Language Audience Research Articles

The Application of Parallel Texts in the Process of Proofreading: A Case Study about the Proofreading Practice in Transn

Parallel texts refer to the texts that originate from different languages and cultural environments but share similar or identical communicative functions. As a vital resource for bilingual research, parallel texts provide normative references for translation practice.In the proofreading practice commissioned by Transn Company (a famous translation company in China), in order to ensure consistency in translating terminologies, the author makes use of parallel texts to accumulate terminologies in source language and target language. Before proofreading, the author guides students to search for official translations of high-frequency terminologies on authoritative websites. During the proofreading process, the author instructs students to compare different types of parallel texts to determine the appropriate translation of Chinese culture-loaded words. After proofreading, students are divided into groups to evaluate their classmates' work and find the inconsistent expressions of terminologies. Then, the author will revise these inconsistencies and ensure the uniform translation of terminologies. Through this practice, the author explores how to use parallel texts to help students produce authentic translation that aligns with the reading habits of target language audience, thereby enhancing the quality of proofreading.

The problem of the spiritual rebirth of personality in the works of I. S. Shmelev and N. V. Agafonov (in the classroom in a foreign language audience)

The problem of the spiritual rebirth of personality in the works of I. S. Shmelev and N. V. Agafonov (in the classroom in a foreign language audience)

Comparative analysis of fables in the context of studying Russian literature in a foreign language audience

Comparative analysis of fables in the context of studying Russian literature in a foreign language audience

THE THEME OF THE RUSSIAN-UKRAINIAN WAR IN THE LINGUODIDACTIC DIMENSION

Over the past decade, the topic of war has been a key one in various scientific discourses. Linguistic studies are also increasingly focusing on it. But today, this topic is still poorly studied in linguodidactics, particularly in teaching Ukrainian as a foreign language (UFL). This confirms the significance of this paper. The article analyzes the training materials (texts and exercises) for teaching Ukrainian as a foreign language (UFL), which reveal the events of the Russian-Ukrainian war, starting from 2014 to the present day. Linguistic and cultural content of the new textbooks in UFL is considered. The focus is on the educational materials of the textbook “The Key to Ukraine: Cities and People” in two parts (B2–C1 levels) and the textbook “Catch Skovoroda” (B1–B2 levels). Both books were prepared by the authors of the International Institute for Education, Culture and Diaspora Relations of Lviv Polytechnic National University. These textbooks take into account the historical and political events taking place in Ukrainian society and influencing the development of the Ukrainian language, in particular its lexical system. The article analyzes texts for reading and listening, new military vocabulary given in them, pre- and post-text exercises and tasks aimed at developing communication skills. Studying these materials will help foreign speakers to master military neologisms faster, ensure understanding of the news content in Ukrainian media, promote pro-Ukrainian narratives, and allow them to communicate on this topic in various fields. In addition, the realization of the topic of the Russian-Ukrainian war in UFL textbooks will help foreigners to develop socio-cultural competence about Ukrainians in the most difficult period of their lives and will evoke a sense of empathy for the heroic Ukrainian people. Key words: Ukrainian as a foreign language, linguodidactics, foreign language audience, Russian-Ukrainian war, textbook “The Key to Ukraine: Cities and People”, textbook “Catch Skovoroda”.

AUTHENTIC VIDEO IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE

In the article, the author analyses the scientific achievements of Ukrainian linguodidactics in the field of theoretical and practical comprehension of working with authentic audiovisual materials as an additional teaching source in the study of foreign language. Numerous publications by Ukrainian scholars on this topic (from the early 2000s to the present day) are divided into 3 groups. The first group of articles focuses on the general issues of using the audiovisual method in the process of developing foreign language communicative competence. The second group of studies includes articles reviewing the most frequent “audiovisual practices” in the course of UFL. The third group of articles is in-depth research on working with certain genres of authentic video for foreign audiences. The range of genres of authentic video products that can be used for educational purposes in the process of mastering UFL is outlined. These include feature films, documentaries, animated films, informative and entertaining TV programmes (news release, video interviews, academic lectures, video presentations, virtual tours of museums and cities of Ukraine, video blogs, TV shows, stand-up comedy, etc.), video messages from public figures, advertising blocks, trailers, music videos, etc. It is emphasized that among the above, Ukrainian methodologists pay the most attention to films of various genres (primarily short films). The article highlights the key issues that Ukrainian film didactics is working on. The article analyses the scientific studies of Ukrainian methodologists on the use of other genres of authentic video for linguodidactic purposes – video interviews, song videos, commercials, virtual tours, professional videos, etc. The author presents her own comments on the stated topic and outlines issues for the future. It is emphasised that working with authentic video requires the teacher to understand the specific purpose of its use in the classroom, knowledge of the repertoire of Ukrainian authentic material and its linguistic and didactic potential, and special methodological study for presentation in a foreign language audience. Key words: authentic video, genre, listening, Ukrainian as a foreign language, linguodidactics.

