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Tytuł:
Radosław Kaleta, Białorusko-polska homonimia międzyjęzykowa, Warszawa: Slawistyczny Ośrodek Wydawniczy, 2014, 167 ss.
Autorzy:
Duszkin, Maksim
Powiązania:
https://bibliotekanauki.pl/articles/676668.pdf
Data publikacji:
2015-12-31
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
Belarusian-Polish dictionary of interlanguage homonyms
interlanguage homonyms in Slavic languages
Opis:
The text is a presentation of R. Kaleta's book Białorusko-polska homonimia międzyjęzykowa published in 2014 by the Slavic Publishing Centre of the Institute of Slavic Studies PAS. The monograph includes an analysis of source literature and some theoretical reflections on a phenomenon of the so-called interlanguage homonymy. The book also includes a brief vocabulary of selected Belarusian-Polish interlanguage homonyms.
W recenzji przedstawiono wydaną w 2014 r. w Slawistycznym Ośrodku Wydawniczym Instytutu Slawistyki PAN książkę R. Kalety Białorusko-polska homonimia międzyjęzykowa. Monografia zawiera między innymi opis literatury przedmiotu oraz rozważania teoretyczne, dotyczące zjawiska tzw. hominimii międzyjęzykowej. Znaleźć w niej można również słowniczek wybranych białorusko-polskich hominimów międzyjęzykowych.
Źródło:
Acta Baltico-Slavica; 2015, 39; 294-296
2392-2389
0065-1044
Pojawia się w:
Acta Baltico-Slavica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar
Autorzy:
Mohamed, Salim A.
Msuya, Erasmus A.
Powiązania:
https://bibliotekanauki.pl/articles/2082782.pdf
Data publikacji:
2020-12-13
Wydawca:
Uniwersytet Warszawski. Wydział Orientalistyczny. Katedra Języków i Kultur Afryki
Tematy:
consonants
foreign language
interlanguage
Kimakunduchi
language errors
Opis:
The aim of the present study was to find the phonological errors on segmental level involving selected consonant sounds which are produced by Kimakunduchi speaking English as Foreign Language (EFL) learners in Zanzibar. Specifically, the study sought to provide the evidence of cross-linguistic influence involving phonological transfer on segmental level. The study employed two sampling techniques: stratified and random sampling. The data for this study were collected from three secondary schools located at Makunduchi district in Unguja Island – Makunduchi, Kusini, and Kizimkazi secondary schools – using the oral interview and observation. The data were analyzed with the use of both qualitative and quantitative research approach. The study was guided by the transfer theory which was one of the components of Selinker’s (1992: 209) interlanguage theory. The findings revealed that, to a large extent, native Kimakunduchi speakers of EFL tended to transfer the sounds existing in their L1, or even in Kiswahili, into English. The transfer was done because of the nonexistence of the particular sound in the students’ native language or because of the discrepancy of spelling and pronunciation in English language. The study concludes that an articulation of vowels is more complex compared to consonants because of their absence in the first language (L1) or because of the confusion of spelling and pronunciation in English as FL. Thus, the study recommended that serious measures should be taken from both education holders to make sure that the learners could be able to pronounce English phonemes/words correctly.
