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":null,"pages":null},"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}
[straipsnis ir santrauka prancūzų kalba, santrauka anglų kalba]
[法文文章和摘要，英文摘要]
{"title":"Fossiles lexicaux dans des expressions figées","authors":"X. Blanco","doi":"10.15388/VERB.2018.4","DOIUrl":"https://doi.org/10.15388/VERB.2018.4","url":null,"abstract":"[straipsnis ir santrauka prancūzų kalba, santrauka anglų kalba]","PeriodicalId":42449,"journal":{"name":"Verbum","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48324346","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}
[full article, abstract in German; abstract in English] Im Kapitel 8 des Gemeinsamen europäischen Referenzrahmens für Sprachen (GER) wird die sogenannte mehrsprachige und plurikulturelle Kompetenz als weiteres Ziel des Sprachenlernens erläutert. Dementsprechend wird die allgemeine Sprachkompetenz „nicht als Schichtung oder als ein Nebeneinander von getrennten Kompetenzen verstanden, sondern vielmehr als eine komplexe oder sogar gemischte Kompetenz“ (Trim et al. 2001, p. 163) betrachtet. Insgesamt werden 140 Auslandsschulen mit Ressourcen des deutschen Auswärtigen Amtes in 71 Ländern gefördert. Von 80.000 Schülern besitzen ca. 73% weder die deutsche Staatsbürgerschaft noch sprechen sie Deutsch als Erstsprache. Meistens handelt es sich um private Bildungsanstalten, welche als bikulturelle Begegnungsschulen bezeichnet und von Kindern und Jugendlichen aus ökonomisch privilegierten Elternhäusern besucht werden. In diesem Zusammenhang stellt sich die Kernfrage: Inwiefern entspricht der dabei erwartete interkulturelle Dialog den Austauschdynamiken und Identitätsprozessen, wie sie im Schulalltag festgestellt werden können, und auch den Prämissen des GER in Bezug auf interkulturelle und mehrsprachige Kompetenz? An welcher sprachlichen Ideologie orientiert sich der Diskurs und die pädagogische Praxis in solchen binationalen Schuleinrichtungen? Die Analyse des institutionellen Diskurses der untersuchten Einrichtung zeigt ihren ideologischen Unterbau und die soziopolitische Zielgruppe auf, die sie in den Blick nimmt, sowie ihre Einstellung zu Interkulturalität und Mehrsprachigkeit. Die überwiegende Spracheinstellung verweist noch auf den „Nativitätsmythos“ (Rajagopalan 1997, p. 226 f.), indem die Sprachkompetenz des zweisprachigen Individuums hinsichtlich eines anachronistischen, imaginären ‚Muttersprachlers‘ bewertet wird. Encounter Schools and Foreign Language: The Pedagogical-Institutional Discourse about Multilingual and Pluricultural Competence Promotion in a German School Abroad Among the 80,000 students attending the 140 German schools abroad, about 73% are not German or ‘native’ German speakers. These are usually private schools, called “bicultural schools of encounter” frequented by children and young people from the economically privileged classes. The purpose of this study is to analyze the permeability of the space of this encounter and between the internal structures of the same. We seek to elucidate the extent to which the model of intercultural dialogue envisaged by this political project corresponds to the dynamics of exchanges and identity re-elaborations that occur organically and to the assumptions of the Common European Framework of Reference for Languages (CEFR) in relation to the development of intercultural and plurilingual competences. Analyzing the presentation of the institutional profile and pedagogical plan in the homepage of one of these schools, we hope to counter the vestiges of this proposal of literacy in the school enviro
{"title":"Begegnungsschule und Fremdsprache: Der pädagogisch-institutionelle Diskurs in Bezug auf die mehrsprachige und plurikulturelle Kompetenzförderung in einer deutschen Auslandsschule","authors":"Robson Carapeto-Conceição","doi":"10.15388/VERB.2018.5","DOIUrl":"https://doi.org/10.15388/VERB.2018.5","url":null,"abstract":"[full article, abstract in German; abstract in English] \u0000Im Kapitel 8 des Gemeinsamen europäischen Referenzrahmens für Sprachen (GER) wird die sogenannte mehrsprachige und plurikulturelle Kompetenz als weiteres Ziel des Sprachenlernens erläutert. Dementsprechend wird die allgemeine Sprachkompetenz „nicht als Schichtung oder als ein Nebeneinander von getrennten Kompetenzen verstanden, sondern vielmehr als eine komplexe oder sogar gemischte Kompetenz“ (Trim et al. 2001, p. 163) betrachtet. Insgesamt werden 140 Auslandsschulen mit Ressourcen des deutschen Auswärtigen Amtes in 71 Ländern gefördert. Von 80.000 Schülern besitzen ca. 73% weder die deutsche Staatsbürgerschaft noch sprechen sie Deutsch als Erstsprache. Meistens handelt es sich um private Bildungsanstalten, welche als bikulturelle Begegnungsschulen bezeichnet und von Kindern und Jugendlichen aus ökonomisch privilegierten