Methods of transference stylistic units to the target language in literary texts

Language has verbal and nonverbal components and both of them complement each other in our daily communication. The former exists in spoken form and the latter uses body movement, musical instruments and sign language to convey meaning. Surrogate language is synonymous with nonverbal communication. This paper investigates the linguistic roles of surrogate language in the select literary texts. The study explores different media of surrogate language and states the roles of surrogate language in literary texts. This study adopts Katz, Blumler and Gurevitch’s Uses and Gratifications Theory. This theory states that audience use the mass media for their own purposes such as information, entertainment, messages, announcements and advertisements. The researcher selected seven literary texts using non-probability sampling method with particular reference to purposive sampling. The researcher made use of both primary and secondary sources such as textbooks, journal articles, theses and dictionaries. The author read, selected and jotted down surrogate language for easy presentation and analysis. It has been found out that in surrogate language, blind people can hear the sounds of the musical instruments and understand, deaf people can see the eye contacts of the speakers without bothering about the speech.

Authentic resources act as a platform for engaging learners' interest and making teaching processes more relevant and realistic. This action research aims to determine the impact of teaching language in literary texts by integrating the classroom-based learning environment with authentic resources. Two activities, “meet-the-author” and “pseudo-cinematic” events, were designed for this batch of undergraduates. Both activities were delineated by non-canon and canon works respectively. For both, assessments aligned with the “meet-the-author” and “pseudo-cinematic” events were conducted. Results and responses from learners were harvested to account for their experiences. Although there is no drastic positive spike in the overall results, findings answered the principal goal of the research where it is discovered that the activities have helped the learners. Through the possibilities of incorporating authentic resources, it is a means for Instructors to address limitations within classroom teaching and learning as well as pique learners' motivation and positive interaction.

Studia Linguistica Universitatis Iagellonicae Cracoviensis » 2010 » Volume 127, Issue 1 » Spisovná čeština in spoken and written language A A A

The language of literary texts has often been argued to be a reason for using literary texts in education (expanding vocabulary, challenging horizons, promoting pleasure and creativity in natural ways) but also for not using it (difficulty, ambiguity, obscurity, old-fashioned, non-standard, unrepresentative). Again, some educationists have advocated the conscious and deliberate exploration of the language of literary texts in class ('stylistics' broadly conceived), while others denounce the withering touch of the intellect on more unmediated 'natural' 'responses' to stories and poems, though language is particularly difficult to take for granted in foreign language learning contexts. In Chapter 4 I examine some empirical studies of the language of some literary texts or 'literary language', and how such studies have informed or could inform teaching and learning activities. A basic position, already established in discussing literature as discourse (Chapter 1), is that literary texts can be best understood in comparison with non-literary texts, because there are different tendencies, but they are subtle and not dichotomous differences. Rather a discourse-based approach to literature looks for continuities as well as differences between the language of literary and less obviously literary texts (contrary positions are argued in Cook 1986 and Miall 2006).

