Journal articles: 'English Fables'

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Zhatkin, Dmitry. "The Russian Fate of John Gayʼs Fables." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 80, no. 5 (2021): 52. http://dx.doi.org/10.31857/s241377150017128-3.

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The article, in a pioneering effort, offers to consider the history of the Russian reception of the fable creativity of the English writer John Gay (1685–1732), from its beginnings to the present day. It is noted that close attention to the fables of J. Gay in the last quarter of the 18th century, this was largely due to the interest of the Russian society in novelties in French books; as a result, prosaic translations of poetic texts from an intermediary language prevailed, against which the poetical readings of English originals created by I. Ilyinsky were undoubtedly more successful. The subsequent “surge” of interest in J. Gayʼs fable heritage at the end of the XIX century connected with the demand of society for the works of foreign authors, accessible to the mass, common reader, focused on the traditional culture of their countries. In the Soviet period, J. Gayʼs fables found themselves on the periphery of the preferences of translators and critics who interpreted mainly the writerʼs dramatic texts (“The Beggarʼs Opera”, “Polly”). The research of A.I. Zhilenkov and the translations of E.D. Feldman, published in recent decades, marked a new stage of the Russian reception, characterized by the identification of the artistic originality of Gayʼs fables, the desire for the most complete, holistic perception of the heritage of the Gay-fabulist, taking into account ancient and English literary traditions.

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Muttaqin, Usep, Nadia Gitya Yulianita, and Uki Hares Yulianti. "TRANSLATION TECHNIQUE IN TRANSLATING INDONESIAN FABELS INTO ENGLISH." Lingua Scientia 28, no. 1 (June 29, 2021): 20–26. http://dx.doi.org/10.23887/ls.v28i1.30099.

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This paper aims to describe translation techniques used in translating Indonesian Fables into English. The data is taken from bilingual fable books from five different publishers. The research uses purposive sampling technique and also comparative method to analyze the data. The finding shows that there are nine translation techniques used by translators namely equivalence, literal translation, discursive creation, borrowing, variation, transposition, modulation, reduction, and deletion. Equivalence is the most frequently used technique followed by literal translation. For further study, researcher may pay attention on the accuracy of the translation and readability of the translated text.

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Leonard, Paul. "Toronto Bilingual Fables." Canadian Theatre Review 46 (March 1986): 95–97. http://dx.doi.org/10.3138/ctr.46.011.

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If a whole country can be bilingual, then surely a play can be as well. That’s the premise behind Acting Company’s La Storia and La Storia II: A Table of Fables. Although they use English and Italian rather than English and French, they nonetheless raise the kind of questions about language, culture, and communication that have challenged Canadians since Confederation. At the same time, these shows provide a focus for a consideration of the nature of language in the theatre.

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Rogers, Shef. "The instructive power of the fable in New Zealand’s Native School Reader (1886)." History of Education Review 46, no. 1 (June 5, 2017): 33–41. http://dx.doi.org/10.1108/her-11-2014-0043.

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Purpose The purpose of this paper is to examine the cultural implications of James Henry Pope’s selection of fables for his 1886 Native School Reader designed to teach English to Māori students in Native Schools. Design/methodology/approach The essay takes a historical approach. It surveys attitudes towards the fable as a pedagogical tool prior to 1880 and reviews Pope’s choice of 50 from the 300 available fables in the Aesopic canon. Findings The study finds that Pope was well informed and well intentioned, but nonetheless appeared to be unaware of potentially unsettling interpretations of his selected fables. Originality/value While it may be relatively easy for twenty-first-century readers to perceive the cultural tensions of Pope’s work, exploring the historical context helps us to understand both why Pope compiled the text he did, and why he and his books were well regarded by both Pākehā and Māori, despite almost certainly not conveying the values the settlers wished to inculcate in Māori.

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Marshall, Simone Celine. "Middle English Chaucer in Dryden’s Fables." Notes and Queries 66, no. 1 (January 18, 2019): 90–91. http://dx.doi.org/10.1093/notesj/gjy202.

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Carrero Galindo, Lady, and Mélany Rodríguez Cáceres. "Got it, and you? let´s speak together!" Revista Boletín Redipe 8, no. 1 (January 30, 2019): 135–47. http://dx.doi.org/10.36260/rbr.v8i1.681.