Źródło:
Studies in African Languages and Cultures; 2020, 54; 121-141
2545-2134
2657-4187
Pojawia się w:
Studies in African Languages and Cultures
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English
Autorzy:
Krulatz, Anna
Dixon, Tülay
Powiązania:
https://bibliotekanauki.pl/articles/1047058.pdf
Data publikacji:
2020-12-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interlanguage pragmatics
refusals
English
Korean
Norwegian
multilinguals
Opis:
The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online open discourse completion task and analyzed using the coding categories based on Beebe, Takahashi, and Uliss-Welts (1990), and Salazar Campillo, Safont-Jordà, and Codina Espurz (2009). The data were analyzed to compare the average frequencies of refusal strategies used by the two groups, and the types of direct, indirect, and adjunct strategies that they employed. Independent samples t-tests revealed significant differences in the use of direct and indirect strategies with small effect sizes. The differences in the use of adjunct strategies were not statistically significant, and the effect sizes were negligible. Descriptive statistics of the differences in the types of direct, indirect, and adjunct strategies also revealed interesting patterns. The findings suggest that multilinguals’ pragmatic performance is a complex phenomenon that cannot be explained by the differences in cultural and pragmatic norms of their first language alone.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 4; 751-777
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect
Comparative perspective of pretérito perfeito composto, pretérito perfecto and present perfect
Autorzy:
Mikołajczak, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/1051308.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
contrastive grammar
interlanguage
interferences
tense
aspect
perfect
imperfect
Opis:
The aim of this paper is to highlight a problematic use of the Portuguese tense Pretérito Perfeito Composto in comparison to the use of English Present Perfect and Spanish Pretérito Perfecto Compuesto. A great number of mistakes in use of this tense is observed in the students’ production in their L3 Portuguese as a result of apparent similarity between the Portuguese and the Spanish tense. The article is expected to present differences in temporal and aspectual approaches of these tenses. The use of Portuguese construction is much more restricted, limited in fact to the imperfect, repeated or prolonged actions that continue in the present. However, the apparent similarities in form provoke the students to transfer the tense constructions from the other languages. We observe the mechanisms of transfer and try to underline the essential differences in usage of these tenses.
Źródło:
Studia Romanica Posnaniensia; 2013, 40, 1; 81-93
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Błąd w interjęzyku uczących się języka polskiego jako obcego a zakłócenia w komunikacji międzykulturowej
The error in the interlanguage of Polish as a foreign language learners and the intercultural communications problems. A new approach
Autorzy:
Łątka-Likh, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/966854.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
błąd
komunikacja międzykulturowa
interjęzyk
error
intercultural communication
interlanguage
Opis:
Tradycyjne rozumienie błędu językowego jako nieświadomego odstępstwa od obowiązującej normy językowej (Markowski 2011) nie zawsze jest pomocne w analizie wypowiedzi uczących się języka obcego, gdyż posługują się oni zmieniającym się dynamicznie interjęzykiem. W wypadku analizowania produkcji językowej studentów nabywających język obcy warto właśnie przez pryzmat interjęzyka ocenić odstępstwa od normy występujące w ich wypowiedziach. W swoim artykule odwołuję się do francuskojęzycznych publikacji prezentujących rozumienie błędu w perspektywie interjęzyka (Py, Masiewicz) oraz podejmuję próbę przeanalizowania potencjalnego wpływu odstępstw od normy językowej oraz od typowych zachowań językowych na skuteczność komunikacji międzykulturowej, rozważając możliwość wystąpienia zakłóceń. Jako korpus badawczy służą mi materiały zebrane podczas lekcji języka polskiego jako obcego na różnych poziomach zaawansowania.
The language error is traditionally understood as an involuntary deviation from accepted rules of a language (Markowski 2011). This definition is not always helpful in the analysis of foreign language students’ statements, because they use tPhe interlanguage which is a dynamic phenomenon. The interlingual approach to the analysis of students’ errors enables to perceive those mistakes as an indispensable and creative process in language learning. In my article, I refer to French publications which present an error from the interlingual perspective (Py, Masiewicz). Taking into consideration the possible obstacles, I also analyze the potential influence of the deviation from accepted rules and typical language behavior on the effectiveness of intercultural communication. The students’ statements I have collected during Polish as a foreign language classes (at various language levels) serve as the data for the analysis.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies and interlanguage pragmatics: Explicit and comprehensive
Autorzy:
Sykes, Julie M.
