Interpretation Of Literary Texts Research Articles

Influence of Translation Techniques on the Accuracy of Interpretation of Little Women by Louisa May Alcott

This study analyzes the influence of translation techniques on the accuracy of the interpretation of Louisa May Alcott's novel "Little Women". The three translation techniques analyzed are literal translation, idiomatic translation, and dynamic equivalence. This study uses a qualitative method with a content analysis approach from the novel “Little Women”. This method was chosen to explore in depth how translation techniques affect the accuracy of interpretation in the translated novel. These findings emphasize the importance of choosing the right translation technique to maintain the integrity of literary interpretation. This study also highlights the importance of considering cultural and social contexts in the process of translating literary texts. It was found that a deep understanding of the author's original culture is essential to produce an accurate and meaningful translation. In addition, this study recommends that translators have strong linguistic and literary skills to be able to transfer the nuances and meanings contained in the original text into their translations. The findings of this study can be a valuable guide for translators and researchers in understanding the complexity of translation techniques and their impact on the interpretation of literary texts.

"ECHOES OF THE FUTURE: BRIDGING TRADITION AND INNOVATION IN DIGITAL HUMANITIES AND ENGLISH LITERATURE"

Digital Humanities (DH) has emerged as a transformative field that integrates computational methods with humanities disciplines, including the study of English literature. This paper explores the evolving landscape of Digital Humanities and its impact on English literature studies. Through a comprehensive literature review and analysis of case studies, it examines the various ways in which digital tools and technologies are revolutionizing the study, analysis, and interpretation of literary texts. The paper also addresses challenges and opportunities presented by the intersection of Digital Humanities and English literature studies, highlighting potential for interdisciplinary collaboration, innovative scholarship, and enhanced understanding of literary works in the digital age.

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.

Fictional worlds of fantasy and "magical" prose as a space for generating supertext

In this paper, the author addresses the features of the supertexts based on the modern Russian novels, namely postmodern works, the genre of which can be defined as fantasy. One of the areas of research is the interpretation of the author's myth, as well as understanding the role of myth in literature. The subject of the study is an end-to-end code that unites the prosaic macrocycles of modern authors as a supertext unity. The object of the study is the macrotext as a format of a literary work in the literature of modern Russian writers. The authors consider in detail such aspects of the topic as the cross-cutting theme of an alien / adopted / unrecognized / illegitimate child and its connection with the genus and family, and the implementation of this theme in novels combined into trilogies or macrocycles. Both general scientific research methods and specialized philological ones were used in the article, namely: the method of qualitative content analysis and the narrative method, the methods of idealization and deduction are secondary methods of working with the material. The leading method was the interpretation of literary texts, which were the source of the parktic research material. The main function of the myth is to reflect a certain image of reality, being an add-on above it, containing specific semantic models and roles distributed among the characters, and also an expression of the author's position. The author's myth can be described as a playful, mosaic, inverse construct. The conclusions presented in the article can be used in further analysis of the work of modern writers, as well as when working with the concept of "author's myth" and studying the transformation of myth (both archaic and social, cultural, etc.) in modern postmodern literature. A special contribution of the authors to the research of the topic is the consideration of this motif in its diversified interpretation in various works and the connection of this motif with the onomastic code of works as one of the principles of the formation of a supertext.

Designing an Expert-Setting for Interdisciplinary Dialogue: Literary Texts as Boundary Objects

ABSTRACT While literature is often used as a source of examples and illustrations across disciplines, literary studies tends to be underrepresented in interdisciplinary exchanges. Perhaps the reason lies in a lack of understanding what actually is the expertise of literary studies and how this can be useful in interdisciplinary settings. In this article, I propose to outline the expertise of literary scholars through concepts of 4E cognition and to devise a proposal for how such expertise could successfully shape the epistemic common ground of social cognition of experts in interdisciplinary dialogue. Literature involves metacognition centrally through its language style, the design of the narrative and its links to other texts, and literary scholars have the expertise in formulating exactly how this works – in a non-mimetic way – through the analysis and interpretation of literary texts. This very particular expertise and practice of literary scholars enables literary texts to be proposed as a boundary object in interdisciplinary dialogues through a shared epistemic common ground. For this argument, I build on earlier theoretical work in 4E cognition and predictive processing and my experience running interdisciplinary workshops on that model.

