Selection Of Texts Research Articles

Sámi Literature in Norwegian Language Arts Textbooks

Sámi Literature in Norwegian Language Arts Textbooks

The First ever Gujarati Translator of a Shakespearean Play – Bhanji Gokul Parekh

The study of translation history is crucial for understanding the choices and influences of translators, both in terms of their personal inclinations and external factors. Unfortunately, in Gujarat, the exploration of translation history has been limited to basic information such as dates, names of translations, and sometimes the names of translators. However, in the Western world, there has been a growing interest in translation history over the past three decades or so. Western scholars have embraced various theories and frameworks that emphasize the importance of investigating different facets of translation history, such as translator identity, patronage, censorship, support mechanisms, interventions, and the selection of texts. Interestingly, translation discussions often focus solely on the text itself, disregarding the translator as a cultural agent who enables the process of translation. By shedding light on the life and context of the translator, new facts and interpretations related to translation history can be discovered. One example of the association between Shakespeare’s plays and Gujarat dates to 1852 when the first adaptation of “Taming of the Shrew” was performed at St. Andrews Library in Surat. Since then, there have been numerous translations and adaptations of Shakespearean plays in Gujarat. However, very little is known about the lives and works of these translators. Bhanji Gokul Parekh is one such translator who rendered Shakespeare’s play Julius Caesar into Gujarati, as Karunaras Julius Caesar Natak. Despite being the first translator of Shakespeare’s play, his contribution as a translator has been largely forgotten. Therefore, this paper aims to highlight Parekh’s significant contribution to translation history of Gujarat in the context of Shakespeare’s plays.

“Hard” Translation and Communication Effects and the Influencing Elements of English Translations of Li Bai’s Poems in America

To create a human community with a shared future, cultural exchanges between countries should be enhanced. Efforts should be made to sort out traditional Chinese cultural resources and bring ancient books back to life to “tell better and more accurate stories and make China’s voice heard” (Xi, 2020, p. 365). Classical Chinese poetry has been an important window to help overseas readers to understand China. Li Bai’s poems, as representative of classical Chinese poetry, have been widely translated in the English-speaking world, but the translation and communication (TC) effects remain unclear. This study attempts to investigate the “hard” TC effects of English translations of Li Bai’s poems in America by firstly retrieving the sales rankings of 16 English translations containing the most Li Bai’s poems from 18 representative translators of Li Bai’s poems in the world-famous online bookstore Amazon and secondly analyzing customer reviews from Amazon and reader reviews from the world’s largest reading website Goodreads. Mix methods, both quantitative bibliographic survey and qualitative text analysis, were used in the research. Research shows that although sales rankings are relatively low, Li Bai’s poems have a certain number of fixed readers in America. Four English translations of Li Bai’s poems made by Ezra Pound, David Hinton, Arthur Cooper and Ha Jin have been well received by target readers with good TC effects. Among the six influencing elements of the TC effect of Li Bai’s poems—TC motivation, TC subject, TC control, TC content, TC channel and TC audience, readers pay much more attention to TC control and TC content. Therefore, to achieve a better TC effect on Chinese literature, the Chinese government and concerned institutions should scientifically formulate policies on the above-mentioned six TC elements, especially on text selection and translation strategy. This research will contribute to the communication effect of translated Chinese literature and serve as a reference for the TC undertakings of literature from other non-English speaking countries, thus promoting equal cultural communication among countries.

SILHOUETTES OF ETHNIC IMAGES IN WESTERN UKRAINIAN WAR PROSE OF THE FIRST HALF OF THE 20TH CENTURY

The paper examines how the concept of Own-Other-Alien is represented in Western Ukrainian prose depicting the events of the First World War, with a particular focus on the works by Marko Cheremshyna, Vasyl Stefanyk and Tymotei Borduliak. The selection of authors and texts is determined by the objective of conducting a thorough analysis of how civilians, rather than military personnel, perceive the horrors of war. An encounter with the Other or the Alien is always a challenge to one’s identity determined by different worldviews and cultural traditions. Western Ukrainian authors do not exaggerate antagonisms and conflicts but note that the opposition among the components of the mentioned triad deepens. The Alien is portrayed as a source of constant danger. Alienation is primarily intercultural differences causing misunderstandings and challenges that cannot be eliminated or at least mitigated. The paper highlights processes of apprehending the Other, differentiating One’s Own and the Other, and recognizing One’s Own in the Other. The miseries of war can dramatically change people's behavior, especially when it comes to choosing between life and death. The war causes a change in the moral and ethical scale of values: as a result, the world that was native yesterday may also become the space of the Other or even the Alien, and it may be increasingly difficult to find One’s Own in it. As shown by Marko Cheremshyna, Vasyl Stefanyk and Tymotei Borduliak, the process of alienation from one’s native can be based either on the desire to survive, or on old and deep personal grievances. The writers avoid idealization of self-images, recognizing that lowering the moral scale can lead to alienation and pose a threat to the Own.