Elternhäusern besucht werden. In diesem Zusammenhang stellt sich die Kernfrage: Inwiefern entspricht der dabei erwartete interkulturelle Dialog den Austauschdynamiken und Identitätsprozessen, wie sie im Schulalltag festgestellt werden können, und auch den Prämissen des GER in Bezug auf interkulturelle und mehrsprachige Kompetenz? An welcher sprachlichen Ideologie orientiert sich der Diskurs und die pädagogische Praxis in solchen binationalen Schuleinrichtungen? Die Analyse des institutionellen Diskurses der untersuchten Einrichtung zeigt ihren ideologischen Unterbau und die soziopolitische Zielgruppe auf, die sie in den Blick nimmt, sowie ihre Einstellung zu Interkulturalität und Mehrsprachigkeit. Die überwiegende Spracheinstellung verweist noch auf den „Nativitätsmythos“ (Rajagopalan 1997, p. 226 f.), indem die Sprachkompetenz des zweisprachigen Individuums hinsichtlich eines anachronistischen, imaginären ‚Muttersprachlers‘ bewertet wird. \u0000Encounter Schools and Foreign Language: The Pedagogical-Institutional Discourse about Multilingual and Pluricultural Competence Promotion in a German School Abroad \u0000Among the 80,000 students attending the 140 German schools abroad, about 73% are not German or ‘native’ German speakers. These are usually private schools, called “bicultural schools of encounter” frequented by children and young people from the economically privileged classes. The purpose of this study is to analyze the permeability of the space of this encounter and between the internal structures of the same. We seek to elucidate the extent to which the model of intercultural dialogue envisaged by this political project corresponds to the dynamics of exchanges and identity re-elaborations that occur organically and to the assumptions of the Common European Framework of Reference for Languages (CEFR) in relation to the development of intercultural and plurilingual competences. Analyzing the presentation of the institutional profile and pedagogical plan in the homepage of one of these schools, we hope to counter the vestiges of this proposal of literacy in the school enviro","PeriodicalId":42449,"journal":{"name":"Verbum","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49656890","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}
R. Kriaučiūnienė, Jefferey La Roux, Miglė Lauciūtė
[full article and abstract in English] The subject of the paper is the analysis of the expression of stance taking in an online environment, mainly in the comments of users of social networks such as Facebook and Twitter about the presidential candidates of the American Presidential Election in 2016. The empirical data analysis was carried out following the ideas of J. W. Du Bois (2007), D. Barton & C. Lee (2013) and R. Englebretson (2007) on stance taking and J. W. Du Bois’ (2007) model of stance triangle, i.e. grouping instances of stance-taking into one of these groups: evaluation, affect or epistemicity, which served as the main framework of this study. The work of linguists D. Barton & C. Lee (2013) on the expression of stance-taking in an online environment were also taken into consideration. Having in mind the fact that stance identification is a challenging task , i.e. it could be implicitly as well as explicitly expressed and that it should be inferred from different modes of its expression and interpreted with reference to many contextual and intertextual factors, in the current analysis the authors focused on interpretation of linguistic as well as other multimodal means of the expression of stance that were used by users of social networks in their writing spaces on the topic of the Presidential Election in the United States in 2016. It should also be mentioned that the analysis presented in this article offers only one of the many possible interpretations of the data. Moreover, the current paper concentrates mainly on the presentation of the empirical data of the expression of affective stance. However, it should be indicated that in some cases stance types overlap, i.e. one instance could be treated as both taking an affective and an evaluative stance, as judgements and evaluation (i.e. evaluative stance) are often based on feelings (i.e. affective stance). The main source of the empirical data were the instances of stance taking taken from comments found on Donald Trump’s and Hillary Clinton’s verified Facebook and Twitter pages during their presidential campaigns in 2016. All in all, 147 examples of posts and comments from the social networks Facebook and Twitter were collected: 72 comments incorporating stance taking on Donald Trump‘s posts, and 75 comments including stance taking on Hillary Clinton‘s posts. The results of the empirical data analysis showed that the affective stance was expressed by linguistic as well as multimodal means.