A TEACHER “ON A SMARTPHONE” OR MOBILE APPLICATIONS AS AN INNOVATIVE TOOL FOR LEARNING UKRAINIAN AS A FOREIGN LANGUAGE

The application of collective teaching methods leads to the development of language and conversational competence and directs to the creating a stable motivation to learn the Ukrainian language in a foreign language audience. The article considers the possibilities of using a collective method as a means of activating language and speech activity in the process of teaching Ukrainian to high-competence Polish students. It was analyzed the current state of the problem, and characterized modern collective game-like teaching technologies, which play a significant role in the process of effective learning of Ukrainian as a foreign language by means of professional language, and help to achieve the level of free foreign language communication in professional process. The purpose of the tasks and their impact on the development of the student’s personality and increase his level of knowledge were highlighted in the manuscript. The most effective for foreign (Polish) student audience training exercises for collective performance were analyzed, and features and the benefit of their application in the educational process were indicated. The expediency of using of collective game-like tasks for deepening and mastering the terminology of museology in classes with foreigners was analyzed. The examples of non-standard games aimed the developing students’ skills in analyzing and solving everyday situations were offered. The application of collective game-like teaching methods increases the efficiency of students’ learning, enriches the change of the educational process, enhances the motivation to learn the Ukrainian language, makes impossible the domination of participants in the educational process, creates conditions for closer cooperation between teachers and foreign language authorization. Key words: terminology of museology, Ukrainian language as a foreign language, collective method of teaching, high competence, exercise, game.

ENCODE CHILDREN IN UKRAINIAN

The article is devoted to the study of the alphabet of the Ukrainian language according to the educational course “My Friends” for children 4-6 years old abroad, which is intended for learning the Ukrainian language at the elementary level (according to the “Standardized requirements for the levels of proficiency in the Ukrainian language as a foreign language A1-C2”): A1 – the initial level, which certifies a partial acquaintance with the structure and system of the Ukrainian language and the possibility of simple, short and thematically limited communication in predicted everyday situations. The article states that the “My Friends” manual is an educational complex that includes: 1. “My Friends”. Educational book. Workbook, part 1; 2. “My friends”. Educational book. Workbook, part 2 and 3. “My friends”. Help for the teacher, online. The focus is on the fact that the educational manual “My Friends” was created in accordance with the New Ukrainian School – a key reform of the Ministry of Education and Science from September 2017 and from February 2018 in accordance with the new Law “On Education”. The manual is intended to help children (aged 4-6 years) familiarize themselves with the Ukrainian alphabet, understand and consolidate the acquired skills of oral and written communication, learn new grammatical models, as well as facilitate the child’s pronunciation of each letter and bring it closer to Ukrainian proper, in general, contribute to the pupil’s development as competent, versatile person. In order for classes to be quite easy and fun, as well as beneficial, the author of the article emphasizes the need to develop a certain strategy and follow it in everything. The educational complex “My Friends” consists of 17 topics and 34 lessons. A separate lesson is developed for each letter in alphabetical order. Each lesson begins with brief information for the teacher: 1. Lesson topic. 2. Determination of the level. 3. The proposed letter. 4. Important words. 5. Situational dictionary. 6. Tasks of the lesson (lexical and grammatical component). 7. Exercises for writing, listening, repeating, speaking and learning letters. We offer to get to know the study guide together with interesting characters (boy Андрій (Andriy), girl Юлія (Yulia) and their pets – Левко (Levko) the lion and Мудрик (Mudryk) the robot). Key words: alphabet, Ukrainian as a foreign language, level A1, foreign language audience, communicative competence.

Смыслоориентированный подход к описанию семантических полей на занятиях по русскому языку как иностранному (на примере семантического поля «Любовь»)

The article provides an overview of Russian linguo didactic works devoted to the adaptation of the system of typical meanings in the form of lexical functions (in the terminology of I. A. Melchuk and A. K. Zholkovsky) to practical classes in a foreign language audience. The aim of the conducted research is to adapt the system of typical meanings to the presentation and practice of lexical material of the semantic field “Love” in Russian as a foreign language classes (RFL). The novelty of the conducted research lies in the development of the theory of using the system of typical meanings in the educational process in RFL classes from the standpoint of not only stable, but also word-formation means. This approach makes it possible to reassess the prospects for studying lexical compatibility, idiomatics and morphological modifications of Russian words in the aspect of RFL. Own materials are proposed for teaching foreign learners to combine and modify Russian words from the standpoint of the onomasiological approach (from meanings to ways of expressing them) within the semantic field “Love”. As a result of the research, the most frequently used semantic parameters describing love relationships between their participants are demonstrated, and the most universal ways of expressing a particular typical meaning are listed from the standpoint of receptive and productive speech actions. The approach presented in the work allows foreign students to successfully carry out the process of speech creation in Russian with a more accurate transmission of the given meanings, significantly increasing the language competence of the learners.

