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ATTITUDES AND LANGUAGE USE OF (POTENTIAL) NEW SPEAKERS OF A MINORITIZED LANGUAGE: THE CASE OF ADULTS LEARNING WEST FRISIAN IN FORMAL COURSES 少数民族语言(潜在的)新使用者的态度和语言使用:成人在正式课程中学习西弗里斯兰语的案例
Q3 Arts and Humanities Pub Date : 2019-11-29 DOI: 10.7220/257
Guillem Belmar Viernes
Adults learning a minoritized language are potential new speakers, that is “adults who acquire a socially and communicatively consequential level of competence and practice in a minority language” (Jaffe, 2015; see also O'Rourke, Pujolar, & Ramallo, 2015). New speakers’ research has become quite common recently, marking a shift from traditional notions of speakerness in minority contexts, built around the Fishmanian discourse of reversing language shift (see Kubota, 2009). The new speaker —actually neo-speaker— is one of the seven categories put forward by Grinevald and Bert (2011), who considered them central to language revitalization. Answering the call for more data on new speakers of minoritized languages in O'Rourke, Pujolar, & Ramallo, 2015, this research aims to start the debate on the new speakers of Frisian (see Belmar, 2018; Belmar, Eikens, Jong, Miedema, & Pinho, 2018; and Belmar, Boven, & Pinho, 2019) by means of a questionnaire filled in by adults learning the language in the evening courses offered by Afuk. This article presents an analysis of their backgrounds, their attitudes towards the language, and their language use. DOI: https://doi.org/10.2478/sm-2019-0014
学习少数民族语言的成年人是潜在的新使用者,即“获得少数民族语言的社会和沟通能力和实践水平的成年人”(Jaffe, 2015;另见O'Rourke, Pujolar, & Ramallo, 2015)。最近,对新说话者的研究变得相当普遍,标志着少数民族语境中传统的说话者概念的转变,这种转变建立在逆转语言转移的Fishmanian话语基础上(见Kubota, 2009)。新说话者——实际上是新说话者——是Grinevald和Bert(2011)提出的七个类别之一,他们认为他们是语言复兴的核心。为了响应O'Rourke, Pujolar, & Ramallo(2015)对少数民族语言新使用者的更多数据的呼吁,本研究旨在启动关于弗里斯兰语新使用者的辩论(见Belmar, 2018;Belmar, Eikens, Jong, Miedema, & Pinho, 2018;(Belmar, Boven, & Pinho, 2019),通过在Afuk提供的夜校学习该语言的成年人填写的问卷。本文分析了他们的背景,他们对语言的态度和他们的语言使用。DOI: https://doi.org/10.2478/sm - 2019 - 0014
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引用次数: 0
Teaching Sociocultural Aspects in the SFL Class in Lithuania: Analysis of the Perception of Sociocultural Content 立陶宛SFL课堂的社会文化教学——对社会文化内容感知的分析
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0020
María José De Urraza, Vigilija Žiūraitė
Summary This article aims to study the field of sociocultural aspects teaching in the Spanish as foreign language classes in Lithuania and development of intercultural competencies of the students. In the curriculum of the language teaching, is very important the topic of sociocultural behaviours in the different Hispanic communities. The conducted research aimed to analyse how this topic can be studied during the Spanish classes in Lithuania and what is the receptivity of sociocultural elements among the local students. This paper also talks about the intercultural competences of the students, and the process of assimilation of cultural behaviours, which are different from the native culture. In order to achieve the aim, the data collection was carried on among students through observations and interviews in depth, using a qualitative method. The opinions and interpretations of Spanish and Hispanic traditions, celebrations and customs given by the students, were used for the qualitative analysis. The results of the research showed that students’ perception of the Spanish-speaking world contains prejudiced ideas and this is why it is important to include the sociocultural content in the classes of Spanish as a foreign language.