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This article presents the outcomes of an action research project aimed at developing English language speaking skill with fourth gradestudents at IED Liceo Femenino Mercedes Nariño in Bogotá, Colombia, through digitized fables with multimedia resources, as aninnovative strategy offering meaningful input to students in the teaching of English as a Foreign Language (EFL). Instruments such as fieldnotes, audio recordings, and students’ logs after each digitized fable presentation were applied to follow the process and assess progress through students’ interaction, reactions to new material, and oral performance. The findings revealed that, despite some oral mistakes, students could increase their number of original utterances as opposed to repetitive speaking; on the other hand, the attitudes towards learning English were improved because of the material implemented.

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Jeep, John M. "The Fables of Ulrich Bonerius (ca. 1350): Masterwork of Late Medieval Didactic Literature. Translated by Albrecht Classen. Newcastle Upon Tyne, Cambridge Scholars Publishing, 2020, XXXII, 264 pp., 4 unpaginated colors illustrations between pp. 106/107." Mediaevistik 34, no. 1 (January 1, 2021): 466–68. http://dx.doi.org/10.3726/med.2021.01.117.

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Abstract: This very welcome, first translation of the one-hundred fables (with preface and afterword) by Ulrich Bonerius – known in German as Boner – represents a noteworthy contribution to English language medieval studies. Bonerius called his collection Edelstein (‘gemstone’), the meaning of which is explained in his Preface and exemplified in the first, well-known fable, where a rooster fails to identify and hence is unable to appreciate the precious object. In addition to five color illustrations from the Heidelberg University Library, Cod. Pal. germ. 794, Classen has provided 10 black and white images from the same fine manuscript, and one personal photograph (to illustrate fable no. 83, “Of an Oak Tree and a Reed”). The apparent lack of interest in Bonerius in the English-speaking world can be illustrated by the fact that there are merely eight entries in the MLA International Bibliography (search: Ulrich Boner, or his Edelstein; Bonerius yielded no entries; accessed Jan. 7, 2022).

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Pedraza Hernández, Blanca Ximena, and Heidy Liliana Castiblanco Gil. "Aesop's fables adaptation: an alternative for fostering values, oral production and listening comprehension." Enletawa Journal 10, no. 2 (November 22, 2018): 31–47. http://dx.doi.org/10.19053/2011835x.8693.

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This article aims at presenting the experiences acquired from the project titled “Aesop’s Fables Adaptation: An Alternative for Fostering Values, Oral Production and Listening Comprehension”, carried out at a public school in Tunja with fourth graders. The project related to the adaptation of Aesop´s fables, which were included in the school´s curriculum topics and implemented through different workshops. This was done in order to develop values awareness and English skills. Throughout this project, most of the students participated, were very attentive class after class, and enjoyed the activities. The students began to use the vocabulary they learnt from the fables for communicative purposes. In the same way, students were aware of moral aspects, the implicit values in each story, and the fables’ importance in their own lives

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Fraser, Robert, Horst Dölvers, and Horst Dolvers. "Fables Less and Less Fabulous: English Fables and Parables of the Nineteenth Century and Their Illustrations." Yearbook of English Studies 30 (2000): 326. http://dx.doi.org/10.2307/3509305.

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Acheson, Katherine. "The Picture of Nature: Seventeenth-Century English Aesop's Fables." Journal for Early Modern Cultural Studies 9, no. 2 (2009): 25–50. http://dx.doi.org/10.1353/jem.0.0032.

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Aptroot, Marion. "Book of Fables: The Yiddish Fable Collection of Reb Moshe Wallich, Frankfurt am Main, 1697." Journal of Jewish Studies 46, no. 1-2 (July 1, 1995): 335–36. http://dx.doi.org/10.18647/1836/jjs-1995.

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Wahyuningsih, Tri. "Peningkatan Keterampilan Bahasa Inggris untuk Hiburan melalui Modul Pembelajaran Teks Narrative Berbentuk Fabel." MANAZHIM 3, no. 2 (August 30, 2021): 263–72. http://dx.doi.org/10.36088/manazhim.v3i2.1391.