НЕКОТОРЫЕ ПРОБЛЕМЫ НАУЧНО-АНАЛИТИЧЕСКОГО ПЕРЕВОДА ЭПИЧЕСКИХ ТЕКСТОВ

Translation remains the most important means of communicating the phenomena of verbal art to a foreign language audience. Therefore, for different tasks of recording the features of a literary text, there are different types of transferring the content of the original into the language of another medium. The article discusses some of the most typical difficulties that arise when turning to the type of translation called scientific-analytical. Recognizing the actual uniqueness of all the features of the source, attention is drawn to what ways to overcome the language barrier can be used in working on poetic texts when the source and translation languages belong to such different structural types as Adyghe, belonging to the group of Ibero-Caucasian languages and Russian - one of the Indo-European ones. Without denying the important role of the individual skill of the translator, the author comes to the conclusion that it is necessary to search for the organic unity of the translated text and accompanying comments with a glossary. The study's focus is solely on poetry texts.

Contextual Frames of Reference in the Translation of George Orwell’s Animal Farm to Kiswahili

This paper seeks to establish the cognitive contextual frames of references (CFRs) in the translation of George Orwell’s Animal Farm from English to Kiswahili. The source text “Animal Farm” and the target text "Shamba la Wanyama" were used to gather the study's data. The paper offers insights on how CFRs can be employed in literary translation to domesticate the target text so that it is relevant to the target language audience. Specific word and phrase meanings were deduced from sentences of both the source text and the target text. The analyzed data revealed that the translator used organizational category shifts, textual category shifts, communicational category shifts, and socio-cultural category shifts. The most common CFRs in the Kiswahili translation of Animal Farm were found to be communicational category shifts. The target text is made relevant to the audience through such manipulations.

The Translatability of Sports Metaphors in Political News

The present study investigates the difficulties and problems in deciphering the figurative meaning of English sports metaphors that appear in political news and, more specifically, in US presidential campaigns and their Arabic equivalents when they are under the detailed scrutiny of translation. In order to highlight the problem under discussion, the study explores the translation of some sports metaphors in their original context of use. Several English sports metaphors from different sports fields are collected randomly from British and US online newspapers with their possible equivalents in Arabic that are used in comparable texts that report the same topic. This comparative study focuses on the different strategies that are followed in rendering English sports metaphors in Arabic online newspapers. The researcher employed an empirical, descriptive and analytical approach where sports metaphors are described and classified. Their translations on online Arabic newspapers are also discussed and examined. The analysis will be based on the conceptual metaphor framework proposed by Lakoff and Johnson (1984). Thus, it will be important to assess the conceptualized experiences across different cultures, particularly between English and Arabic, in this study. The findings reveal that English sports metaphors pose a metaphorical and cultural threat to the Arab translator, who might be tempted to translate them literally in case s/he fails to understand their hidden meaning. Producing accurate translation equivalents for these items cannot be achieved without knowing their metaphorical senses and the ability to provide natural and acceptable equivalents in the target language. The aim is to create a similar impact on the target language audience.

Chinese Elements in Film Mulan (2020) and Its Intercultural Transmission

This paper aims to analyze Chinese elements and their intercultural transmission in the film Mulan. Disney's live-action film Mulan set off a global craze after its release in 2020. A large quantity of Chinese elements appeared in the film have aroused foreign audiences’ interest, attention and heated discussion, thus spreading Chinese culture worldwide. Based on Stuart Hall's Encoding and Decoding theory, this paper finds that the film reflects both material and spiritual cultural elements of China, such as tulou architecture (the earthen buildings constructed in Fujian province in southern China), traditional clothing, kung fu. However, the results of the study reveal that the film encodes and decodes these elements at various levels so that it produces different cultural psychology for the target language audience. Therefore, in the process of intercultural transmission, appropriate methods, including in-depth exploration of Chinese elements and correct encoding and decoding, must be adopted.