本文旨在研究立陶宛对外西班牙语课堂社会文化方面的教学以及学生跨文化能力的培养。在语言教学课程中,不同西班牙裔社区的社会文化行为是一个非常重要的话题。所进行的研究旨在分析如何在立陶宛的西班牙语课堂上学习这一主题,以及当地学生对社会文化因素的接受程度。本文还讨论了学生的跨文化能力,以及不同于本土文化的文化行为的同化过程。为了达到目的,采用定性的方法,通过深入的观察和访谈,在学生中进行数据收集。学生对西班牙语和西班牙传统、庆祝活动和习俗的看法和解释被用于定性分析。研究结果表明,学生对西班牙语世界的看法包含偏见,这就是为什么在西班牙语作为外语的课程中纳入社会文化内容很重要。
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引用次数: 0
Syntactic Aspects of Lithuanian-Spanish Translation of Fiction and Scientific Texts 立陶宛语-西班牙语小说和科技文本翻译的句法问题
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0017
Carmen Caro Dugo
Summary Translators, linguists and translation researchers often have to deal with subtle and sometimes complex syntactical aspects involved in translation. Properly conveying the structure and rhythm of a sentence or text in another language is a difficult task that requires a good understanding of syntactical aspects of both the source and the target language. The morphology of Lithuanian verbs and nouns, and specially its system of declensions and cases, without any doubt facilitates a relatively flexible word order. Many linguists also agree that word order in the Spanish sentence is also freer than in French, English or other modern languages. It has often been said that Spanish has the most flexible word order of all Romance languages. However, Spanish word order is by no means as free as in Lithuanian. A comparative study of Lithuanian texts and their translation into Spanish allows a better understanding of the syntactical differences between both languages. This article examines a case of syntactical inversion in Lithuanian: the displacement of the direct object and its location at the beginning of the sentence, and the translation of such sentences into Spanish. In Spanish the direct object usually follows the verb, except in the cases when that function is carried out by pronouns. In order to displace a direct object to the beginning of the sentence, Spanish syntactical structures should be used. In this article two stylistically different Lithuanian texts will be compared with their Spanish translation so as to identify the linguistic means used in each case. A comparative analysis of different types of texts is useful to reveal the Spanish syntactical structures chosen by the translators as well as certain tendencies in each specific context.
摘要译者、语言学家和翻译研究者经常要处理翻译中微妙的、有时复杂的句法方面。用另一种语言正确地传达句子或文本的结构和节奏是一项艰巨的任务,需要对源语言和目标语言的句法方面有很好的理解。立陶宛动词和名词的形态,特别是其词形变化和格系统,无疑有助于形成相对灵活的语序。许多语言学家也同意,西班牙语句子中的语序也比法语、英语或其他现代语言中的更自由。人们常说西班牙语是所有浪漫主义语言中语序最灵活的。然而,西班牙语的语序并不像立陶宛语那样自由。对立陶宛语文本及其西班牙语翻译进行比较研究,可以更好地理解两种语言之间的句法差异。本文考察了立陶宛语中句法倒置的一个例子:直接宾语的移位及其在句子开头的位置,以及这些句子的西班牙语翻译。在西班牙语中,直接宾语通常跟在动词后面,除非该功能是由代词完成的。为了将直接宾语移到句子的开头,应该使用西班牙语的句法结构。在这篇文章中,两个风格不同的立陶宛文本将与他们的西班牙语翻译进行比较,以确定在每种情况下使用的语言手段。对不同类型的文本进行比较分析,有助于揭示译者选择的西班牙语句法结构,以及在每个特定语境中的某些倾向。
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引用次数: 0
The Apposition in the Written Production of Lithuanian Learners in French 立陶宛法语学习者书面产出中的同位语
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0015
Vitalija Kazlauskienė
Summary The acquisition of lexical competence is a complex process, because for learners, it is not enough to distinguish the form and meaning of a lexical element in order to know how to integrate it correctly into the language context. The skill also involves the understanding of the properties of lexical and grammatical combinatorics. The present analysis of the written production of Lithuanian learners of French as a Second Language (FSL) is based on an annotated corpus and focuses on apposition. The term refers to a noun to which it provides additional information on its quality or nature. Choosing apposition for the study is prompted its particular use for elucidation in French then makes it possible to compare its use by FSL learners of and native speakers. The use of apposition in L1 of the analysed level is not very frequent, which poses another question, namely, how Lithuanian learners convey information without apposition. We task ourselves with noting, the different uses of apposition in FSL learners’ writing and analysing their particularities and correspondences in native speakers’ use. Apposition, as NP (noun phrase) constituent, will be analysed syntactically, taking into account correct, erroneous or uncertain constructs. The learners’ writings serve to orient the didactic reflections towards the general use of apposition in the learners’ corpora and a better represent typical interlanguage constructions.