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/780529.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interlanguage pragmatics
learning pragmatics
pragmatics learning strategies
strategy instruction
Opis:
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 381-402
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dialogue-based school practices as a means of reducing conceptual fossilisation in language learning
Autorzy:
Michał, Daszkiewicz,
Laura, Kerslake,
Powiązania:
https://bibliotekanauki.pl/articles/892163.pdf
Data publikacji:
2019-05-01
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
dialogic education
dialogism
fossilisation
interlanguage
shared construction of meanings
Opis:
In language studies, fossilization is associated with the formation of permanent intermediate systems and subsystems. The interlanguage that develops between L1 and L2 (Selinker 1972) becomes embedded, rather than the learner continuing to develop increasing proficiency in the L2. As a language learner remains deficient in the target language (TL), it is important to attempt to mitigate this process and its negative effects. From this perspective, a task of the language teacher is to identify pedagogies which can prevent students from becoming lexically entrenched. In this paper, we advocate dialogic pedagogy as one which can reduce the likelihood of fossilisation occurring and which emphasises collaboration between learners, making their learning experiences meaningful. A core element of dialogic teaching and learning is the role of talk in the classroom in stimulating and advancing students’ learning and understanding. We propose that prioritising the oral component of language learning through dialogic pedagogy can reduce fossilisation because misconceptions do not remain unchallenged and become ingrained. A culture of dialogue in which the voices of all learners and teachers are heard and responded to is one in which learners’ exchanges contribute to extended understanding for all of those taking part in the dialogue.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(1(251)); 183-194
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2
Positive aspects of interlinguistic influences in the process of L2 acquisition
Autorzy:
Mikołajczak, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/1050977.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language transfer
interlinguistic influences
language acquisition
language interferences
interlanguage
Opis:
The processes that take place in the mind of a multilingual person during the second language acquisition are mostly shrouded in mystery. We can only observe traces of these processes manifesting themselves in the interpenetration of two or more linguistic systems. The current study aims to recognize how the knowledge of L1, in this case Spanish, influences on the acquisition and usage of the target language – Portuguese (L2), and how to take advantage of the interferences to make the L2 learners succeed. The possibility of linguistic influences grows with each acquired language. There are also important contributing factors such as a degree of similarity between the languages, a level of proficiency in each of them, and the manner and time of a language acquisition. During the Portuguese course at the Spanish Philology, we can observe such phenomena as: code switching or total displacement, hybrids, false friends, multi-word units calquing, and morphogrammatical transfer. Although one of the factors that affects the L2 acquisition is the level of proficiency, the students hardly take advantage of their mother tongue, selecting the language typologically closer to Portuguese, Spanish. The students use the previously acquired knowledge to create analogies that should be considered as an intermediate step in the acquisition of L2, not as something negative, but rather a means for providing a starting point for the analysis of error which, consequently, leads to improvement.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 1; 119-127
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Composite Nature of Interlanguage as a Developing System
Autorzy:
Wei, Longxing
Powiązania:
https://bibliotekanauki.pl/articles/620635.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
interlanguage
composite
abstract lexical structure
lemmas
bilingual mental lexicon
transfer
Opis:
This paper explores the nature of interlanguage (IL) as a developing system with a focus on the abstract lexical structure underlying IL construction. The developing system of IL is assumed to be ‘composite’ in that in second language acquisition (SLA) several linguistic systems are in contact, each of which may contribute different amounts to the developing system. The lexical structure is assumed to be ‘abstract’ in that the mental lexicon contains abstract elements called ‘lemmas’, which contain information about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in IL production. Based on the research findings, it concludes that language transfer in IL production should be understood as lemma transfer of the learner's first language (L1) lexical structure at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and IL construction is driven by an incompletely acquired abstract lexical structure of a target language (TL) item.