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The need for interactive and meaningful distance learning in English lessons is needed to improve students English skills including language skills and formative test-taking skills. This is done by the author through the use of interesting modules or for entertainment for students by utilizing narrative text material in the form of fables. The research method used is descriptive research on 32 students of class XI IPA 2 as a sample of research conducted at SMA Muhammadiyah 1 Taman. The results obtained in the form of observations of the achievement of English language skills including pronunciation, grammar, vocabulary, fluency, understanding are included in the intermediate or intermediate category with an average score of 2, 05. In addition, the students' English skills were also seen from the learning outcomes test data where the percentage of success of students who scored above the KKM (75) was 87.5%, namely 28 students while those who scored below the KKM were 4 students. The conclusion of this study is the achievement of students' English skills after using the narrative text learning module in the form of fables is included in the medium or intermediate category/level 2+ and the percentage of success of formative tests above the KKM is 87.5%.

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Razaq, Yusuf, Satriani, Amiruddin, Syamsul Bahri, and Muhammad Hasbi. "A Study Fable in Pair Work on ELT Learners' English Vocabulary Achievement." ETDC: Indonesian Journal of Research and Educational Review 1, no. 3 (June 27, 2022): 450–58. http://dx.doi.org/10.51574/ijrer.v1i3.398.

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The purpose of this study was to determine whether teaching students fables in pairs of students during their second year of MA Nurul As'adiyah Callacu improved their vocabulary achievement. A pre-experimental methodology was used in this study's research in order to meet its goal. The academic year 2020–2021 was when the population was in its second year under MA Nurul As'adiyah Callacu. Purposive sampling was employed to obtain the sample. There were 17 students in the class that was selected from the X-A class with the most samples. According to the data analysis's findings, students' post-test mean scores (52.52) were higher than their pretest mean scores (32.23), and (52.52 – 32.23) was the gain score (20.29). The researcher used t-test statistical analysis for paired samples. The analysis of the data revealed that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted since the significance of the t value (0.000) was larger than the level of significance (0.05) and the degree of freedom (df) = 16. It can be inferred that using a fable in pair work can help students learn more vocabulary.

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Meli (book author), Giovanni, Gaetano Cipolla (book editor and translator), Diane Miller (book illustrator), William Ronalds (book illustrator), Giuseppe Vesco (book illustrator), and Salvatore Bancheri (review author). "Moral Fables and Other Poems. A Bilingual Anthology (Sicilian/English)." Quaderni d'italianistica 17, no. 1 (April 1, 1996): 149–50. http://dx.doi.org/10.33137/q.i..v17i1.10330.

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Abrar, Mukhlash. "Learning from Fables: Moral Values in Three Selected English Stories." DINAMIKA ILMU 16, no. 1 (June 1, 2016): 47. http://dx.doi.org/10.21093/di.v16i1.250.

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Sanz Mingo, Carlos Alberto. "¿Hablando con mirlos? El uso de la personificación de los animales en la leyenda artúrica." Estudios Humanísticos. Filología, no. 36 (November 29, 2014): 156. http://dx.doi.org/10.18002/ehf.v0i36.1174.

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ResumenAunque los textos que conforman la literatura artúrica no suelen presentar rasgos fabulescos, sino, más bien, mitológicos, algunas narraciones artúricas usan características propias de las fábulas para desarrollar sus ideas moralistas. Este artículo se centra en el estudio de un texto medieval galés y uno contemporáneo en inglés para demostrar cómo se hace uso y aplican las técnicas de la fábula a la leyenda artúrica.Palabras clave: Literatura artúrica, Fábula, Mitología, Mabinogion, Animales.Abstract Even when Arthurian literature does not usually present characteristics of fables but, rather, mythological qualities, some texts make use of fable features in order to develop a moralistic viewpoint. This article deals with the study of a Welsh medieval text and a contemporary one in English to show how the technique of the fable is used and applied to the Arthurian legend. Key words: Arthurian literature Fable, Mythology, Mabinogion Animals.

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Cavell, Megan. "Spiders Behaving Badly in the Middle English Physiologus, the Bestiaire Attributed to Pierre de Beauvais and Odo of Cheriton’s Fables." Neophilologus 104, no. 4 (May 4, 2020): 567–83. http://dx.doi.org/10.1007/s11061-020-09645-7.