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[full article, abstract in French; abstract in English] Au début des années 2000, avec l’informatisation, seuls les modes de recherche dans les dictionnaires avaient évolué. A cette période, on se réjouissait de pouvoir faire facilement des recherches thématiques dans les dictionnaires, grâce notamment à des outils de recherche « plein texte ». Parallèlement, on s’inquiétait de la fiabilité des dictionnaires « collaboratifs », conçus grâce aux technologies du wiki et dans lesquels les utilisateurs pouvaient faire des modifications. Aujourd’hui, de nouveaux dictionnaires apparaissent : des dictionnaires que l’on peut fabriquer soi-même, à l’aide d’outils simples d’utilisation, et qui permettent à chacun de personnaliser son dictionnaire. L’article montrera que la personnalisation des dictionnaires change de façon radicale notre rapport au savoir (nous construisons nous-même notre ouvrage de référence), notre rapport à l’expert (serions-nous tous des lexicographes ?) et notre rapport même à l’utilisation du dictionnaire, puisqu’il devient un outil personnel et non plus un outil de partage. Mots-clés: lexicographie, dictionnaires, wiki, nouvelles technologies. Dictionaries: from information-sharing tools to highly customized objects In the early 2000s, only search modes in dictionaries had evolved. In this period, it was challenging to be able to make easily thematic researches in dictionaries, due to “full text” research tools. At the same time, we were questioning about the reliability of the "collaborative" dictionaries, designed thanks to the technologies of the wiki and in which the users could make modifications. Today, new dictionaries appear: dictionaries made by the user himself, for himself, by means of easy to use tools, and which allow every user to make his dictionary. The article will show that the customization of dictionaries changes in a radical way our relation to the knowledge (we build ourselves our reference book), our relation to the expert (would we be all lexicographers?) and our way of using the dictionary, because it becomes a personal tool and it is no more a way of sharing a language.
{"title":"Le dictionnaire: d'un ouvrage de partage à un objet personnel et personnalisé","authors":"Hélène Manuélian","doi":"10.15388/VERB.2018.1","DOIUrl":"https://doi.org/10.15388/VERB.2018.1","url":null,"abstract":"[full article, abstract in French; abstract in English] \u0000 \u0000Au début des années 2000, avec l’informatisation, seuls les modes de recherche dans les dictionnaires avaient évolué. A cette période, on se réjouissait de pouvoir faire facilement des recherches thématiques dans les dictionnaires, grâce notamment à des outils de recherche « plein texte ». Parallèlement, on s’inquiétait de la fiabilité des dictionnaires « collaboratifs », conçus grâce aux technologies du wiki et dans lesquels les utilisateurs pouvaient faire des modifications. Aujourd’hui, de nouveaux dictionnaires apparaissent : des dictionnaires que l’on peut fabriquer soi-même, à l’aide d’outils simples d’utilisation, et qui permettent à chacun de personnaliser son dictionnaire. L’article montrera que la personnalisation des dictionnaires change de façon radicale notre rapport au savoir (nous construisons nous-même notre ouvrage de référence), notre rapport à l’expert (serions-nous tous des lexicographes ?) et notre rapport même à l’utilisation du dictionnaire, puisqu’il devient un outil personnel et non plus un outil de partage. \u0000Mots-clés: lexicographie, dictionnaires, wiki, nouvelles technologies. \u0000 \u0000 \u0000Dictionaries: from information-sharing tools to highly customized objects \u0000In the early 2000s, only search modes in dictionaries had evolved. In this period, it was challenging to be able to make easily thematic researches in dictionaries, due to “full text” research tools. At the same time, we were questioning about the reliability of the \"collaborative\" dictionaries, designed thanks to the technologies of the wiki and in which the users could make modifications. \u0000Today, new dictionaries appear: dictionaries made by the user himself, for himself, by means of easy to use tools, and which allow every user to make his dictionary. The article will show that the customization of dictionaries changes in a radical way our relation to the knowledge (we build ourselves our reference book), our relation to the expert (would we be all lexicographers?) and our way of using the dictionary, because it becomes a personal tool and it is no more a way of sharing a language. \u0000","PeriodicalId":42449,"journal":{"name":"Verbum","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43123425","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}