This article presents an analysis of stylistic lexical devices in the process of creating advertising slogans and the ways of their translation into Ukrainian. There is no unified definition of the advertising slogan In the scientific literature, therefore the article defines the essence of advertising slogans in the context of marketing communication . The main functions of the advertising slogans are to influence customers and communicate with them. Advertisement and advertising slogans are such a way of this communication, so there is a need to translate commercials. In the article, we have studied the use of stylistic devices in advertising slogans and the ways of their translation. The purpose of the study is to describe stylistic devices in advertising slogans from the viewpoint of primary and connotative meanings and consider the peculiarities of conveying them in Ukrainian. Results of research . The notion of advertising slogan has become the subject of discussion in many fields of science such as psychology, linguistics, and marketing. It is one of the most important components of the structure of advertising text. Different scientists give different explanations for this phenomenon, so it is possible to define an advertisement slogan as a short, independently existing stand-alone advertising message that is used to attract customers’ attention to a product or service. To create an advertisement slogan diverse stylistic devices are used. They add the emotional component and help to attract the potential buyers’ attention. Connotative words are lexical units, characterized by the ability to evoke special stylistic impression. Metaphor, epithet, metonymy, repetition, zeugma, hyperbole and occasionalisms can be attributed to connotative words. The use of stylistic devices helps to liven up, animate the advertisement slogans, but their overuse can also lead to negative consequences, such as distorted advertising image, broken style, neutralization of stylistic effect. In addition to the relevance of applying the stylistic devices there is a problem of their translation. Translation of advertising slogans is complicated by the fact that connotative words contain both stylistic, and socio-cultural concepts that can exist mostly in the original language and are not easy to convey adequately or fully in translation . Advertisement slogans are characterized by the use of epithets, alliteration , anaphora, epistrophe and phonetic repetition, that do not cause great difficulties in translation into Ukrainian. The most difficult test for a translator in translating slogans is metaphor – one of the most frequent stylistic devices. For adequate translation the translator needs to make certain transformations and take into account the socio-cultural aspects of potential consumers. Conclusion. Stylistic devices are used to give expressiveness to advertising slogans, which can create problems when translated into Ukrainian. The translator can either save the reception of the original or create his/her own compensatory stylistic device with a similar emotional effect. The translator should know not only how to translate this or that stylistic device, but also to predict the reaction of consumers to the advertising slogan. Advertising slogans have a great psychological impact on people, so they should be understandable and comprehensive.

Experience is a crucial activity in contemporary teaching and learning. Experience is regarded as the process through which individuals acquire knowledge or skills by actively engaging in actions, observing, or perceiving objects, phenomena, people, etc., in the world through all sensory, intellectual, and emotional aspects that impact the subject within specific spaces and times. This article presents the content orientation of experiential learning activities in reading literary texts, consisting of four main aspects: experiencing artistic language in literary texts, experiencing the artistic world in literary texts, experiencing the creative process of literary texts by the author, and experiencing the artistic message of literary texts in practical life. These aspects help teachers accurately determine the content of experiential activities and help students achieve high effectiveness in reading and comprehending literary texts.

This article examines the language and stylistic characteristics of advertising texts.The author analyzes language features that make advertising texts more effective and memorable.In particular, they discuss the choice of vocabulary and the use of stylistic devices such as alliteration, antithesis, rhyme, metaphors, and others.The analysis leads to the conclusion that the use of language and stylistic devices in advertising texts can significantly increase their effectiveness and achieve advertising goals.Ultimately, the article is of interest to specialists in the fields of marketing, advertising, and linguistics, and may be useful for anyone interested in effectively using language for commercial purposes.

This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.

The empirical study of figurative language in literature

This article analyses discourse arising in reading group discussions as an instance of a real-world literary reading practice; it arises from and reports on the AHRC-funded Discourse of Reading Groups project. This naturalistic, observational approach to literary reading is contrasted with experimental approaches. Excerpts from the total dataset in which the language of literary texts is discussed are here subjected to two forms of analysis: software-assisted qualitative analysis suggests that where participants appear to make reference to their subjective responses to texts, this often has the function of presenting evaluations of those texts in mitigated form; interactional sociolinguistic analysis shows the sequential emergence of ‘language’ as a discussion topic, how discussion of language is co-constructed between participants and how such literary activity is culturally, interactionally and interpersonally contingent. ‘Face’ emerges as a key explanatory concept in both analyses.

Special place in the language of literary text is appointed to the category of evaluation, as it is associated with the manifestation of subjective beginning in the language that addresses the cognition of objective reality and represents one of the complicated and controversial sections, which attracts attention of the linguists, philosophers, psychologists, etc. In the center of this research is the examination of evaluative lexicon in the novel “Raskovnik” by I. K. Kalashnikov”. Since the novel is dedicated to the life of Old Believers dwelling in Buryatia, the language of the text is unique and features multiple dialectisms, as well as emotionally evaluative words. The goal of this research lies in determination and analysis of the peculiarities of explication of evaluative lexicon in the novel. The methodological framework contains the studies of N. D. Arutyunova, E. M. Volf, T. V. Markelova and other scholars, which reflect the theoretical principles of the category of evaluation. The scientific novelty consists systematization of evaluative lexicon based on the material of the novel “Raskovnik” by I. K. Kalashnikov. As a result of this research, the author revealed the most significant areas of evaluation in this novel, among which are a person, his appearance, character traits, worldview, stance on life, and existence overall. The analysis of evaluative lexicon allows to better understand the meaning of the novel, gives a fuller perspective on its the characters, and reveals the peculiarities of the writer’s individual style.