词汇能力的习得是一个复杂的过程,因为对于学习者来说,仅仅区分词汇成分的形式和意义是不够的,要知道如何将其正确地融入语言语境中。这项技能还包括对词汇和语法组合特性的理解。目前对立陶宛法语作为第二语言学习者(FSL)的书面生产的分析是基于一个注释的语料库,并侧重于并列。这个术语指的是一个名词,它提供了关于其质量或性质的额外信息。选择并列语作为本研究的目的是促使其在法语中的特殊用途,从而可以比较外语学习者和母语人士对并列语的使用。所分析水平的L1中并列语的使用并不频繁,这就提出了另一个问题,即立陶宛学习者如何在没有并列语的情况下传达信息。我们的任务是注意到外语学习者写作中对立语的不同用法,并分析它们在母语人士使用中的特殊性和对应性。并置作为名词短语的组成部分,将根据正确、错误或不确定结构进行句法分析。学习者的写作有助于引导教学反思在学习者语料库中对位的普遍使用,并更好地代表典型的中介语结构。
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引用次数: 2
Attitudes and Language Use of (Potential) New Speakers of a Minoritized Language: The Case of Adults Learning West Frisian in Formal Courses 少数民族语言(潜在)新使用者的态度和语言使用:成人在正式课程中学习西弗里斯兰语的案例
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0014
Guillem Belmar
Summary Adults learning a minoritized language are potential new speakers, that is “adults who acquire a socially and communicatively consequential level of competence and practice in a minority language” (Jaffe, 2015; see also O’Rourke, Pujolar, & Ramallo, 2015). New speakers’ research has become quite common recently, marking a shift from traditional notions of speakerness in minority contexts, built around the Fishmanian discourse of reversing language shift (see Kubota, 2009). The new speaker—actually neo-speaker—is one of the seven categories put forward by Grinevald and Bert (2011), who considered them central to language revitalization. Answering the call for more data on new speakers of minoritized languages in O’Rourke, Pujolar, & Ramallo, 2015, this research aims to start the debate on the new speakers of Frisian (see Belmar, 2018; Belmar, Eikens, Jong, Miedema, & Pinho, 2018; and Belmar, Boven, & Pinho, 2019) by means of a questionnaire filled in by adults learning the language in the evening courses offered by Afûk. This article presents an analysis of their backgrounds, their attitudes towards the language, and their language use.
学习少数民族语言的成年人是潜在的新使用者,即“获得少数民族语言的社会和沟通能力和实践水平的成年人”(Jaffe, 2015;另见O 'Rourke, Pujolar, & Ramallo, 2015)。最近,对新说话者的研究变得相当普遍,标志着少数民族语境中传统的说话者概念的转变,这种转变建立在逆转语言转移的Fishmanian话语基础上(见Kubota, 2009)。新说话者——实际上是新说话者——是Grinevald和Bert(2011)提出的七个类别之一,他们认为他们是语言复兴的核心。为了响应O 'Rourke, Pujolar, & Ramallo(2015)对少数民族语言新使用者的更多数据的呼吁,本研究旨在启动关于弗里斯兰语新使用者的辩论(见Belmar, 2018;Belmar, Eikens, Jong, Miedema, & Pinho, 2018;(Belmar, Boven, & Pinho, 2019),通过在af提供的夜校学习该语言的成年人填写的问卷。本文分析了他们的背景,他们对语言的态度和他们的语言使用。
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引用次数: 4
Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice 学校应该淡化还是维持多语制?理论、研究与教育实践分析
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0011
J. Cummins
Summary Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally undermine the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.
