s (2005) interpersonal model which involves two main categories – interactive metadiscourse and interactional metadiscourse – to analyse all 62 abstracts collected from the 2016 Colloquium held at the faculty. The method used is qualitative to categorize the metadiscourse markers accordingly as well as counting their frequencies. The findings showed that the interactional metadiscourse markers were used nearly twice as often as the interactive discourse markers for the three disciplines, and the most used markers are boosters. The most used interactive metadiscourse markers are transitions, followed by frame markers, evidentials, code glosses, and endophoric markers. The findings can be used by ESL and EFL instructors when teaching students learning argumentative writing and research writing to use metadiscourse markers to make arguments and write proper critiques to reflect their stance and voice. This research adds some insights into this neglected genre of academic discourse at the undergraduate level.
{"title":"An investigation into the use of metadiscourse in undergraduates’ abstracts in social sciences","authors":"Ruonan Lin, G. Al-Shaibani","doi":"10.2478/topling-2022-0010","DOIUrl":"https://doi.org/10.2478/topling-2022-0010","url":null,"abstract":"Abstract There is very little research on the use of metadiscourse markers in abstracts across different disciplines (especially in a single study) in the research of undergraduates as novice researchers, and little qualitative research has been done on the topic in EFL and ESL contexts altogether. Thus, the purpose of this study is to examine the use of metadiscourse markers in EFL and ESL undergraduates’ abstracts in social sciences across three disciplines (English Language and Communication, Mass Communication, and Psychology) in the Faculty of Social Sciences and Liberal Arts at UCSI University, a Malaysian private university. We adopt Hyland’s (2005) interpersonal model which involves two main categories – interactive metadiscourse and interactional metadiscourse – to analyse all 62 abstracts collected from the 2016 Colloquium held at the faculty. The method used is qualitative to categorize the metadiscourse markers accordingly as well as counting their frequencies. The findings showed that the interactional metadiscourse markers were used nearly twice as often as the interactive discourse markers for the three disciplines, and the most used markers are boosters. The most used interactive metadiscourse markers are transitions, followed by frame markers, evidentials, code glosses, and endophoric markers. The findings can be used by ESL and EFL instructors when teaching students learning argumentative writing and research writing to use metadiscourse markers to make arguments and write proper critiques to reflect their stance and voice. This research adds some insights into this neglected genre of academic discourse at the undergraduate level.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810481","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 : 2022-12-01DOI: 10.2478/topling-2022-0012
P. Vaňková
Abstract This paper studies the lyrics of reggaeton songs. Reggaeton is a popular genre nowadays, especially among young people. Its songs contain a very rich and sometimes surprising vocabulary. That was the reason for choosing this topic: to understand this genre of songs and their lyrics. Thus the purpose of this paper is to discover the meaning of the words used in the songs of this genre, to clarify the main vocabulary characteristics and to point out to the differences between the Spanish spoken in Latin America and Spain. In the analysis, specialized dictionaries were used to reveal the meaning of particular expressions. Attention was paid to expressions which are different from European Spanish as well as to English borrowings (anglicisms). Fifteen reggaeton songs from three countries (Puerto Rico, Cuba and Colombia) were chosen. Our findings showed that in each group (Puerto Rican, Cuban and Colombian), words typical of each of these countries were used in the songs. Anglicisms were also present, although to a different extent in each group.
{"title":"Studying the vocabulary of reggaeton song lyrics","authors":"P. Vaňková","doi":"10.2478/topling-2022-0012","DOIUrl":"https://doi.org/10.2478/topling-2022-0012","url":null,"abstract":"Abstract This paper studies the lyrics of reggaeton songs. Reggaeton is a popular genre nowadays, especially among young people. Its songs contain a very rich and sometimes surprising vocabulary. That was the reason for choosing this topic: to understand this genre of songs and their lyrics. Thus the purpose of this paper is to discover the meaning of the words used in the songs of this genre, to clarify the main vocabulary characteristics and to point out to the differences between the Spanish spoken in Latin America and Spain. In the analysis, specialized dictionaries were used to reveal the meaning of particular expressions. Attention was paid to expressions which are different from European Spanish as well as to English borrowings (anglicisms). Fifteen reggaeton songs from three countries (Puerto Rico, Cuba and Colombia) were chosen. Our findings showed that in each group (Puerto Rican, Cuban and Colombian), words typical of each of these countries were used in the songs. Anglicisms were also present, although to a different extent in each group.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432859","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 : 2022-12-01DOI: 10.2478/topling-2022-0009
Tereza Guziurová
Abstract Following a large body of research on metadiscourse in academic writing, this paper explores one feature of textual metadiscourse, code glosses, in English L2 academic texts written by Czech university students. The study draws on Hyland’s metadiscourse model (2005), which characterizes code glosses as devices that elaborate propositional meanings by rephrasing or explaining what has been said. Thus, they can help readers understand the writer’s intended meaning or contribute to the formation of persuasive arguments. The corpus consists of 48 English L2 Master’s theses representing three disciplines – linguistics, literature and English language teaching (ELT) methodology, totalling almost 950,000 words. The results are compared with professional writing represented by English L1 research articles from the same disciplines. The findings reveal differences in the frequency and functions of several code glosses, as novice writers are shown to overuse certain devices. The findings also indicate cross-disciplinary variation, as reformulation and exemplification proved to be much more prominent in linguistics and methodology than in literary studies.