The language of literary texts is a complex and multiform phenomenon. One of the problems connected with it is the employment of non-standard linguistic varieties. This paper focuses on the especial situation in Czech culture in the 1950s. In that decade, literary critics and linguists strictly required the use of Standard Czech and the restriction of non-standard varieties in literary texts. On the other hand, various inedited works were written the language of which was based on the so-called Common Czech, colloquialisms and slangs. The main part of the paper describes the language of stories by Jan Zábrana (from the years 1954 to 1957) in relation to the official requirements. Zábrana’s stories (published posthumously in the 1990s) represent a radical denying of these requirements. Zábrana depicts spontaneous and informal spoken communication that differs from the idea of cultivated standard expression. Both the figures and the narrator consistently use nonstandard linguistic means and colloquial lexicon (including vulgarisms).

Some words can hurt, and they can hurt their receiver forever. From childhood, Annie Ernaux has been marked by the hard-hitting words that have had a bitter impact on her life. Yet writing has enabled her to overcome the burden of these words, the corollary being a language permeated by linguistic hypersensitivity, that is, a highly developed sensitivity to the use of language in literary texts. This article focuses on the role of linguistic hyperconsciousness in Annie Ernaux’s La Honte (1997) as a reflection of those hurting words that have been stored up and internalized in the author’s mind.From a theoretical viewpoint, this study draws mainly on the strengths of discourse analysis, as described in J. Authier-Revuz (2019, 2005), as well as on psychoanalysis, the notion of phrase marquante being originally introduced by psychoanalyst J.-A. Miller. In the literary field, the study builds upon L. Gauvin’s work on the notion of surconscience linguistique.

Summary Lithuanian theatre has always been known for its visual metaphors and dramaturgy of directorial images, where the language of literary text is translated into visual metaphors created on stage by a director. Due to this quality, some critics have argued that Lithuanian theatre has been demonstrating postdramatic characteristics for a long time. However, one should note that visual metaphors of modern Lithuanian theatre have been based on and controlled by literary text and never quite established a more autonomous and self-contained visuality. Dramatic text remained the point of departure whether the director chose to illustrate or concretise it, to transform or deform it. However, in post-Soviet Lithuanian theatre, these relations have been gradually turning discontinuous, their intensity often varied within the framework of the same performance. Fragmentary cracks, when images, departed from the roles of commentators or illustrators of textual meanings, turned into flashes of independent visions that were seen by the critics as an obvious shift towards a radical image-centric position or, to use the term of Hans-Thies Lehmann, postdramatic theatre. However, the recent performance Lokis (2017, Lithuanian National Drama Theatre) by Polish theatre artist Lukasz Twarkowski, produced twenty years after the initial introduction of the term postdramatic into the Lithuanian context, has paradoxically started a storm of divisive opinions in the Lithuanian theatre milieu. It became the focal point of discussions about the intrinsic character of Lithuanian theatre, especially its embedded attitudes towards drama text and acting—notoriously challenging factors for many international collaborations. The article analyses the ongoing debates about the term postdramatic theatre and its interpretations in Lithuanian theatre criticism, taking the example of Lokis as a case study.

Stylistic Features of Metonymy in English and Azerbaijani Languages Summary This article is devoted to the study of the stylistic features of metonymy in English and Azerbaijani. Theoretical materials and literary texts from linguistics in both English and Azerbaijani are used to provide a basis for comparison. The similarities between metonymic models in both languages allow us to conclude that their stylistic formations and functions within the language of literary texts are similar. They often coincide completely. The stylistic weight of metonymy serves as an indicator of an author’s unique style, as it makes the language in fiction texts imaginative and aesthetically pleasing. Key words: metonymy, stylistics, similarity, function, author