A Rhetorical Reading of Suzanne Collins’ The Hunger Games

This paper discusses Suzanne Collins’ novel The Hunger Games (2008) in light of James Phelan’s rhetorical model. It explores Phelan’s theory of the reading of narrative as an activity that simultaneously engages the readers’ intellects, emotions, ideologies, and ethics. The paper examines several issues central to rhetorical poetics: reliable/unreliable narrators, narrative ethics, narrative judgments, and narrative progression. It demonstrates how the rhetorical theory of narrative emphasizes the recursive relationships between authorial agency, textual phenomena, and reader response while remaining open to insights from a range of critical approaches such as feminism, formalism, and cultural studies. I argue that the narrator in this novel is largely reliable with only a few cases of slight deviation from the norms of the implied author due to unavoidable lack of cognition or to occasional cases of misinterpretation. The novel contains a powerful communication system that blends fictional and actual audiences into a network of recursive relations based on a multilayered narrative ethics. The paper also shows how the rhetorical model can illuminate and assist in our interpretation of literary texts especially when we view the reading experience as a vital engagement between the reader and the author controlled by an implied author affected by each of them. Keywords: Suzanne Collins, The Hunger Games, James Phelan, Rhetorical Model Scholars.

PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION

What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).

TONİ MORRİSON’UN “RECİTATİF” İSİMLİ ÖYKÜSÜNDE İNİSİASYON, IRK İLİŞKİLERİ VE ÖTEKİLİK

The moments of change marking transformation from childhood to adulthood, from innocence to experience and gaining knowledge about the self and the world in general have been seen as of significance across cultures. Correspondingly, literature, art in general, has engaged closely with this ritualistic, threshold experience. Foregrounding a moment of change and centering its plot around at least one young adolescent or child, initiation stories, or more commonly known as stories of coming of age, narrativize the theme of growing up or at least one, major character’s realization of a truth about him/herself as well as the life and the world condition. Despite the prevalence of initiation theme in literature and the significant attempts made by literary studies scholars to theorize what constitutes an initiation story especially until a few decades ago, more recent scholarship, Anglophone literary studies at least, has dealt less considerably with initiation as a frame of reference in the analysis and interpretation of literary texts. The present study reconsiders the theme of initiation in literature through Toni Morrison’s “Recitatif” and examines how the short story deviates from the patterns of traditional initiation stories. It is argued that Morrison interestingly brings together the issue of initiation with concepts such as race relations and otherness, which calls for a more dynamic, relational and intersubjective understanding of the term.

The Child Sex Scandal and Modern Irish Literature: Writing the Unspeakable, by Joseph Valente and Margot Gayle Backus

<i>The Child Sex Scandal and Modern Irish Literature: Writing the Unspeakable</i>, by Joseph Valente and Margot Gayle Backus

Mother Figures in Charles Dickens’ Novel “David Copperfield”: A Pragma-Discoursal Analysis of Social Deixis

The theme of motherhood and mother figures constitutes a core pillar in the novel “David Copperfield”. Relying on the context in which the different deictic expressions of person, social, time and place construct the language used to portray mother figures, a pragma-discoursal study can best fit in the interpretation of literary texts. This article aims at identifying specifically the social deixis mostly used by the mother figures Clara Copperfield, Clara Peggotty and Miss Betsey in Charles Dickens’ novel “David Copperfield” and how they determine mothers’ roles in relation to David’s life from early childhood. The data involve three extracts selected from three chapters of the novel. Based on Fillmore’s (1975) and Levinson’s (1983) models of social deictic expressions, a mixed method approach in conducted. The article concluded that David Copperfield used basically the family social deixis to represent the three mother figures (Clara Copperfield, Clara Peggotty and Miss Betsey) stating clearly that mother roles such as loving, caring and nurturing are not necessary to be performed by the biological mother.