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Abstract Two remarkably similar depictions of spiders survive in Middle English and French sources from the middle of the thirteenth century. Both of these vernacular versions of the Physiologus deviate so wildly from their sources when it comes to describing these creatures that their editors have declared these passages to be entirely original. And yet, the spiders who survive in the Middle English Physiologus and the long version of the Bestiaire attributed to Pierre de Beauvais perform such similar work that their originality may be called into question. The Physiologus’ and Bestiaire’s descriptions of spiders’ violent hunting methods were likely informed by the burgeoning of natural history writing that accompanied the recovery of Aristotle’s History of Animals, but for these texts’ allegorical interpretations I argue that we should look to Odo of Cheriton’s Latin fables from earlier in the thirteenth century. There is an explicit link between Odo’s fables and the Middle English Physiologus and implicit connections with the French Bestiaire. Together, these analogues demonstrate a small but coherent tradition of emphasizing the diabolical violence of spiders in the multilingual environment of thirteenth-century England and France.

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Vermeule, B. "Fables of Modernity: Literature and Culture in the English Eighteenth Century." Modern Language Quarterly 64, no. 4 (December 1, 2003): 501–5. http://dx.doi.org/10.1215/00267929-64-4-501.

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Sánchez, Ignacio. "When the Beasts Lost Their Voice: Fables, Qiṣaṣ al-anbiyāʾ and Dramatic Irony in The Case of the Animals versus Man of the Ikhwān al-Ṣafāʾ." Journal of Abbasid Studies 8, no. 1 (June 29, 2021): 38–74. http://dx.doi.org/10.1163/22142371-12340065.

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Abstract The most famous piece of the collection of Rasāʾil written by the Ikhwān al-Ṣafāʾ is probably the animal fable included in Epistle 22, known in its English translation as “The Case of the Animals versus Man before the King of the Jinn.” The complexity and thematic richness of the work allows multiple readings and it has often been interpreted as a fable denouncing cruelty against animals. The abrupt ending of the work recognising the superiority of men, however, seems to contradict the ecological spirit that animates the debate. This article approaches this contradiction from a narratological point of view. Together with the genre of animal fables, especially the Kalīla wa-Dimna, the Ikhwān al-Ṣafāʾ rely heavily on the tradition of the qiṣaṣ al-anbiyāʾ to recreate a setting that would have evoked in the educated audiences both the descriptions of the pre-Adamite era, where animals were free and had the ability to speak, and the consequences of the creation of Adam and his preordained fall. The recognition of these parallelisms and other proleptic clues creates a gap between the expectations of the characters and those of the readers, which can be interpreted as dramatic irony.

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Plakhova, O. A. "Semiotics of comic in English-language fairy tale discourse." Izvestiya MGTU MAMI 7, no. 1-6 (November 10, 2013): 81–86. http://dx.doi.org/10.17816/2074-0530-67807.

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In the paper the comic, as a form of manifestation of the miraculous, is studied in short-story fairy tales, fairy tale anecdotes and fables. Represented in the comic framework confrontation undergoes a transformation from the existential to the social, representing the movement from the conflict between the social and the natural, the human and the supernatural to the social conflict itself, which is based on the idea of social justice. The most important semiotic means of actualization of the comic aspect of the supernatural in the English-language fairy tale discourse are signs of manipulative, auditive and esoteric codes.

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Anggraini, Ririn, Tatum Derin, Jaka Satria Warman, Nunung Susilo Putri, and Mutia Sari Nursafira. "Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia." Elsya : Journal of English Language Studies 4, no. 3 (November 22, 2022): 267–79. http://dx.doi.org/10.31849/elsya.v4i3.10582.

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English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.

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Wyett, Jodi L. "Fables of Modernity: Literature and Culture in the English Eighteenth Century (review)." Criticism 44, no. 3 (2002): 308–11. http://dx.doi.org/10.1353/crt.2003.0011.

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Ferster, Judith. "False Fables and Exemplary Truth in Later Middle English Literature. Elizabeth Allen." Speculum 82, no. 4 (October 2007): 950–52. http://dx.doi.org/10.1017/s0038713400011350.

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Wheatley, Edward. "False Fables and Exemplary Truth in Later Middle English Literature by Elizabeth Allen." Studies in the Age of Chaucer 28, no. 1 (2006): 273–76. http://dx.doi.org/10.1353/sac.2006.0010.

