Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.
{"title":"Interpreter Training in the Republic of Ireland: An Overview","authors":"Antony Hoyte-West","doi":"10.15388/VERB.19","DOIUrl":"https://doi.org/10.15388/VERB.19","url":null,"abstract":" Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43141859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.
{"title":"Phrasemes and problem oriented approach","authors":"Alja Lipavic Oštir","doi":"10.15388/verb.13","DOIUrl":"https://doi.org/10.15388/verb.13","url":null,"abstract":"Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"11 1","pages":"2"},"PeriodicalIF":0.1,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danguolė MELNIKIENĖ. Dictionnaire lituanien-francais. Lietuvių-prancūzų kalbų žodynas. Collection Vertige de la langue, Paris, Hermann Editions, 2020, 1200 p.
Le but de cet article est d’analyser une répartition des unités phraséologiques et les stratégies de leur traduction dans le roman « La vie devant soi » de Romain Gary et répondre aux questions suivantes : Quelles unités phraséologiques sont utilisées dans le roman et comment transmettent-ils des idées de l’auteur ? Quelles stratégies de la traduction des unités phraséologiques étaient utilisées par la traductrice Jūratė Navakauskienė et pourquoi ces stratégies ont été choisies ? Lors de l’analyse de l’emploi des unités phraséologiques dans le roman, parmi les groupes prédominants nous avons identifié ceux des unités phraséologiques qui représentaient les phénomènes du monde intérieur de l’homme, des relations entre les gens et la vie sociale. Notre analyse de la traduction nous permet de constater les stratégies les plus fréquentes celles de la traduction par paraphrase, par les équivalents et par le synonyme phraséologique. Dans notre recherche, nous parlons également du style de Romain Gary et de l’importance de l’emploi des unités phraséologiques dans son roman. Les résultats de notre recherche nous permettent d’affirmer que la traductrice maîtrisait bien les connaissances linguistiques et extralinguistiques dans les contextes donnés, et a effectué le choix créatif des stratégies de la traduction.
本文的目的是分析罗曼·加里（Romain Gary）的小说《生活在你面前》（La vie devant soi）中的措辞单元及其翻译策略的分布，并回答以下问题：小说中使用了哪些措辞单元，它们如何传达作者的想法？翻译人员JūratėNavakauskien૯使用了哪些翻译短语单元的策略，为什么选择这些策略？在分析小说中用语单元的使用时，在主要群体中，我们确定了那些代表人的内心世界、人与社会生活之间关系现象的用语单元。我们对翻译的分析使我们能够确定最常见的策略，即释义翻译、等价翻译和同义词翻译。在我们的研究中，我们还讨论了罗曼·加里的风格以及在他的小说中使用措辞单元的重要性。我们的研究结果使我们能够确认，翻译人员在特定语境中掌握了良好的语言和语言外知识，并创造性地选择了翻译策略。
{"title":"Emploi et traduction des unités phraséologiques en lituanien dans « La vie devant soi » de Romain Gary","authors":"Viktorija Rogalskaja, Aurelija Leonavičienė","doi":"10.15388/verb.12","DOIUrl":"https://doi.org/10.15388/verb.12","url":null,"abstract":"Le but de cet article est d’analyser une répartition des unités phraséologiques et les stratégies de leur traduction dans le roman « La vie devant soi » de Romain Gary et répondre aux questions suivantes : Quelles unités phraséologiques sont utilisées dans le roman et comment transmettent-ils des idées de l’auteur ? Quelles stratégies de la traduction des unités phraséologiques étaient utilisées par la traductrice Jūratė Navakauskienė et pourquoi ces stratégies ont été choisies ? Lors de l’analyse de l’emploi des unités phraséologiques dans le roman, parmi les groupes prédominants nous avons identifié ceux des unités phraséologiques qui représentaient les phénomènes du monde intérieur de l’homme, des relations entre les gens et la vie sociale. Notre analyse de la traduction nous permet de constater les stratégies les plus fréquentes celles de la traduction par paraphrase, par les équivalents et par le synonyme phraséologique. Dans notre recherche, nous parlons également du style de Romain Gary et de l’importance de l’emploi des unités phraséologiques dans son roman. Les résultats de notre recherche nous permettent d’affirmer que la traductrice maîtrisait bien les connaissances linguistiques et extralinguistiques dans les contextes donnés, et a effectué le choix créatif des stratégies de la traduction.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49148632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube.The Romans imposed their own administration and inforced Latin as lingua franca.The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. The general norm and its various exceptions are examined from a broader perspective, synchronically and diachronically. The pedagogical perspective is meant to offer a comprehensible synthesis to foreign learners.