{"title":"Glossing an argument: Reformulation and exemplification in L2 Master’s theses","authors":"Tereza Guziurová","doi":"10.2478/topling-2022-0009","DOIUrl":"https://doi.org/10.2478/topling-2022-0009","url":null,"abstract":"Abstract Following a large body of research on metadiscourse in academic writing, this paper explores one feature of textual metadiscourse, code glosses, in English L2 academic texts written by Czech university students. The study draws on Hyland’s metadiscourse model (2005), which characterizes code glosses as devices that elaborate propositional meanings by rephrasing or explaining what has been said. Thus, they can help readers understand the writer’s intended meaning or contribute to the formation of persuasive arguments. The corpus consists of 48 English L2 Master’s theses representing three disciplines – linguistics, literature and English language teaching (ELT) methodology, totalling almost 950,000 words. The results are compared with professional writing represented by English L1 research articles from the same disciplines. The findings reveal differences in the frequency and functions of several code glosses, as novice writers are shown to overuse certain devices. The findings also indicate cross-disciplinary variation, as reformulation and exemplification proved to be much more prominent in linguistics and methodology than in literary studies.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48621730","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 : 2022-06-01DOI: 10.2478/topling-2022-0007
Ilyas Yakut, Fatma Yuvayapan
Abstract Self-repetitions as a compensation strategy potentially have a powerful influence on maintaining communication in L1 and L2 contexts. By subjecting two comparable corpora to contrastive interlanguage analysis, in the present study we explored the use of self-repetitions by L1 speakers of English and Turkish speakers of English and their structural and functional distributions. The results indicated that while L1 English speakers tended to utilize repetitions as fillers, L2 English speakers employed considerably more repetitions as self-initiated self-repairs. The results of the study suggest that, despite being used for different purposes, self-repetition occurs in L1 and L2 English speech indicating that self-repetitions cannot be associated with disfluency as long as they do not hinder the flow of speech. For this reason, raising L2 learners’ awareness might help them prevent breakdowns in L2 communication.
{"title":"Forms and functions of self-repetitions in spoken discourse: A corpus linguistics analysis of L1 and L2 English","authors":"Ilyas Yakut, Fatma Yuvayapan","doi":"10.2478/topling-2022-0007","DOIUrl":"https://doi.org/10.2478/topling-2022-0007","url":null,"abstract":"Abstract Self-repetitions as a compensation strategy potentially have a powerful influence on maintaining communication in L1 and L2 contexts. By subjecting two comparable corpora to contrastive interlanguage analysis, in the present study we explored the use of self-repetitions by L1 speakers of English and Turkish speakers of English and their structural and functional distributions. The results indicated that while L1 English speakers tended to utilize repetitions as fillers, L2 English speakers employed considerably more repetitions as self-initiated self-repairs. The results of the study suggest that, despite being used for different purposes, self-repetition occurs in L1 and L2 English speech indicating that self-repetitions cannot be associated with disfluency as long as they do not hinder the flow of speech. For this reason, raising L2 learners’ awareness might help them prevent breakdowns in L2 communication.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47038039","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 : 2022-06-01DOI: 10.2478/topling-2022-0004
N. Lacsina, Aiden Yeh
Abstract This study examines the linguistic landscape of the two major malls in Jeddah, Kingdom of Saudi Arabia, through social distancing posters and signs during the COVID-19 pandemic. The study draws on the conceptual framework of linguistic landscape theory, speech acts and semiotics to unveil language dominance, linguistic messages, image-text relations and poster elements that enforce social distancing. A survey questionnaire, primarily aimed at expats, was also administered to find out how they view and interpret the use of bilingual modes in disseminating the social distancing measures. The semiotic analysis reveals that Arabic and English are used in most of the posters, but Arabic remains the dominant language and the preferred medium of information dissemination. Speech acts analysis shows that representatives and directives facilitate implementation of social distancing. The findings also suggest that semiotic modes and signifiers (inscription and materiality) reinforce the effectiveness of the posters. Overall, the use of Arabic and English reflects the country’s stance on language policy and economic vision for Jeddah to be a truly global city amid the pandemic.