[full article and abstract in English] Vowel duration, though not belonging to the three main factors in the decription of vowels, plays an important role in the English language. Alongside qualitative differences, it helps to distinguish between the meaning of such words as ‘ship’ and ‘sheep’. Vowel duration has been recognised to be a complex phenomenon, which depends on a combination of factors: internal and external (Delattre 1962). The present pilot study focuses on one of the factors belonging to the latter group, i.e. the influence of the postvocalic voicing on vowel duration in minimal pairs of one sylable CVC (consonant-vowel-consonant) words, a phenomenon reffered to as ‘pre-fortis clipping’ (Wells 1990), ‘voicing effect’ (Yoneyama and Kitahara 2014), ‘consonantal voicing effect’ (Beller-Marino 2014), ‘vowel-length effect’ (Ko 2007), ‘shortening’ (Cruttenden 2014), ‘post-vocalic consonant voicing effect’ (Taubeber and Evanini 2009), etc. The scope of this research was limited to four checked unrounded English monophthongs: the front-central, close-mid /ɪ/, the front, mid /e/, the front, open /æ/, and the central, open-mid /ʌ/. The durational differences were analysed from a perceptive and productive perspectives. The obtained results indicated that the Lithuanian learners showed an effect of voicing on vowel-duration, manifested in a number of languages: the mean duration of the examined vowels was shorter before a fortis than before a lenis coda. The analysis of individual students’ production data proved the importance of the individual variable.
元音音长虽然不属于元音描述的三个主要因素，但在英语语言中起着重要的作用。除了质量上的差异，它还有助于区分“船”和“羊”等词的含义。元音持续时间被认为是一个复杂的现象，它取决于内部和外部因素的组合(Delattre 1962)。目前的试点研究侧重于后一组因素之一，即后发声对单音节CVC(辅音-元音-辅音)单词最小对中元音持续时间的影响，这种现象被称为“前辅音剪切”(Wells 1990)、“发声效应”(Yoneyama and Kitahara 2014)、“辅音发声效应”(Beller-Marino 2014)、“元音长度效应”(Ko 2007)、“缩短效应”(Cruttenden 2014)。“语音后辅音发声效应”(Taubeber and Evanini 2009)等。这项研究的范围仅限于四个检查过的不圆整的英语单音节音:front-central, close-mid / /， front, mid /e/， front, open /æ/和central, open-mid / /。从感知和生产的角度分析了持续时间的差异。结果表明，立陶宛语学习者表现出发声对元音持续时间的影响，这在许多语言中都有体现:被测元音的平均持续时间在连音结束前比在lenis结束前短。通过对学生个体生产数据的分析，证明了个体变量的重要性。
{"title":"The Coda Voicing Contrast in Lithuanian Learners’ English","authors":"Lina Bikelienė, Milda Vaitkevičiūtė","doi":"10.15388/VERB.2018.2","DOIUrl":"https://doi.org/10.15388/VERB.2018.2","url":null,"abstract":"[full article and abstract in English] \u0000Vowel duration, though not belonging to the three main factors in the decription of vowels, plays an important role in the English language. Alongside qualitative differences, it helps to distinguish between the meaning of such words as ‘ship’ and ‘sheep’. Vowel duration has been recognised to be a complex phenomenon, which depends on a combination of factors: internal and external (Delattre 1962). The present pilot study focuses on one of the factors belonging to the latter group, i.e. the influence of the postvocalic voicing on vowel duration in minimal pairs of one sylable CVC (consonant-vowel-consonant) words, a phenomenon reffered to as ‘pre-fortis clipping’ (Wells 1990), ‘voicing effect’ (Yoneyama and Kitahara 2014), ‘consonantal voicing effect’ (Beller-Marino 2014), ‘vowel-length effect’ (Ko 2007), ‘shortening’ (Cruttenden 2014), ‘post-vocalic consonant voicing effect’ (Taubeber and Evanini 2009), etc. The scope of this research was limited to four checked unrounded English monophthongs: the front-central, close-mid /ɪ/, the front, mid /e/, the front, open /æ/, and the central, open-mid /ʌ/. The durational differences were analysed from a perceptive and productive perspectives. The obtained results indicated that the Lithuanian learners showed an effect of voicing on vowel-duration, manifested in a number of languages: the mean duration of the examined vowels was shorter before a fortis than before a lenis coda. The analysis of individual students’ production data proved the importance of the individual variable.","PeriodicalId":42449,"journal":{"name":"Verbum","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42822350","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}
Pub Date : 2018-01-19DOI: 10.15388/Verb.2017.8.11335
J. Wade
It is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system. Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978; Johnson 2001; Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schon (1987) claims, acts as a ‘problem-solver’, able to make decisions and put those decisions into practice. That is to say, learning is ‘the creation of knowledge’ (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy). The course makes extensive use of the new technologies through a Moodle platform. It will be demonstrated that a blend of traditional teaching and e-learning can provide a ‘bridge’ between school and university, allowing the learner to move within a flexible environment and acquire the skills necessary for successful learning.