所有的罗曼语都是通过罗马殖民者使用的粗俗拉丁语(古典拉丁语不使用冠词)发展出定冠词和不定冠词的。根据Joseph H. Greenberg(1978)的说法，定冠词比不定冠词早了大约两个世纪，是通过复杂的语法化过程从指示词发展而来的。今天罗马尼亚的许多地区被并入罗马帝国约170年。经过两次军事战役，罗马皇帝图拉真征服了多瑙河以东的达契亚。罗马人实行自己的行政管理，并将拉丁语作为通用语。殖民者的语言与当地语言混合在一起，后来又与罗马人撤退后许多移民人口所说的各种语言混合在一起，形成了一种源于拉丁语的新语言(罗马尼亚语)。罗马尼亚语，在16世纪由外国旅行者写的文件中证实，使用四种不同类型的冠词。作为一种高度屈折变化的语言，罗马尼亚语根据名词的性别、数量和格来改变冠词的形式。与其他罗曼语系语言相比，罗马尼亚语使用定冠词的方式更委婉。因此，定冠词和名词构成一个词。本文旨在讨论、分析和概述定冠词和不定冠词的用法。一般规范和它的各种例外，从更广泛的角度，共时和历时检查。教学视角旨在为外国学习者提供一个可理解的综合。
{"title":"A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language. Challenges for Foreign Learners","authors":"Ovidiu Ivancu","doi":"10.15388/verb.6","DOIUrl":"https://doi.org/10.15388/verb.6","url":null,"abstract":"All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube.The Romans imposed their own administration and inforced Latin as lingua franca.The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. The general norm and its various exceptions are examined from a broader perspective, synchronically and diachronically. The pedagogical perspective is meant to offer a comprehensible synthesis to foreign learners.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"10 1","pages":"1"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42757489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The equivalence of translation has become a concern for many Lithuanian researchers. The term equivalence is described in the monograph “Contrastive Semantics” (2007) by AloyzasGudavičius. LionginasPažūsis (2014) discusses problems that arise from the lack of equivalence at word level. There are many articles on approaches or strategies of equivalence (D. Masaitienė 1996; A. Leonavičienė 2010; L. Černiuvienė 2013). Some scholars choose to examine the strategies applied in the translation of some linguistic items in novels (V. Končius& A. Nausėda 2006; C. Caro Dugo 2010, 2014, 2015, 2016; A. Cerri; I. Janavičienė 2016). However, there is a lack of research that analyses the Spanish translation of the poem “Metai” or a particular linguistic aspect of this Spanish text. Recent years saw several attempts to fill this gap(C. Caro Dugo 2014, 2015, 2016; A. Cerri 2015). The current research aims to examine the equivalents of the verbs of activity (VAs) in the Spanish translation of the poem. The paper focuses only on those VAs that express actions performed by persons. The VAs which denote actions performed by other living beings or forces of nature were excluded. The research covers 52 verses with verbs of activity, selected from the poem, and their equivalents in the translation into Spanish, which are subjected to qualitative content analysis and means ofcomparative methodology. 52 constructions that express the concepts of Work, Damaging, Speakon topic, Motion, Ingestion and Entertainment were selected applying the qualitative content analysis. The Spanish equivalents of these constructions are examined through the comparative methodology. The obtained results indicated that the translator is faithful to the original text. In order to preserve the expressiveness of the poem, the Spanish translation uses an abundance of verbal lexemes. It was noticed that the equivalents of the same meaning or verbs with a more general meaning specified by an additional lexeme or construction were the main strategies adopted in VA translation into Spanish. In one case only was a Lithuanian verb changed into a Spanish noun. Idioms and figurative words were also chosen as a VA translation strategy in several instances. Nonetheless, all of these lexemes, as derivative of verbs or verbal forms, preserve the verbal nature.This workshould be useful tothe semanticists and translators.
