ISSN / EISSN : 2029-6223 / 2029-6223
Current Publisher: Vilnius University Press (10.15388)
Total articles ≅ 177
Latest articles in this journal
Verbum, Volume 11, pp 4-4; doi:10.15388/verb.15
The goal of this paper is to offer a model to quantify the level of complexity of the linguistic content of a corpus in Italian extracted from OpenWHO, WHO’s health emergency learning platform (Rohloff et al. 2018; Zhao et al. 2019). The nature of the computational ranking costs of a typology of relativization strategies is investigated. To reach this goal, the results of the corpus are compared with other three syntactic annotated corpora from Italian belonging to different genres (news, social media, encyclopedic entries, legal). The results show that online learning contents in public health reduce complex structures in syntactic terms. The case study presented here provides a methodology to quantify syntactic and computational complexity in corpus studies.
Verbum, Volume 11, pp 5-5; doi:10.15388/verb.16
Исследование показало, что свободный косвенный дискурс использовался в романе Леонида Юзефовича «Журавли и карлики»для передачи точки зрения речи и повествования от лица всех трех главных героев романа (Жохова, Шубина и Анкудинова), доминировала при этом точка зрения Жохова. В статье обсуждаются обнаруженные нами в тексте романа «Журавли и карлики» виды конструирования свободного косвенного дискурса. А именно:несовпадение субъекта речи и субъекта сознания в указании пространственной или временной локализации персонажа; вплетение в голос субъекта речи голоса персонажа посредством указания на восприятие (физическое или интеллектуальное) ситуации, или объекта, или природных явлений персонажем; передача в рамках речевого акта повествователя мыслей и субъективного восприятия действительности персонажем; передача в рамках речевого акта повествователя внутреннего состояния и эмоциональных переживаний персонажа; соединение голосов повествователя и персонажа способом называния родственных связей и частей тела персонажа.В статье также приводится список речевых маркеров, свидетельствующих о совмещении точек зрения автора и персонажа в рамках одного речевого акта.
Verbum, Volume 11, pp 6-6; doi:10.15388/verb.17
The pilot study reports on the prevalence of four phonetic changes (yod coalescence, yod dropping, /ʒ/ versus /ʤ/ in loan words, and GOAT allophony) in General British. The study consists of two stages to address the question from different perspectives: native speakers’ preferences and documentation of the changes in current pronouncing dictionaries.Sixty words likely to undergo one of the changes are chosen for the analysis. The survey is based on the framework by Wells (1998). Though the descriptive study resultsreveal a high degree of the respondents’ preference for ‘modern’ pronunciation, it varies across categories. The comparative analysis of the manifestation of the changes in the Longman Pronunciation Dictionary (2008), the Cambridge English Pronouncing Dictionary (2011), and the Current British English Searchable Transcriptions (N/A) indicate their gradual way into the ‘standard’ language.
Verbum, Volume 11, pp 7-7; doi:10.15388/verb.18
This paper aims to present a diary as a multifaceted means for incoming international students to become familiar with the host country (in this case, Lithuania), discover it through the ways of immersion and exploration, and reflect upon it on the diary pages. Every year the course of ‘Intercultural Communication’ taught at the Institute of Foreign Languages, Faculty of Philology, Vilnius University, welcomes a large number of incoming students from different parts of the world. Further to the subject syllabus, these students are given a special research task: to delve into the context of the host country, focus on a number of socio-cultural aspects, compare and contrast them to the similar ones in their native countries and reflect upon them in their diaries. The paper provides an overview of the accumulated empirical evidence on the attitudinal discoveries of 84 students representing 21 countries. The employed Interpretive content analysis proved to be a flexible and helpful research method to reveal the informants' existing cultural capital (Bourdieu 1994), to follow the flow of their interpretations consequently leading to the shifts in their attitudes, and thus, contribute to the development of the students' intercultural communicative competence. This paper sheds light on the informants’ attitudes towards Lithuania as the destination country for their Erasmus+ exchange, as well as their impressions of the academic environment of Vilnius University.
Verbum, Volume 11, pp 8-8; doi:10.15388/verb.19
Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.
Verbum, Volume 11, pp 3-3; doi:10.15388/verb.14
Danguolė MELNIKIENĖ. Dictionnaire lituanien-français. Lietuvių-prancūzų kalbų žodynas. Collection Vertige de la langue, Paris, Hermann Éditions, 2020, 1200 p.
Verbum, Volume 11, pp 2-2; doi:10.15388/verb.13
Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.
Verbum, Volume 11, pp 1-1; doi:10.15388/verb.12
Le but de cet article est d’analyser une répartition des unités phraséologiques et les stratégies de leur traduction dans le roman « La vie devant soi » de Romain Gary et répondre aux questions suivantes : Quelles unités phraséologiques sont utilisées dans le roman et comment transmettent-ils des idées de l’auteur ? Quelles stratégies de la traduction des unités phraséologiques étaient utilisées par la traductrice Jūratė Navakauskienė et pourquoi ces stratégies ont été choisies ? Lors de l’analyse de l’emploi des unités phraséologiques dans le roman, parmi les groupes prédominants nous avons identifié ceux des unités phraséologiques qui représentaient les phénomènes du monde intérieur de l’homme, des relations entre les gens et la vie sociale. Notre analyse de la traduction nous permet de constater les stratégies les plus fréquentes celles de la traduction par paraphrase, par les équivalents et par le synonyme phraséologique. Dans notre recherche, nous parlons également du style de Romain Gary et de l’importance de l’emploi des unités phraséologiques dans son roman. Les résultats de notre recherche nous permettent d’affirmer que la traductrice maîtrisait bien les connaissances linguistiques et extralinguistiques dans les contextes donnés, et a effectué le choix créatif des stratégies de la traduction.
Verbum, Volume 10, pp 1-1; doi:10.15388/verb.6
All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube.The Romans imposed their own administration and inforced Latin as lingua franca.The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. The general norm and its various exceptions are examined from a broader perspective, synchronically and diachronically. The pedagogical perspective is meant to offer a comprehensible synthesis to foreign learners.
Verbum, Volume 10, pp 5-5; doi:10.15388/verb.10
The constant search for suitable teaching materials to achieve the linguistic skills provided by a language teaching course, finds in authentic documents an important instrument for teaching foreign languages. The scientific literature attesting to the effectiveness of the authentic material is wide and consolidated; indeed, a text conceived by a native for a native, and, therefore, not developed for the sole purpose of teaching a foreign language, is intrinsically carrying a cultural richness and a linguistic variety, which are rarely present in any didactic artifact. The authentic material therefore represents an opportunity to meet the fixed expressions that are part of the communicative potential of a language; their teaching is not always taken into account, or is considered, at most, as a positive side effect of the natural process of linguistic acquisition. A communicative act for it to be effective must be able to be understood by the interlocutor ; it is therefore necessary to ensure not only grammatical accuracy and correct pronunciation, but also the understanding and use of frozen sequences. The graphic novel can offer the opportunity to benefit from an authentic language rich in idiomatic expressions, because the effectiveness of dialogues is a transposition of the language spoken in everyday life and familiar expressions. The article aims to show the didactic advantages of a graphic novel in the teaching of the French language. We explain the importance of the text-image relationship and the potential of the verbal language of the graphic novel, and we talk about the need to learn frozen expressions for a good command of the language and the distinctive aspects specific to comics that contribute to their understanding and learning; we show, finally, how the adoption, within the framework of a contrastive analysis of the language, of the graphic novel Persépolis by Marjane Satrapi could help the students to understand more easily the fixed expressions