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Palmer, William. "Fables of Conquest: Moral Regression in the Early Modern English State and Empire." Journal for Early Modern Cultural Studies 19, no. 3 (2019): 162–97. http://dx.doi.org/10.1353/jem.2019.0034.

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Dr. V.S. Bindhu, Rincy Philip,. "EXPLORING THE MYTHICAL INNER LIFE OF A BROKEN METROPOLIS: A COMPARISON OF GYAN PRAKASH’S MUMBAI FABLES AND JEET THAYIL’S NARCOPOLIS." Psychology and Education Journal 58, no. 1 (February 1, 2021): 4476–78. http://dx.doi.org/10.17762/pae.v58i1.1537.

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Jeet Thayil is a versatile figure in Indian Literature whose contributions to world literature includes many poems, novels and music. His song collection include Gemini (1992), Apocalypso (1997), English (2004), These Errors Are Correct (2008). He also edited many books, which includes Divided Time: India and the End of Diaspora, The Bloodaxe Book of Contemporary Indian Poets and 60 Indian Poets. He is famous for his first novel Narcopolis, which is set in Mumbai. This work is shortlisted for Man Booker Prize for fiction in 2012.Gyan Prakash is another important figure in modern historic India whose handouts lead India through a focus of wealth and secured life. He is also a professor of history and included as a member of subaltern studies. Prakash’s writings mainly focus on problems of post colonialism. His famous work is Mumbai Fables: A History of an Enchanted City. This paper tries to find out the history of Mumbai Metropolis with the comparison study of Jeet Thayil’s Narcopolis and Gyan Prakash’s Mumbai Fables. Both these works shows the hidden history of Mumbai with its both positive and negative structures.

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Roselani, Ni Gusti Ayu. "Pengajaran Bahasa Inggris Melalui Siaran Radio Komunitas Periode II." Bakti Budaya 1, no. 2 (November 19, 2018): 193. http://dx.doi.org/10.22146/bb.41087.

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Balai Budaya Minomartani (BBM) is a community center of Indonesian culture and arts, which has attracted a good number of domestic and foreign visitors. It is located in Minomartani village in Sleman, Yogyakarta. It has a community radio station on FM 107.9 Mhz. Although the radio is quite popular among the surrounding residents, it has a very limited program and none of them is for the young generation, especially children. This good potential has drawn the attention of the Community Engagement team of the English Department of the Faculty of Cultural Sciences of Universitas Gadjah Mada to provide some support in the form of English Lessons radio program. As the targets of the program are children in the community surrounding the center, the lessons make use of mostly fables to be the main teaching materials.

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Khalida Siyami Eidlak, Khalida Siyami Eidlak, and Bahareh Сheraghi Bahareh Сheraghi. "I. A. Krylov in the Mirror of Russian-Persian Intercultural Dialogue." Humanitarian Vector 18, no. 3 (October 2023): 57–66. http://dx.doi.org/10.21209/1996-7853-2023-18-3-57-66.

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In the development of Iranian literary criticism, translations of the works of the great Russian fabulist I. A. Krylov contribute to the interpenetration and mutual enrichment of the cultures of the two countries. This article contains an analysis of translation interpretations of the fable by I. A. Krylov’s The Crow and the Fox in Iranian, produced both from the original language and through an intermediary language, or rather from English. The paper emphasizes the importance of translating the literary heritage of I. A. Krylov on the development and interaction of cultural relations between Iran and Russia. The relevance of the work is due to the rise in the interest of Iranian readers to the multidimensional translation variations of the works by I. A. Krylov from different linguistic cultures. As a result of this phenomenon, there is also a greater interest of researchers in the field of comparative semantic analysis of their correspondence to the original. The Krylov heritage includes 236 fables, in connection with which, in the framework of this study, the authors chose the fable The Crow and the Fox as the methodological basis for the study. This fable has firmly entered the cultural life of the Iranian people and corresponds to the educational mentality of both the younger generation and the entire Iranian society. The purpose of the study is to make a comparative analysis of the text of the original fable The Crow and the Fox with its various translations in Persian. The practical significance of the study lies in the possibility of using the material in the process of teaching the work of the Russian fabulist in the universities of Iran, as well as as an example in the subject of the theory of translation of literary texts. The novelty of the work lies in the fact that at the moment it is the first attempt to study the work of I. A. Krylov through a comparative semantic analysis of the fable The Crow and the Fox in publications in Iranian translated from different source languages.