Narrative Aspects of the Novels by Lucy Maud Montgomery and Eleanor Porter

The metamodernist mood of the modern era increasingly clearly correlates with the transformation of literary methodologies and methods of reading, analysis, and interpretation of literary texts. The study of the genre specificity of the novel is one of the essential segments of the latest scientific studies, given its flexibility and significant textual representation in various national works of literature. This paper offers a critical review of the key stages in the history of the study of the novel as a literary genre, as well as shows the possibilities of understanding the poetic aspects of the author’s style. The material of the research relies on the novels by the Canadian writer Lucy Maud Montgomery and the US writer Eleanor Porter. Both authors belonged to the same historical and cultural era; their work has many typological parallels due to objective factors. At the same time, the modernist worldview was embodied in each stylistic manner in its own way. Comparison of individual styles makes it possible to carry out a typological analysis within a particular genre with access to the study of common sources of image creation, as well as modeling the interpretive paradigm of metamodernism in the projection on the literature of different historical periods taking into account national characteristics. At the same time, the research opens up the prospect of expanding the methodological horizons of narratology for its progress beyond its “boundaries”: outside of literary studies, in a significant context, as well as in space outside of fiction.

Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory

In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

Interpretation of Literary Texts from the Perspective of Cultural Literacy

Interpretation of Literary Texts from the Perspective of Cultural Literacy

Hermeneutik ve Alımlama Estetiği Kuramlarının Yazınsal Metinlerin Karşılaştırmalı Çözümlemelerine Etkisi

Literary texts by their nature are texts that are made up of semantic layers and hiatusesinterwoven with feelings and thoughts gained through life experiences but expressed throughfiction. After being written by the author, literary texts are static until they are read. This meansthat literary texts are literally to be reconstructed by the reader's reception and interpretation.Comparative critics as competent readers examine literary texts by comparing them with oneanother. Among the literary analysis methods used in the analysis of the texts are two theoriesthat foreground the reader most prominently. Hermeneutics and reception aesthetics make thereader advantageous in construing the layers and hiatuses in literary texts. This study aims toshow the effect of two theories on the comparative interpretation of literary texts. The methodadopted is to compare the two theories with the thoughts of experts on the interpretation ofliterary texts. The results reveal that the theories of reception and interpretation increase theefficiency of the critics in the analysis of literary texts made in the field of comparative literature.The impact of this gains even more significance in the interpretation of the post-modern art.

أثرُ السياقِ الاجتماعيّ في فَهمِ النُّصوصِ الأدبيّةِ وتفسيرِها التوقيعاتِ مثالًا

This research is marked by the (effect of the social context in the interpretation of literary texts and their interpretation of scholia, for example) this research stands when studying Arabic scholia in the light of one of the theories of modern language science, the political theory that was considered one of the most famous linguistic schools. Modern that can be applied to creative texts, and i have chosen scholia as a domain for application, because of the ambiguity of these scholia at times, and the lack of interconnection between them and the request made at other times, which requires a reference to the social context that produced them in order to understand them better, focusing to know the elements of the context of the situation in the understanding and interpretation of literary texts.

W imię spotkania. Antroponomastyka – lektura – etyka

&lt;span lang="EN-US"&gt;The author of the article in an anthroponomastic interpretation of literary texts sees the chance to sensitize the young reader not only to the fate of the characters of the texts, but also to other people. De-digitization of the literary character’s name proposed to students in Polish language lessons encourages them to resignation from interpretative schemes, enriching interpretation with a completely new context. In this sense, learning about language supports innovative readings, convincing students that literature lessons can become ethical workshops during which we improve the art of meeting with other people.&lt;/span&gt;

DECONSTRUCTION AND TURGENEV'S FATHERS AND SONS

World literature underwent a drastic turn with the emergence of the philosophy of Jacques Derrida, particularly with the emergence of the concept of deconstruction. Although Derrida used the concept of deconstruction in terms of philosophical ideas, the emergence of this concept paved the way for different interpretations of literary texts. Deconstructing a text means using the text’s own structure to subvert the meaning the text tries to convey. It might be said that the concept of deconstruction as it is employed in literature seeks the ways to lay bare the mechanisms behind the constructions of a text. Turgenev’s Fathers and Sons (1859) – the novel depicting the struggle between the cultural heritage and the innovative age – presents Bazarov as the representative of the latter; Bazarov stands for stability and certainty that were brought to human beings’ existence by the advance of positive sciences. A deconstructive approach to the novel shows that even though the protagonist tries to apply his belief in reason in his life, he fails because the centre on which he relies does not exist as a transcendental signified. Derridean approach to this text unveils the fact that although people of the 19th century celebrated the advance of science and saw it as their new stability, they were mistaken because clinging to one centre is against human nature. They wanted to feel that they were surrounded by the boundaries of the centre but the outside of this centre made itself heard in the instincts of human beings.