The Maritime Domain-Specific Corpus: Compilation and Applications

This paper reports on the compilation of a multi-genre maritime domain-specific corpus and the research methods used to analyze it. The corpus was compiled using a combination of manual and automated methods, including web crawling and manual selection of relevant texts. Qualitative and quantitative methods, such as discourse analysis and statistical analysis, were employed to analyze the corpus. The paper describes the background, significance, text scope, principles, and process for compiling the corpus, and explores its applications, including maritime language curriculum development, standardization of maritime language genres, international maritime discourse analysis, term extraction, development of maritime domain-specific machine translation models, and the study of quantitative linguistics in the maritime domain. This study can provide a valuable resource for researchers and educators in the maritime domain and serve as a reference and inspiration for future studies in this field.

The road from nationalism to individualism passes through aesthetics: changes in Israeli literature readers, 1950s-1990s

ABSTRACT Literary readers express the pedagogical and literary perspectives that dominate a given era. This article examines Israeli readers for Junior High students from the 1950s when Zionist ideals were prioritised, to the 1970s – when literary studies promoted aesthetic and formalistic methods, to the 1990s, when textbooks highlighted the subjective response of the young readers. These changes were manifested in the readers through the selection of texts as well as the editorial divisions into ideological and aesthetic categories. This article explores these transformations by discussing dominant readers while focusing on the artistic elements, genres, and literary forms.

Colonial texts on Aboriginal land: the dominance of the canon in Australian English classrooms

From its conception in Australia, subject ‘English’ has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate ‘literary text’. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in Australian English teachers’ text selection as they continue to choose texts from the 'canon’. This paper is framed by Rigney’s principles of Indigenism and Indigenous Standpoint Theory (1999; 2017) and will draw on my own lived experience—as an Aboriginal student, English teacher, and now researcher—to examine the presence of colonialism in English and the consequent subordination of Indigenous perspectives. This paper will suggest some of the ramifications of prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the construction of subject English could feel assimilative to Indigenous people. I will explore this by using my own experience of learning William Shakespeare’s ‘Othello’ as a student and of teaching Doris Pilkington’s ‘Follow the Rabbit-Proof Fence’ as a teacher as examples.

Text highlighting: Three methodological studies to inform guidelines for implementation

Text highlighting was recently introduced as a method for exploring consumer attitudes and perceptions. It consists of asking participants to read a piece of text on a digital device while using highlighting functions to indicate those parts of the text that they ‘like’/feel positive about, as well as those parts they ‘dislike’/feel negative about. As with any new method, methodological research helps to develop recommendations for best practice in use. In this regard, the present research addressed three research questions (RQs) in three studies with participants from New Zealand, United Kingdom, Singapore and Malaysia (ntotal = 5381). In a qualitative approach, Study 1 (RQ1) validated the notion that the text highlighting task is not expected to induce bias. Study 2 addressed RQ2 and explored whether the process of completing the text highlighting task influence consumers’ topic- and product-related responses? There was minimal evidence of this, meaning that text highlighting can reasonably be used together with other types of consumer responses without much the risk of biasing the latter. RQ3 (Study 3) investigated whether the type of highlighting task performed influence text selection. To date the method has been implemented as a dual approach (i.e., selecting both ‘like’ and ‘dislike’ aspects of the text), however, this could tentatively bias either or both responses compared to a single response task where participants select only ‘like’ highlights or only ‘dislike’ highlights. Study 3 found no effect for ‘like’ highlights when comparing dual- and single-response highlighting. However, for ‘dislike’ highlighting, significantly fewer words were selected in the dual-response approach (although the difference in frequency of selection was < 10%). The findings were established in case studies pertaining to kiwifruit and biodynamic agriculture but require confirmation in studies with different products, texts and participants.