世界上大多数学校系统都优先考虑语言教学,并致力于培养学生的双语或多语言能力。然而,在许多情况下,学校也有系统地、有意地削弱移民背景和少数族裔学生发展多语言能力的潜力。这种对多语制的破坏要么是明确禁止学生在学校内使用母语(L1),要么是忽视学生带到学校的语言(善意的忽视)。在某些情况下,将学生的母语排除在外是合理的,理由是保持母语会阻碍学生融入主流社会。在其他情况下,排斥是基于这样一种信念,即语言之间存在竞争,在学校或家庭中使用母语将减少学生接触学校语言(L2)的机会。本文批判性地分析了这种时间-任务论证的有效性。我认为,研究表明,移民学生的学习成绩(L2)与在家或学校使用L1之间没有一致的关系。相比之下,一些研究综述强调了针对少数民族学生的双语课程的积极学术成果,以及在主流课堂上实施多语言或跨语言教学法的可行性。
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引用次数: 23
Translation as a Barrier Between the Original Narrative and the Reader: A Case Study of Power Relations and Address forms in two Crime Fiction Novels 翻译是原始叙事与读者之间的屏障——以两部犯罪小说中的权力关系和称谓形式为例
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0018
Gintarė Pavilavičiūtė
Summary The role of the translator as a mediator in literary translation has been a salient topic since the late twentieth century; however, more recent research signifies that instead of mediating, the translator sometimes affects the literary work translated, shifting the focus of such studies onto the reader. This article aims at investigating the possible effects the literary translator has on readers by examining the translation of address forms, the linguistic markers of social status into Lithuanian and the use of polite or familiar second-person pronouns in two crime fiction novels, Agatha Christie’s (1962) The Mirror Crack’d from Side to Side and John Grisham’s (1992) The Pelican Brief. The literary translator may grapple with the issue of translating social interactions which derives from cultural differences present in the source and target societies. Subsequently, containing a plethora of realistically depicted social interactions adherent to the societies represented, crime fiction provides Lithuanian literary translators with the issue of deciphering power relations based on the contexts they occur in and choosing accordant polite or familiar second-person pronouns, a distinction not present in English. As this study has shown, the translator sometimes misinterprets power relations or favours the social norms of the target culture, affecting the narrative, creating effects discordant with the writer’s intentions, and in some cases, entailing a contingent barrier between the reader and the original literary work.
自20世纪后期以来,译者在文学翻译中的中介作用一直是一个突出的话题。然而,最近的研究表明,译者有时会影响翻译的文学作品,而不是中介,将研究的重点转移到读者身上。本文通过考察阿加莎·克里斯蒂(1962)的《镜子左右裂开》和约翰·格里沙姆(1992)的《鹈鹕摘要》这两部犯罪小说中称呼形式、社会地位的语言标记在立陶宛语中的翻译以及礼貌或熟悉的第二人称代词的使用,旨在探讨文学译者对读者可能产生的影响。文学译者在翻译译文时,往往会遇到由于原社会和译入社会的文化差异而导致的社会交往问题。随后,犯罪小说包含了大量与所代表的社会相适应的现实主义描绘的社会互动,为立陶宛文学译者提供了一个问题,即根据他们所处的环境来解读权力关系,并选择合适的礼貌或熟悉的第二人称代词,这在英语中是不存在的。本研究表明,译者有时会曲解译入文化的权力关系,或偏袒译入文化的社会规范,从而影响叙事,产生与作者意图不一致的效果,在某些情况下,还会在读者和原文学作品之间造成偶然的障碍。
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引用次数: 0
Metaphor in Spanish L2 and Heritage Language Learners’ Speech: How Does it Compare? 西班牙语第二语言中的隐喻与传统语言学习者的言语:如何比较?
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0019
C. Tocaimaza-Hatch
Summary One way in which language practitioners and researchers have furthered our understanding of heritage language learners’ linguistic abilities has been to compare them to L2 learners. The current study implemented this modality and examined metaphoric competence. This is one area in learners’ overall linguistic competence that provides them with access to the concepts and models of the language community and facilitates mediation during communitive tasks (Lantolf, 1999). Participants (n=16) in this study were heritage language learners and L2 learners enrolled in an advanced conversation class in Spanish. They completed an oral portfolio assignment which consisted of regularly engaging in conversation with a Spanish native speaker and recording their interactions. The analysis of their unscripted conversations included the identification of metaphoric samples and the calculation of metaphoric density. Findings revealed that learners produced what were termed true metaphors (original constructions), light metaphors (metaphoric constructions that are already established in the language), and transfer metaphors (constructions resulting from contact with the English language). Comparisons between L2 learners and heritage language learners did not reveal significant differences, which suggests that in the area of metaphoric competence these learners are more similar than not.