本文的目的是研究语言学习自主性的某些方面，并特别关注从高中到大学一年级的过渡。这种过渡可能会有问题，因为在大学阶段学习需要一定程度的独立性和主动性，而在学校系统的支持性学习环境中通常不需要。我们的出发点是确定成为一个好的语言学习者的那些特征(Naiman et al. 1978;约翰逊2001;mattoon和Seyyedrezaei 2012)，并证明这些特征在很大程度上是一些而不是所有学习者的天生能力。在这些特征中，有能力在个人倾向和个人生活技能的基础上建立系统和自主的学习过程方法(Dublin Descriptors 2005)。从这个意义上说，优秀的学习者不是学习过程的被动参与者，而是像Schon(1987)所说的那样，作为一个“问题解决者”，能够做出决定并将这些决定付诸实践。也就是说，学习是“知识的创造”(Kolb 1984)。最后，根据作者在意大利卡利亚里大学传播学专业第一年ESP课程的个人经验，阐述了培养学习者自主性的方法。该课程通过Moodle平台广泛使用新技术。它将证明，传统教学和电子学习的结合可以在学校和大学之间架起一座“桥梁”，允许学习者在灵活的环境中移动，并获得成功学习所需的技能。
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Pub Date : 2018-01-19DOI: 10.15388/Verb.2017.8.11320
Julija Kalvelytė, Danguolė Melnikienė
Le but de cet article etait d’analyser les francismes, releves dans cinq dictionnaires du francais quebecois et d’evaluer leur role informatif pour les locuteurs du francais standard et ceux du francais quebecois. Le quebecisme est un fait de la langue francaise, propre a sa variete regionale, parlee par les communautes francophones canadiennes au Quebec. Elle se distingue du francais standard par ses caracteristiques particulieres au niveau phonetique, lexical et syntaxique. Le quebecisme existe en opposition avec le francisme et le francais de France en general. Le francisme (aussi appele l’hexagonisme) est un fait de la langue francaise qui comporte les mots d’usage typique du francais standard ou autrement, utilise sur le territoire du Canada. La recherche effectuee nous a permis de constater que le role de francisme dans les dictionnaires quebecois est celui d’un connecteur ou d’une cle particuliers. En tant qu’un element du dictionnaire, il peut fournir l’information sur le dictionnaire lui-meme, sur son auteur, mais aussi sur les ressources linguistiques utilisees, refletant l’etat de la langue et de ses variantes regionales. Malheureusement, il n’est pas encore defini d’une maniere completement claire et utilise a son plein potentiel.
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Pub Date : 2018-01-19DOI: 10.15388/VERB.2017.8.11336
Yauheniya Yakubovich
Le Bateau ivre d’Arthur Rimbaud est considere comme l’un des textes les plus significatifs de la litterature francaise, un texte montrant « la grandeur et la beaute » de sa langue. C’est aussi, et dans une plus grande mesure, un texte « rebelle » qui defie les regles du bon usage et les normes du bon gout de l’epoque a cause de la rupture avec la metaphore romantique, de l’utilisation du lexique des registres opposes, de l’entrechoquement des champs semantiques semblant incompatibles, etc. Vu de cette perspective, la traduction en belarusse d’un texte modele mais en meme temps insolent, ecrit, en plus, dans une langue de prestige international comme le francais ne peut pas etre reduite a un exercice linguistique et litteraire, mais contribue aussi a l’affirmation de la langue d’arrivee. En nous inspirant des analyses structuralistes et centrees sur le langage, nous proposons une etude linguistique, concernant en particulier, le lexique, la syntaxe et les irregularites de la combinatoire du texte rimbaldien mais aussi un de ses equivalents belarusses, en ajoutant ainsi une dimension traductologique et comparativiste a notre demarche.
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