Pemaknaan Sarkasme pada Stand Up Comedy Ridwan Remin “Introduction JKT 2019”

This study aims to determine the interpretation or meaning of sarcasm conveyed by comedian Ridwan Remin in the Introduction JKT 2019 show. This study uses a qualitative approach using the semiotic analysis of Charles Sanders Peirce. Peirce categorizes the triangle theory of meaning which consists of three main elements, namely signs, objects, and interpretants. Researchers conducted an analysis of the selection of text and images related to the element of sarcasm. This research shows that the sarcasm material presented by Ridwan Remin is a reality that occurs in Ridwan Remin's life to introduce himself to the audience, he shows himself as an annoying person such as creating conflict with the audience, then introduces himself as a famous Stand up comedian, after that give his views commenting on the things that are being discussed, then talk about the realities of campus life and useless friends. To Ridwan Remin or other comedians to further mature the writing of material that has an element of sarcasm before it is presented to the audience so that unwanted things do not happen, such as offences that are brought to court.

The End of the World as We Know It

The End of the World as We Know It

An Irish Rebel in New Spain: The Tumultuous Life and Tragic Death of William Lamport

An Irish Rebel in New Spain: The Tumultuous Life and Tragic Death of William Lamport

The Gift of The Mediator: Stuart Hall's Selected Writings on Marxism

The three latest entries to the Duke University Press series Stuart Hall: Selected Writings highlight three core concerns of Stuart Hall's wide-ranging intellectual work. Their titles - Selected Writings on Race and Difference (edited by Paul Gilroy and Ruth Wilson Gilmore), Selected Writings on Media (edited by Charlotte Brunsdon) and Selected Writings on Marxism (edited by Gregor McLennan) - may seem to suggest that it is easy to neatly separate these three aspects, when in fact, as readers will be aware, these aspects constantly intersect and inform each other in Hall's work. This is not to say, however, that it doesn't make sense to attempt a thematic separation of the kind that these recent volumes undertake. Doing so offers the opportunity for new readers to be introduced to Hall's work in a systematic way, while those already familiar with it are invited to think more deeply about the individual trajectories of his writings. The editors of each volume have found individual ways to engage with their respective selection of texts.

The potential of using corpus-based technologies for incidental vocabulary learning of General Maritime English

Introduction. The article addresses the problem of expanding the potential vocabulary of cadets of maritime educational institutions in the process of listening comprehension determined by the need to develop strategies for independent vocabulary acquisition necessary for autonomous learning of maritime English. The purpose of this article is to justify the application of corpus technologies for the selection of vocabulary items, which will allow students to master the strategies required to expand vocabulary in the process of autonomous listening, and increase the efficiency of learning and teaching maritime English. Materials and Methods. The study follows the two-level Maritime English learning model incorporating General Maritime English and Specialized Maritime English. The first component focuses on the linguistic content embedded in the generalized maritime context and prioritizes the lexical and cognitive approaches highlighting the necessity of their integration and emphasizing corpus tools the application of which is helpful in topic-related vocabulary selection through instructional, linguistic and statistic principles on the basis of authentic texts. Results. The article describes the preliminary stage of potential vocabulary acquisition by junior cadets through listening comprehension and proposes the procedure of text selection for context-specific raw corpus design and thematic word list generation. Through the computer processing of the wordlist and the analysis of the concordance lines, the independent vocabulary learning strategies were identified and ranked. The conclusion was drawn about the correlations between the basic word learning potential and the number of independent word learning strategies applied. Conclusions. The findings of the research add to the understanding of the potential of corpus-based technologies for the topical vocabulary selection and analysis in order to develop cadets’ independent word learning strategies that are significant for potential vocabulary acquisition through listening comprehension.

Rozwijanie świadomości i wrażliwości kulturowej na warsztatach translatorskich z języka włoskiego na przykładzie podręcznika akademickiego Utile e traducibile. Esercizi di lessico settoriale e quotidiano

The aim of the article is to describe our proposition of method of developing sensitivity to different cultures, and in particular cultural and intercultural competence during Italian translation workshops. It discusses the content of higher education books for teaching functional languages. The authors pay special attention to the selection of appropriate authentic texts and real-life curiosities that go beyond the basic messages conveyed during courses and in the textbooks. In the analysed university script, one can find texts about atypical historical, linguistic, literary, and cinematic references or about surprising common points that allow the learner to relate to Polish and even to his or her local context. The authors share their reflections on the reception of the book by students.