语言从业者和研究人员进一步了解传统语言学习者语言能力的一种方法是将他们与二语学习者进行比较。目前的研究采用了这种模式,并考察了隐喻能力。这是学习者整体语言能力的一个领域,为他们提供了了解语言社区概念和模式的机会,并促进了在社区任务中的调解(Lantolf,1999)。本研究的参与者(n=16)是传统语言学习者和西班牙语高级会话班的二语学习者。他们完成了一项口语作业,其中包括定期与一位以西班牙语为母语的人交谈并记录他们的互动。对他们无脚本对话的分析包括隐喻样本的识别和隐喻密度的计算。研究结果表明,学习者产生了所谓的真实隐喻(原始结构)、轻隐喻(已经在语言中建立的隐喻结构)和迁移隐喻(与英语接触产生的结构)。二语学习者和传统语言学习者之间的比较没有发现显著差异,这表明在隐喻能力方面,这些学习者更相似。
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引用次数: 1
Educational Reforms and Language Planning Quandary in Algeria: An Illustration with Arabization 阿尔及利亚的教育改革与语言规划困境——以阿拉伯化为例
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0012
Ikhlas Gherzouli
Summary The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.
摘要本文旨在对阿尔及利亚自1962年独立至今的语言政策发展进行批判性回顾。它以阿拉伯化政策为例,该政策是阿尔及利亚历史上一个被严重问题困扰的重要转折点,也是该国语言规划的一个例子。数据来自政策文件、法律和报纸文章。然后将其编码为主题,然后采用文献研究方法进行分析。为了进行系统的讨论,本文的第一部分探讨了阿尔及利亚的语言政策和规划。第二部分结合2003年关于国家教育改革的辩论,讨论了阿拉伯化对该国当前政策发展状况的影响。第三部分着重分析了语言规划者在语言规划和政策制定过程中所面临的困境。最后,本文对我国语言政策的发展过程进行了评价。该论文认为,为了促进可持续的多语制并实现有效的教育改革,政府必须更积极地承认阿尔及利亚的语言多样性。
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引用次数: 1
A Comparative Study of the Gap Between De-Jure and De-Facto Language Policies: The Case of Kyrgyzstan and Hungary 法律语言政策与事实语言政策差异的比较研究——以吉尔吉斯斯坦和匈牙利为例
Q3 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.2478/sm-2019-0013
Askar Mambetaliev
Summary The purpose of this study was to find the main factors that guide language policies and discover correlations between top-down and bottom-up ideologies in the context of Hungary and Kyrgyzstan. To accomplish this, the study created a database of relevant official documents, photos of linguistic landscapes and qualitative data. The study analyzed the documented top-down decisions from historical perspectives, and then compared them with the data collected from interviews and surveys, and from the collection of photos. The participants included both high-ranking political figures, professors, students and random citizens. Results showed that the official policies often do not comprehensively match with the people’s beliefs, attitudes and desires. Findings also imply that using either document analysis, or the method of linguistic landscape, or qualitative methods alone, might not sufficiently validate the results in the absence of each other, since errors may top up from various discrepancies between top-down and bottom-up arrangements, as well as from overt and covert ideologies.
本研究的目的是找出匈牙利和吉尔吉斯斯坦语境中指导语言政策的主要因素,并发现自上而下和自下而上意识形态之间的相关性。为此,本研究建立了相关官方文件、语言景观照片和定性数据的数据库。这项研究从历史的角度分析了记录在案的自上而下的决策,然后将它们与从访谈和调查中收集的数据以及从收集的照片中收集的数据进行比较。参与者包括高层政治人物、教授、学生和普通市民。结果表明,官方政策往往与人民的信仰、态度和愿望不全面匹配。研究结果还表明,在缺乏彼此的情况下,使用文献分析、语言景观方法或单独使用定性方法可能无法充分验证结果,因为错误可能会由于自上而下和自下而上安排之间的各种差异以及公开和隐蔽的意识形态而增加。
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引用次数: 0
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Sustainable Multilingualism
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