Źródło:
Research in Language; 2009, 7; 5-30
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wielotomowa gramatyka konfrontatywna języka bułgarskiego i polskiego
Autorzy:
Koseska-Toszewa, Violetta
Powiązania:
https://bibliotekanauki.pl/articles/677715.pdf
Data publikacji:
2010
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
Bulgarian language
Polish language
confrontative grammar
tertium comparationis
semantics
interlanguage
Opis:
Multi-volume Polish-Bulgarian Confrontative GrammarPolish-Bulgarian Confrontative Grammar (GKBP) is the first and so far the only expanded attempt to make the semantic confrontation with the gradually developed interlanguage. GKBP consists of 9 volumes which were published in 12 volumen. It was decided to arrange the description of Polish-Bulgarian confrontative grammar in the direction from the contents to the form. The semantic interlanguage enabled the emergence of two equivalent grammars: the grammar of the modern Bulgarian language and the grammar of the modern Polish language. The analysis of semantic categories, which was applied in GKBP, ensures the coherent confrontative description, irrespective of whether the described languages have grammatical exponent of meanings or not. GKBP falls into the stream of modern theoretical confrontative research based on the logical theory of quantification, on the modern theory of processes titled „Petri nets”, and on the theory of logical predicate-argument structures. Our research removes the exact division into grammatical and lexical levels, thanks to which our research has introduced a lot of new observations of the examined phenomena. Universal semantic linguistic categories such as the time, the modality, the definiteness / the indefiniteness and the semantic case – which are essential for the language description, but have not yet been examined and have not been sufficiently described in the academic grammars of the Polish and Bulgarian languages – have been selected. The sequence of description in this synthesis was established not on the basis of order of developed volumes of GKBP, but on the basis of the generally accepted order of elements of the semantic structure of the sentence. The most external in the semantic structure of the sentence is its modal characteristics. Thereafter, the time, quantifiers and their order in the semantic structure of the sentence as well as the predicate-argument items are placed. Therefore, it is not an abbreviated summary of the issues analyzed in GKBP volumes. It is the description of selected semantic categories organized in accordance with the semantic order of the semantic structure of the Polish and Bulgarian sentences.
Źródło:
Slavia Meridionalis; 2010, 10
1233-6173
2392-2400
Pojawia się w:
Slavia Meridionalis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Semantyczna gramatyka kontrastywna arabsko-polska: nowe możliwości badawcze dla arabisty w XXI w.
Semantic-based Contrastive Analysis of Polish and Arabic as a Chance for an Arabist in the 21st Century
Autorzy:
Król, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/578153.pdf
Data publikacji:
2014
Wydawca:
Polskie Towarzystwo Orientalistyczne
Tematy:
contrastive grammar
semantic interlanguage
noun formation
derivation
Modern Standard Arabic
Opis:
This paper is aimed at demonstrating that semantic-based contrastive analysis of Polish and Arabic can result in a new insight into the system of Arabic. Comparing Arabic with a language that is different both genetically and structurally, one can notice features that usually escape one’s attention. Discussing the categories of names of subjects and actions, this paper demonstrates that a comparison of the descriptions of analogous categories in Polish and Arabic grammar texts allows to cover more linguistic phenomena. It classifies derivatives according to the semantic criteria and takes into account all the possible means of expression – also those ignored by previous studies. This method makes it possible to demonstrate that in Arabic the so-called paradigmatic derivation is a highly productive word-formation technique, transforming adjectives and participles (both active and passive) into names of subjects, means, actions, places, objects, results and others. This analysis can serve as an introduction to theoretical studies that will be helpful in describing the Arabic language at all levels anew. It can also have practical application in teaching of Arabic particularly at Polish universities.
Źródło:
Przegląd Orientalistyczny; 2014, 3-4; 138-148
0033-2283
Pojawia się w:
Przegląd Orientalistyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Combinatoire collocationnelle et linguistique de corpus dans l’apprentissage lexical du FLE
Collocational Combinatorics and Corpus Linguistics in Lexical Learning in French as a Foreign Language
Autorzy:
Kazlauskienė, Vitalija
Powiązania:
https://bibliotekanauki.pl/articles/28408106.pdf
Data publikacji:
2023-12-16
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
collocation
lexical competence
L2 French
language corpora
learner’ corpora
interlanguage
Opis:
The importance of stereotypical uses of language, especially in the area of collocational combinatorics, is decisive in language teaching and learning. This type of lexical relationship is difficult for non-native learners to acquire because of its complexity, not only in terms of lexical use, but also in terms of particular linguistic awareness. Learners’ collective corpora can be revealing in describing their transitional competence. The diagnostic of interlanguage specific difficulties makes it possible to evaluate the progression of a target language, to describe it, to identify its hegemonic variety and to create the most effective activities. In this article, we will discuss the issue of interlanguage in the learner corpora and language corpora for use in lexical learning in French as a foreign language lessons. We address questions that a learner of L2 French has, which are sometimes difficult to find answers to in scholarly grammars or L2 French workbooks.
Źródło:
Academic Journal of Modern Philology; 2023, 20; 95-106
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning
Autorzy:
Bachelor, Jeremy W.