ALLUSION QUEST FOR TRANSLATORS: TO TRANSLATE OR NOT TO TRANSLATE

Research purpose. The research aims at identifying and revealing the tendencies of translating allusions from English (as the source language) into Lithuanian (as the target language) in the texts of The Economist and their correspondences in the magazine IQ.
 Methodological approach. The paper suggests the theoretical background of the concept of allusion and the main strategies of its translation. The practical analysis is based on 54 examples found in the 28 articles of the source language with their corresponding translations into the target language. The descriptive contrastive linguistic method has been applied for processing the data selected.
 Findings. The analysis of the cases of allusion transference reveals the fact that the most common allusion translation strategies from the source language into the target one involves the direct translation and the direct translation with minimum changes complying with the rules of the Lithuanian language system, which allow a translator to remain faithful to the source text and convey the initial intention to well-educated and literate audiences. The ways of translation by adding extra allusive guidance and translator’s notes, using a more familiar substitution, or eliminating the allusion in the target language have been fewer in number, but with a skilful application accommodate the needs of the source language audiences. 
 Value and practical implications. The texts of contemporary mass media demonstrate the presence of a variety of historical, religious, cultural, and literary references that usually pose a real challenge to a translator intending to convey the author’s original intention and, at the same time, make the message comprehensible for the target readership. A well-chosen strategy for allusion translation in the texts of mass media can attract larger audiences and help to avoid confusion and misunderstanding.

Negation Expression Teaching in Foreign Language Audience

The subject of the study is the description of cases of negative expressions that are difficult for foreign students. For this purpose, the reasons for the existence of problems with the use of negative particles “not” and “neither”, as well as the union “neither ... , nor ...” are considered. Further, the features of the use of negative particles in twopart sentences with a subject in the nominative case and in non-nominative (impersonal) sentences are explained. A system of exercises for practical exercises is also given. Thus, this material can help both teachers and students in mastering this complex topic.

A Brief Analysis of English Film Subtitle Translation Based on Relevance Theory -- A Case Study of the Film Green Book

As an art form, the film plays an important role in spreading national culture and enhancing cultural exchanges. Nowadays, more and more English movies are screened on the big screen in China and have received wide acclaim and lively discussions among audiences in China. In this context, a good translation of English movie subtitles is important for understanding foreign cultures. Based on the application of relevance theory in translation and combining with the characteristics of film subtitles, this paper makes a simple analysis of the subtitle translation of the film Green Book from the aspects of content and style, with a view of removing the barriers and providing a better experience for the target language audience. Besides, this paper believes that when translating, translators also master the basic subtitle translation theory and do more information checks in many aspects when translating to ensure the accuracy of the translation. This is responsible for both the movie and the audience.

Appreciation of Movie Subtitle Translation in Chinese Animation Film ---- Take Legend of Sealed Book as an Example

Chinese animated films have gradually become an important approach to taking Chinese culture to the global stage with the rise of domestic animation in recent years. As a result the subtitle translation of animated films has attracted more and more translators to focus on. Successful subtitle translation to effectively promote intercultural communication not only enables the target language audience to correctly understand the trait of characters in the film but also helps to grasp the theme. This paper discusses the strategies of subtitle translating in animation movies with the analysis of specific examples in Legend of Sealed Book which can provide references for the study of subtitle translation of Chinese animation movies. The author will analyze the translation of subtitles from following aspects time and space limitation, multidimensional information coordination, language style positioning and cultural load word processing.

Problems with Uzbek tour guide students

This article recognizes the teaching of foreign languages in Uzbekistan on the example of English and how well it meets the requirements of international tourism, the problems associated with foreign languages in the industry and the specialization of tourism required by foreign language audiences.

Study of Subtitle Translation from Multimodal Perspective in W.E.

This paper is based on the integrated theoretical framework of multimodal discourse analysis proposed by Professor Zhang Delu , analyzing the subtitle translation of the English film W.E. from four levels of culture, context, content and expression. The relationship between linguistic and non-linguistic modes in the text has also been discussed. It has been shown that subtitle translation is a multimodal blend of text,speech and images that together form the central meaning of the film discourse and deliver effective information to the target language audience.

Study on Translation of Remember Me from the Perspective of Three Beauties Theory: Taking Italian, Mandarin and Cantonese as Examples

Influenced by the trend of globalization, the translation and dubbing of songs in musical movies largely affects target language audience’s Influenced by the trend of globalization, the translation and dubbing of songs in musical movies largely affect the target language audience’s understanding. Xu Yuanchong’s “Three Beauties” theory has been applied in other translation fields except for the translation of songs in musical movies. Based on the “Three Beauties” theory, this study evaluates three translation versions’ lyrics of Remember Me, the theme song of the 2017 successful animated musical film Coco, which won two Academy Awards for Best Animated Feature and Best Original Song (“Remember Me”). In this paper, we compare the Italian, Mandarin and Cantonese translation versions of Remember Me with the original English lyrics, and examines whether the three translations convey and express well and properly the feelings and emotions in the original lyrics in three dimensions: beauty in form, beauty in sound and beauty in meaning, and whether they meet the expectations of the target audience for the aesthetics of the original song, to provide reference suggestions for future song translations and music film translations.

“Flipped class” technology in teaching foreign non-philological students

The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.