{"title":"Keep social distance: The linguistic landscape of the major malls in Jeddah amid the COVID-19 pandemic","authors":"N. Lacsina, Aiden Yeh","doi":"10.2478/topling-2022-0004","DOIUrl":"https://doi.org/10.2478/topling-2022-0004","url":null,"abstract":"Abstract This study examines the linguistic landscape of the two major malls in Jeddah, Kingdom of Saudi Arabia, through social distancing posters and signs during the COVID-19 pandemic. The study draws on the conceptual framework of linguistic landscape theory, speech acts and semiotics to unveil language dominance, linguistic messages, image-text relations and poster elements that enforce social distancing. A survey questionnaire, primarily aimed at expats, was also administered to find out how they view and interpret the use of bilingual modes in disseminating the social distancing measures. The semiotic analysis reveals that Arabic and English are used in most of the posters, but Arabic remains the dominant language and the preferred medium of information dissemination. Speech acts analysis shows that representatives and directives facilitate implementation of social distancing. The findings also suggest that semiotic modes and signifiers (inscription and materiality) reinforce the effectiveness of the posters. Overall, the use of Arabic and English reflects the country’s stance on language policy and economic vision for Jeddah to be a truly global city amid the pandemic.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47014090","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 : 2022-06-01DOI: 10.2478/topling-2022-0001
Yana V. Boiko
Abstract The article offers procedures for the linguistic and cognitive modelling of diachronic plurality in the translation of Shakespeare’s plays. Cognitive-discursive analysis is provided to reveal different interpretations of Shakespeare’s ideas embodied in chronologically distant retranslations produced by Ukrainian translators in different historical periods, namely, by Panteleimon Kulish at the end of the 19th century, Leonid Hrebinka in the 1930s, and Yurii Andrukhovych at the beginning of the 21st century. The research proposes the interpretation module as a component part of the cognitive-discursive model of diachronic plurality in translation, presented as a two-component structure consisting of invariant components such as genre, characters and plot, and variant components including historically different social and cultural contexts of Ukrainian retranslations, different literary styles of the corresponding epochs, and translators’ creative personalities. The research postulates the idea that the linguistic and cognitive modelling procedure of the interpretation module is an effective tool in reconstructing the conceptual content of Shakespeare’s plays in chronologically distant Ukrainian retranslations.
{"title":"The interpretation module in the framework of the cognitive-discursive model of diachronic plurality in the translation of Shakespeare’s plays","authors":"Yana V. Boiko","doi":"10.2478/topling-2022-0001","DOIUrl":"https://doi.org/10.2478/topling-2022-0001","url":null,"abstract":"Abstract The article offers procedures for the linguistic and cognitive modelling of diachronic plurality in the translation of Shakespeare’s plays. Cognitive-discursive analysis is provided to reveal different interpretations of Shakespeare’s ideas embodied in chronologically distant retranslations produced by Ukrainian translators in different historical periods, namely, by Panteleimon Kulish at the end of the 19th century, Leonid Hrebinka in the 1930s, and Yurii Andrukhovych at the beginning of the 21st century. The research proposes the interpretation module as a component part of the cognitive-discursive model of diachronic plurality in translation, presented as a two-component structure consisting of invariant components such as genre, characters and plot, and variant components including historically different social and cultural contexts of Ukrainian retranslations, different literary styles of the corresponding epochs, and translators’ creative personalities. The research postulates the idea that the linguistic and cognitive modelling procedure of the interpretation module is an effective tool in reconstructing the conceptual content of Shakespeare’s plays in chronologically distant Ukrainian retranslations.","PeriodicalId":41377,"journal":{"name":"Topics in Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48499897","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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