{"title":"The Equivalents of the Verbs of Activity in the Spanish Translation of “Metai” (“The Seasons”) by Kristijonas Donelaitis","authors":"Agnė Lisauskaitė","doi":"10.15388/verb.8","DOIUrl":"https://doi.org/10.15388/verb.8","url":null,"abstract":"The equivalence of translation has become a concern for many Lithuanian researchers. The term equivalence is described in the monograph “Contrastive Semantics” (2007) by AloyzasGudavičius. LionginasPažūsis (2014) discusses problems that arise from the lack of equivalence at word level. There are many articles on approaches or strategies of equivalence (D. Masaitienė 1996; A. Leonavičienė 2010; L. Černiuvienė 2013). Some scholars choose to examine the strategies applied in the translation of some linguistic items in novels (V. Končius& A. Nausėda 2006; C. Caro Dugo 2010, 2014, 2015, 2016; A. Cerri; I. Janavičienė 2016). However, there is a lack of research that analyses the Spanish translation of the poem “Metai” or a particular linguistic aspect of this Spanish text. Recent years saw several attempts to fill this gap(C. Caro Dugo 2014, 2015, 2016; A. Cerri 2015). The current research aims to examine the equivalents of the verbs of activity (VAs) in the Spanish translation of the poem. The paper focuses only on those VAs that express actions performed by persons. The VAs which denote actions performed by other living beings or forces of nature were excluded. The research covers 52 verses with verbs of activity, selected from the poem, and their equivalents in the translation into Spanish, which are subjected to qualitative content analysis and means ofcomparative methodology. 52 constructions that express the concepts of Work, Damaging, Speakon topic, Motion, Ingestion and Entertainment were selected applying the qualitative content analysis. The Spanish equivalents of these constructions are examined through the comparative methodology. The obtained results indicated that the translator is faithful to the original text. In order to preserve the expressiveness of the poem, the Spanish translation uses an abundance of verbal lexemes. It was noticed that the equivalents of the same meaning or verbs with a more general meaning specified by an additional lexeme or construction were the main strategies adopted in VA translation into Spanish. In one case only was a Lithuanian verb changed into a Spanish noun. Idioms and figurative words were also chosen as a VA translation strategy in several instances. Nonetheless, all of these lexemes, as derivative of verbs or verbal forms, preserve the verbal nature.This workshould be useful tothe semanticists and translators.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"10 1","pages":"3"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42829516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article explores the use of verbal aggression by anti-liberal “new media”. This source material was selected following the infamous Financial Times interview with Vladimir Putin, where he proclaimed that liberalism had become obsolete. The study explores the purpose, objects, and means of expressing verbal aggression. This study highlights the main ways in which a holistic trend of political philosophy comes under a sustained attack. The research establishes that lexemes without a default negative connotation, rather than pejorative invectives, are the primary means of expressing aggression. The study further maintains the existence of certain verbal aggression discourse algorithm whereby the use of one potentially aggressive lexeme automatically triggers the use of another lexeme. The analysis shows that anti-liberal discourse is intertwined with antisemitism, homophobia, and negative sentiment towards the internet. Anti-liberal environment is not limited to pro-government sentiment – occasionally the head of state alsocomes under its critique and its standard allegations. The source of verbal aggression is particularly crucial in the “new media” era: verbal aggression can originate both in governmental institutions and the demassified field. The origin of verbal aggression will further determine its consequences, ranging from impacting the fate of the object of verbal aggression to uniting the supporters sharing the sentiment behind the verbal aggression and/or pro-government opinion. Here neutral lexemes without a default negative connotation take on the function of the means of verbal aggression. This way neutral words such as liberal, Jew, gay become pejorative invectives. These words now carry a high potential for expressing aggression when used in conjunction with other words and phrases.