Powiązania:
https://bibliotekanauki.pl/articles/2080386.pdf
Data publikacji:
2022-07-29
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
interlanguage pragmatics
intercultural communication
online learning
motivation
task-based language teaching
Opis:
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 19-27
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Why is Spanish not used as an interlanguage in the Phillipines?
Dlaczego hiszpański nie odgrywa roli języka pomocniczego na Filipinach?
Autorzy:
Jiménez Lobo, Félix Manuel
Powiązania:
https://bibliotekanauki.pl/articles/910314.pdf
Data publikacji:
2019-03-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Spanish in the Philippines
interlanguage
język hiszpański na Filipinach
język pomocniczy
Opis:
This article examines the reasons for the disappearance of Spanish as an interlanguage in the Philippines (both as an official language and as a means of communication between speakers of different languages) after the change of colonial power at the end of the 19th century. First, the author explains the geographic, ethno-linguistic and historical context of the country, summarizes the evolution of Spanish in the Philippines from the beginning of the Spanish colonial period until the present day with special attention being given to the appearance of the creole Chavacano, and presents the traditional explanations for the disappearance of the language. Later he compares the evolution of Spanish in the Philippines with other former Spanish colonies. He concludes that Spanish disappeared through a combination of unique historical circumstances which did not occur in other territories of the former Spanish Empire.
Artykuł omawia przyczyny zniknięcia hiszpańskiego jako języka pomocniczego na Filipinach po zmianie władzy kolonialnej pod koniec XIX wieku. Autor wyjaśnia najpierw kontekst geograficzny, etnograficzny i historyczny wysp, podsumowuje ewolucję języka od początku kolonizacji aż po dzień dzisiejszy ze szczególnym uwzględnieniem pojawienia się języka kreolskiego chavacano oraz przedstawia tradycyjnie podawane przyczyny zniknięcia języka. Następnie porównuje ewolucję języka hiszpańskiego na Filipinach z innymi hiszpańskimi koloniami a w końcu stwierdza, że hiszpański zniknął z powodu połączenia wyjątkowych okoliczności historycznych, które nie miały miejsca na innych terytoriach byłego imperium hiszpańskiego.
Źródło:
Język. Komunikacja. Informacja; 2017, 12; 88-102
1896-9585
Pojawia się w:
Język. Komunikacja. Informacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phraseologism’ transgressive potential
Autorzy:
Namestiuk, Svitlana
Powiązania:
https://bibliotekanauki.pl/articles/2177704.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
semantic load
thanatological practice
freezing
polylingualism
informativeness
interlanguage translation
syntactic axis
Opis:
There is a number of researches and scientific articles dedicated to phraseology, general theoretical questions still remain uncovered. Actually, phraseology is frequently presented as an applied science rather than a field of basic research. The question of phraseological units from the perspective of multilingualism and interlanguage translation is arguable. Meanwhile phraseological units carry evaluative information content, they are prone to variability, and this is where the problem of translating such an expression arises. The novelty of this research lies in the consideration of the problem of translation of phraseological units from the point of view of the «freezing» strategy. The purpose of this work is to analyze the potential for «freezing» as well as the equivalence in translating French phraseological units into Ukrainian. The tasks are to carry out a comparative analysis of phraseological units with a similar semantic load and to determine the degree of their direct translatability. It is shown by examples, at the level of interlanguage translation, that the freezing strategy when translating phraseological units can correspond to two models of constructing different meanings, creating linguistic and extralinguistic problems for translation. The correspondence and dimensions of «freezing» in translation stimulated the interest of linguists relatively recently. It was found that the interlingual translation of phraseological units generates linguistic and extralinguistic difficulties. Throughout the translation of the particular phraseological units, first of all, the semantic aspect was taken into account, and then the building was measured in close connection with the connotation. The results of the analysis of phraseological units of the described languages showed that the translation from Ukrainian far exceeds the potential for «freezing» into French language due to its peculiarities and complexity of the linguistic structure. Opportunities for practical application - the study is aimed at the prospect of new positions for comparative research on interlanguage translation.
Źródło:
Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe; 2022, 6(3); 67-71
2543-9227
Pojawia się w:
Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 34

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