Formation of the ability to listen in English

The article is devoted to the formation of listening skills among students learning a foreign language. In addition, the article deals with the problem of formation of listening skills stages and ways of formation of these skills using short popular science texts selected taking into account engineering specialties. Special attention is paid to the methods of working with students with multi-level formation of listening skills in general, and in the professional field in particular. Recommendations are presented for the use of educational audio materials in the independent work of students, including using an electronic educational environment, as well as the principles of selection of audio texts and the principles of the organization of educational material in general. The article also defines a new method for teaching listening, identifies goals and objectives, mechanisms of listening. The role of listening in the process of mastering a foreign language as a means of communication is emphasized, arguments are given in favor of the constant expansion of vocabulary and the study of conversational grammar, some recommendations are given on the organization of practical listening classes in the student audience.

Cultural Capital: Reflections from a Latin Americanist

<i>Cultural Capital</i>: Reflections from a Latin Americanist

Form Poetry Posterin Contem Porary Kurdish Poetry

This research falls under the title " Form poetry posterin contem porary Kurdish poetry” which is trying to present the form of a "poetic poster" in Kurdish literature, and it applies a literary text in two main areas: form and content. In this research, he searches for the form of hair, which includes the form of long and short poetry. Historically, the Kurdish poetic form passed through several stages, and here we chose the short poetic form in the short poetic text. In terms of concepts, dialects and qualities, this research tried to display the most prominent pictorial scenes or poetic posters, with the selection of texts of pictorial scenes and the practice of the principles and recipes of poetic posters on some texts. The issues of the research were based on the principles and parts of the research. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;However, the results of the research will be indicated in the light of the study, and among the most prominent of these results, we found that the main point of the researches, poets in some texts could not fully implement the poetic posters.

Религиозная метафора и способы ее вербализации в англоязычных теологических текстах

The focus of this article is religious metaphor and linguistic ways of its realization in the space of theological discourse, broadly understood as a discourse about religion, represented by theological, journalistic and scientific texts. The English-language theological texts published in the theological journals “The American Journal of Biblical Theology” and “The Bible Magazine” have served as the research material. The starting methodological premise of the research is the idea that in the structure of metaphor there is a metaphorical core with main and metaphorical periphery additional metaphorical load. Based on the results of a practical analysis of factual material, the authors emphasize the weight of metaphor in these texts and highlight metaphorical models built on the principle of X is Y, i.e. based on the likening of two phenomena due to the predication of phenomenon X properties of phenomenon Y. The article presents a comparative analysis of two studies of religious metaphor carried out by the authors in 2015 and 2022, and also contains quantitative data representing the frequency of models of religious metaphor in the selection of texts and their partial verbalizers, acting as its core and periphery. The authors come to the conclusion that metaphor in religious discourse acts as an effective means of influencing the addressee, is characterized by dynamism and is conditioned by different extralinguistic factors. The dominance of the religious metaphor of positive evaluation in comparison with the negatively marked metaphor is proved, while the key part-of-speech verbalizers of both types of metaphors are, in the first case, nouns, verbs that make up the metaphorical core, and adjectives that represent the metaphorical periphery. In the second case, the metaphorical core is formed by nouns and adjectives, the metaphorical periphery is represented by verbs.

Digital Text/Tool Selection and Integration: What Professors Teach

The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors&amp;rsquo; increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.

Text Pin: Improving text selection with mode-augmented handles on touchscreen mobile devices

Text selection is a required step prior to performing many text editing tasks like copy or cut. Text selection relying on adjustment handles is a widely adopted method on touchscreen mobile devices. However, this method has limitations like slow and unconformable interactions when dragging handles and poor performance of selecting non-adjacent text for editing as one. To address these limitations, this study proposes Text Pin, a novel technique that specifies the two ends of intended text by finger tapping rather than finger dragging. We conducted three pilot studies to design Text Pin and an experiment to evaluate its performance. Experimental results show Text Pin (M = 11.49 s) was generally faster than the default handle-based technique on Android (M = 14.95 s) by 23.14% and a gesture-based technique (Fix & Slide) (M = 14.41 s) by 20.26% while having similar selection accuracy (Text Pin vs the default technique vs Fix & Slide: 0.95 vs 0.94 vs 0.95). Our study consequently demonstrates the potential of Text Pin as a suitable alternative to existing handle-based text selection techniques on touchscreen mobile devices.