{"title":"К вопросу о речевой агрессии и инвективах в современных антилиберальных новых медиа","authors":"Liudmila Kravcova","doi":"10.15388/verb.7","DOIUrl":"https://doi.org/10.15388/verb.7","url":null,"abstract":"The article explores the use of verbal aggression by anti-liberal “new media”. This source material was selected following the infamous Financial Times interview with Vladimir Putin, where he proclaimed that liberalism had become obsolete. The study explores the purpose, objects, and means of expressing verbal aggression. This study highlights the main ways in which a holistic trend of political philosophy comes under a sustained attack. \u0000The research establishes that lexemes without a default negative connotation, rather than pejorative invectives, are the primary means of expressing aggression. The study further maintains the existence of certain verbal aggression discourse algorithm whereby the use of one potentially aggressive lexeme automatically triggers the use of another lexeme. The analysis shows that anti-liberal discourse is intertwined with antisemitism, homophobia, and negative sentiment towards the internet. \u0000Anti-liberal environment is not limited to pro-government sentiment – occasionally the head of state alsocomes under its critique and its standard allegations. The source of verbal aggression is particularly crucial in the “new media” era: verbal aggression can originate both in governmental institutions and the demassified field. The origin of verbal aggression will further determine its consequences, ranging from impacting the fate of the object of verbal aggression to uniting the supporters sharing the sentiment behind the verbal aggression and/or pro-government opinion. Here neutral lexemes without a default negative connotation take on the function of the means of verbal aggression. This way neutral words such as liberal, Jew, gay become pejorative invectives. These words now carry a high potential for expressing aggression when used in conjunction with other words and phrases.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"10 1","pages":"2-2"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The constant search for suitable teaching materials to achieve the linguistic skills provided by a language teaching course, finds in authentic documents an important instrument for teaching foreign languages. The scientific literature attesting to the effectiveness of the authentic material is wide and consolidated; indeed, a text conceived by a native for a native, and, therefore, not developed for the sole purpose of teaching a foreign language, is intrinsically carrying a cultural richness and a linguistic variety, which are rarely present in any didactic artifact. The authentic material therefore represents an opportunity to meet the fixed expressions that are part of the communicative potential of a language; their teaching is not always taken into account, or is considered, at most, as a positive side effect of the natural process of linguistic acquisition. A communicative act for it to be effective must be able to be understood by the interlocutor ; it is therefore necessary to ensure not only grammatical accuracy and correct pronunciation, but also the understanding and use of frozen sequences. The graphic novel can offer the opportunity to benefit from an authentic language rich in idiomatic expressions, because the effectiveness of dialogues is a transposition of the language spoken in everyday life and familiar expressions. The article aims to show the didactic advantages of a graphic novel in the teaching of the French language. We explain the importance of the text-image relationship and the potential of the verbal language of the graphic novel, and we talk about the need to learn frozen expressions for a good command of the language and the distinctive aspects specific to comics that contribute to their understanding and learning; we show, finally, how the adoption, within the framework of a contrastive analysis of the language, of the graphic novel Persépolis by Marjane Satrapi could help the students to understand more easily the fixed expressions
{"title":"The teaching of frozen expressions through the graphic novel Persépolis","authors":"Marie-Denise Sclafani","doi":"10.15388/verb.10","DOIUrl":"https://doi.org/10.15388/verb.10","url":null,"abstract":"The constant search for suitable teaching materials to achieve the linguistic skills provided by a language teaching course, finds in authentic documents an important instrument for teaching foreign languages. The scientific literature attesting to the effectiveness of the authentic material is wide and consolidated; indeed, a text conceived by a native for a native, and, therefore, not developed for the sole purpose of teaching a foreign language, is intrinsically carrying a cultural richness and a linguistic variety, which are rarely present in any didactic artifact. The authentic material therefore represents an opportunity to meet the fixed expressions that are part of the communicative potential of a language; their teaching is not always taken into account, or is considered, at most, as a positive side effect of the natural process of linguistic acquisition. A communicative act for it to be effective must be able to be understood by the interlocutor ; it is therefore necessary to ensure not