http://hdl.handle.net/11089/41691 2026-04-06T06:03:44Z 2026-04-06T06:03:44Z Alekseyeva, Maria L. http://hdl.handle.net/11089/41710 2022-05-05T01:23:24Z 2021-09-30T00:00:00Z

Non-Equivalence in Translation: Russian-German Diachronic Corpus-Based Dictionaries of Non-Equivalent Units Alekseyeva, Maria L. This paper explores the essence of lexical units with no direct equivalents in other languages and introduces a bilingual dictionary of a new type. Such a dictionary is built upon a diachronic corpus of parallel translations with due consideration of the principles of present-day lexicography. The suggested diachronic German-Russian glossary of non-equivalent vocabulary – realia – presents the mega-, macro- and microstructure of a diachronic translation dictionary. The glossary is of a holistic character: it can provide information on the ways different realia were translated in various periods and thus reflect the creative role of translation plurality; it can also influence the formation of translating competence, acquisition of translating skills and skills of comparative analysis.

2021-09-30T00:00:00Z Ikere, Zaiga Oļehnoviča, Ilze Liepa, Solveiga http://hdl.handle.net/11089/41709 2022-05-05T01:23:20Z 2021-09-30T00:00:00Z

Non-Commercial Advertisements: Multimodal Metaphor, Metonymy and Conceptual Blending at Work Ikere, Zaiga; Oļehnoviča, Ilze; Liepa, Solveiga Nowadays the omnipresence of advertisements, and the necessity of conscious and subconscious mental interpretation of their hidden messages, can hardly be overlooked. In the present article, the authors attempt to provide additional evidence for the role of multimodal metaphor, metonymy, and conceptual blending in hidden cognitive mechanisms involved in the understanding and/or the correct interpretation of printed non-commercial advertisements and their overall communicative effect thus brought about. The objective is to consider and analyse text-image non-commercial advertisements randomly retrieved from the Internet; the analysis is carried out from the cognitive perspective and aims at discussing the functions of multimodal metaphor, metonymy and conceptual blending as powerful mechanisms exploited for creative purposes in advertising texts and accompanying images, and thus in conveying the central ideas embedded in the adverts.

2021-09-30T00:00:00Z Sučević Međeral, Krešimir http://hdl.handle.net/11089/41708 2022-05-05T01:23:18Z 2021-09-30T00:00:00Z

When Do the Leaves Fall and When Do We Reap? – Semantic Analysis of Folk Month Names in the Languages of Eastern Europe Sučević Međeral, Krešimir The abundance of folk month names in different languages of Eastern Europe results in specific mental pictures in a speaker's mind. Translation usually fails to communicate the elaborate connotations implied, even in the case of closely related languages. The paper gives a comparative semantical analysis of folk month names in the Slavic languages, the Baltic languages, Finnish, Estonian, Hungarian, Romanian and Albanian, identifying the common features, the differences and possible reasons for both. The aim of the paper is to provide data for both linguistic and ethnological mapping of Eastern Europe, as an area that had been under less influence from the Latin-dominated culture and had in that way better preserved some original, less uniform linguistic features.

2021-09-30T00:00:00Z Jarosz, Anna http://hdl.handle.net/11089/41707 2022-05-05T01:23:27Z 2021-09-30T00:00:00Z

Incidental Development of Pronunciation Learning Strategies Jarosz, Anna The studies devoted to the so-called good language learners that emerged in the 1970s (Rubin 1975) reveal that efficient learners fall back on an abundant and highly individualised array of techniques and strategic behaviours related to and employed while learning. The well-known taxonomies by Oxford (1990) and O’Malley and Chamot (1990) gave rise to analyses and investigations in the field of learner autonomy and self-development, also in pronunciation learning/teaching. As has been corroborated by empirical studies (Oxford 2001a; Oxford 2001b; Chamot, 2004) strategy training contributes to the increase in overall proficiency as well as to a number of invaluable benefits such as enhanced motivation, greater self-efficacy, anxiety reduction and more positive attitudes. Although studies dedicated to the relationship between learning strategies and pronunciation are still in their infancy, there are a number of investigations that set the directions for further research and development (Peterson 2000; Pawlak 2008; Pawlak and Oxford 2018).The paper presents results of a pilot study conducted in a secondary school that aimed at observing how learners develop pronunciation strategies as a result of regular pronunciation input and feedback from the teacher. It addresses a tentative assumption that explicit pronunciation training may contribute to the enhanced strategy use and consequently to better oral performance. Detecting and naming the strategies employed by the learners as well as selecting the most effective ones for more explicit application aided and boosted the learners’ awareness and confidence, which was confirmed by data obtained from questionnaires and from participant observation.

2021-09-30T00:00:00Z