The conceptual environment of the frontier discourse in humanities

The concept of frontier has been formed for a long time and in different directions. The main characteristics of a frontier - its flexible borders, a zone of space development characterised by uncertainty and instability - have proved their importance for understanding and describing the current state of the environment with regard to its social, cultural, communicative and linguistic indicators. The interdisciplinary (transcendental) potential of a frontier is realised in a complementary combination of natural-scientific and humanitarian scholarship. The aim of the present paper is to justify the scholarly integrity of the term frontier discourse the conceptual milieu of which is created through two overlapping multi-layered phenomena: frontier and discourse. The paper names the vectors of expanding the interdisciplinary possibilities of a frontier under the conditions of a discourse approach. Frontier as a flexible border is presented in the Internet communication, the socio-cultural space of the modern city, in the daily behavioural norms of the elite, in the family relations and in many other conceptual spheres the list of which remains open based on the ontological features of a frontier. Based on the examples from Russian and foreign literature, the author demonstrates the role of the frontier modus in the interpretation of literary texts whose plot, style and images are projected onto national history, culture, mentality in the by-border characteristics. Such frontier features as instability, its ability to create an interaction zone, which, under certain conditions, can lead to integration, are important for understanding the problems of modern language, speech and genre norms. The byborder territory is a place accumulating violations of traditional norms and providing the material which is necessary in order to anticipate the arising norm changes. The transformation of traditional genres and the formation of new ones also take place on frontier territories. It is concluded that frontier discourse ensures the understanding of norm movements in genre-stylistic characteristics.

Meditations on Last Philosophy

In his 1981 book, The Political Unconscious: Narrative as a Socially Symbolic Act, Fredric Jameson elaborated an influential position on ideology and critique. Jameson stressed the priority of political interpretation, arguing that “the political interpretation of literary texts … [is] the absolute horizon of all reading and all interpretation.” After nearly forty years, we return to this text, situating it within Jameson’s long career, in order to explore form, figuration, and utopia. Does Jameson provide a series of meditations on last philosophy?

Interrelation of Character-Generated Implicature and Inter-Character Sentimentality: A Comparison of of Stephenie Meyer’s ‘Twilight’ and Veronica Roth’s ‘Divergent’

Inspired by the cognitive approach to characterisation and in view of relevance theory, this research attempted to outline a relevance-theoretic account of how affective attachment between fictional characters influences writers’ use of implicata through characters as part of inter-character discourse by defining cognitive processes into fictional characters as a pivotal element of implicit characterisation. Our attempt addressed the veracity of such an influence and the question whether awareness of the intensity degree of such sentimentality influences readers’ non-spontaneous interpretation of character-generated implicata and characters’ intention to actually execute relevant implicating. By adherence to defining cognitive processes into character discourse, we conducted an analysis on six samples of implicata exchanges within inter-character verbal discourse between the mutual parties of the primary affective attachment of the narrative, between the protagonist and another round character out of Stephenie Meyer’s ‘Twilight’ and Veronica Roth’s ‘Divergent’. In every instance of character-generated implication, we found decisive facilitatory influence for awareness of three levels of calculable implicated conclusions, inter-character sentiment intensity, and characters’ communicative intents on readers' achieving what Furlong terms ‘maximal relevance’ through non-spontaneous interpretation of literary texts. Additionally, tracking the progression of inter-character sentiment intensity throughout the two narratives yielded strategic drops during the gradual formation of inter-character bonds employed mainly to demonstrate a mutual sense of fastidiousness in characters’ choice of a companion in romance and also strengthening the said bonds.