only grammatical accuracy and correct pronunciation, but also the understanding and use of frozen sequences. The graphic novel can offer the opportunity to benefit from an authentic language rich in idiomatic expressions, because the effectiveness of dialogues is a transposition of the language spoken in everyday life and familiar expressions. The article aims to show the didactic advantages of a graphic novel in the teaching of the French language. We explain the importance of the text-image relationship and the potential of the verbal language of the graphic novel, and we talk about the need to learn frozen expressions for a good command of the language and the distinctive aspects specific to comics that contribute to their understanding and learning; we show, finally, how the adoption, within the framework of a contrastive analysis of the language, of the graphic novel Persépolis by Marjane Satrapi could help the students to understand more easily the fixed expressions","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"10 1","pages":"5"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When preparing a dictionary it is impossible to ignore outside world or so called encyclopedic knowledge. In megastructure level of a bilingual dictionary, various appendices are often addede.g. toponyms, anthroponyms, and ethnonyms. Arranged before or after the corpus, these appendices are most commonly used for grammatical descriptions as well as toponyms (hydronyms and oikonims) and lists of commonly used abbreviations. At the macrostructure and microstructure level, the presentation of encyclopedic knowledge is even more evident: the nomenclature of the modern linguistic monolingual or bilingual dictionary includes a number of lexis related to a particular cognitive domain (ethnography, history, mythology, geography, economics, etc.); therefore, a lot of different encyclopedic information is provided in order to explain it. Recently, many European lexicographers have been discussing the need to avoid any appendices to the vocabulary and to instead incorporate the information contained into the text of lexicographic publication wherever possible. Researchers base this view on the fact that each additional source of information in the dictionary requires further time and energy from the user looking for the lexical unit they want. The user may also be unfamiliar or insufficiently familiar with the dictionary structure and simply be unaware that additional information can be found elsewhere rather than in the dictionary text itself. Thus, the goal of this study is to examine, based on the analytical and descriptive method, four dictionaries published in Lithuania (The Great Lithuanian-English Dictionary (2006), Lithuanian-Russian Dictionary (2015), The Great Lithuanian-French Dictionary (2012) and Lithuanian-Norwegian Dictionary (2001))in terms of geographical knowledge presentation: evaluate the presentation of this knowledge at megastructure, macrostructure and microstructure levels.
{"title":"Encyclopedic Information in Bilingual Dictionaries: Field of Geography","authors":"Aušra Valančiauskienė","doi":"10.15388/verb.9","DOIUrl":"https://doi.org/10.15388/verb.9","url":null,"abstract":"When preparing a dictionary it is impossible to ignore outside world or so called encyclopedic knowledge. In megastructure level of a bilingual dictionary, various appendices are often addede.g. toponyms, anthroponyms, and ethnonyms. Arranged before or after the corpus, these appendices are most commonly used for grammatical descriptions as well as toponyms (hydronyms and oikonims) and lists of commonly used abbreviations. At the macrostructure and microstructure level, the presentation of encyclopedic knowledge is even more evident: the nomenclature of the modern linguistic monolingual or bilingual dictionary includes a number of lexis related to a particular cognitive domain (ethnography, history, mythology, geography, economics, etc.); therefore, a lot of different encyclopedic information is provided in order to explain it. Recently, many European lexicographers have been discussing the need to avoid any appendices to the vocabulary and to instead incorporate the information contained into the text of lexicographic publication wherever possible. Researchers base this view on the fact that each additional source of information in the dictionary requires further time and energy from the user looking for the lexical unit they want. The user may also be unfamiliar or insufficiently familiar with the dictionary structure and simply be unaware that additional information can be found elsewhere rather than in the dictionary text itself. Thus, the goal of this study is to examine, based on the analytical and descriptive method, four dictionaries published in Lithuania (The Great Lithuanian-English Dictionary (2006), Lithuanian-Russian Dictionary (2015), The Great Lithuanian-French Dictionary (2012) and Lithuanian-Norwegian Dictionary (2001))in terms of geographical knowledge presentation: evaluate the presentation of this knowledge at megastructure, macrostructure and microstructure levels.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":"10 1","pages":"4-4"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48080582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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