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Khlebnikov, Georgii. "Some of the hidden motives of the Krylov’s fables and the genesis of the fable in Europe from Aesop to his English translations." Literaturovedcheskii Zhurnal, no. 46 (2019): 62–73. http://dx.doi.org/10.31249/litzhur/2019.46.05.

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Kadam, Dipali M. "Diasporic consciousness in contemporary Indian women’s fiction in English: at a glance." RUDN Journal of Studies in Literature and Journalism 27, no. 3 (October 12, 2022): 532–40. http://dx.doi.org/10.22363/2312-9220-2022-27-3-532-540.

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Diasporic literature is a pivotal term in literature that includes the literary works of the authors who are the outsiders for their native country but their work is deeply rooted in homeland by reflecting native culture, background, displacement and so on. Indian women’s literary work is at the forefront of diasporic literature. The advent of Indian women novelists on the literary horizon is an important development in the Indian English literature. These women writers have also contributed to other genres, such as drama, poetry and short stories, not only in English but also in regional languages like Hindi, Marathi, Bengali, Punjabi, Tamil, Kannada and so on. Some modern women writers flourish their writing in the form of fables as a literary genre in an impressive way to focus on the specific themes. In last two decades, Indian women’s writing in English is blossomed, both published in India and abroad. The present paper is the review of diasporic consciousness in select works of contemporary Indian women novelists. It focuses on the attempt to highlight the quest for identity of those women who played a crucial role in defining themselves through their literary work in diasporic background.

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Li, Wenyi. "Field Independence and Dependence and High School English Reading Teaching." Journal of Education and Educational Research 7, no. 3 (March 17, 2024): 147–50. http://dx.doi.org/10.54097/y80kex87.

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The English Curriculum Standards for General High Schools (2017 Edition) (hereinafter referred to as the "Standards") clearly stipulate that reading is one of the basic skills mastered by high school students, and it accounts for a relatively large proportion in the college entrance examination. At the high school level, students should develop the five basic skills of listening, speaking, reading, writing and translation, focusing on the cultivation of reading ability. Students should be able to read materials about biographies, fables, etc. With the help of dictionaries, students should be able to grasp the main facts and central ideas, and grasp the main logical clues of the material they read. Reading is a complex cognitive process. Reading is an important means of information input and a cognitive activity. Cognitive style is the preferred information processing method in individual cognitive activities, and field independence and field dependence cognitive style are the core of cognitive style. Through the discussion of field dependence and field independence cognitive style, this article analyses the differences between field independence and field dependence students’ learning behavior to explore the influence of students' cognitive style on teachers' reading teaching strategies and reading material choices, so as to improve students' reading ability.

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Pikhtovnikova, Lydia. "Representation of socio-culture in language, speech and fiction." 96, no. 96 (December 28, 2022): 30–36. http://dx.doi.org/10.26565/2786-5312-2022-96-04.

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The article highlights the relation of socio-culture with language, speech and fiction, being considered as semiotic systems, which allows establishing relationships between their components. The multi-faceted subordination of these systems, investigated from the mental level to linguistic implementation, has been studied. It has been shown how socio-culture is expressed in cultural codes, and they, in turn, are represented on the mental level in the concepts of statements and texts. Six main codes of culture has been characterized: somatic, spatial, temporal, object, biomorphic and spiritual. The examples of English, German and Chinese fables and parables show the diffuseness of these codes and the supply of signs of one code to reinforce another. Further implementation of concepts takes place at the language level. In the article, the method of frame analysis of concepts and their attributes using tabular frames has been used to study such implementation. Examples of the implementation of concepts and their attributes in texts and in the culture of the ethnic group have been given. The reflection of socio-historical and linguistic-cultural factors of socio-culture in fiction has also been studied. It has been specified and explained on the basis of examples from English, German and Chinese fiction that world fiction can reflect these factors directly or, to varying degrees, indirectly. The article singles out three degrees of such indirectness. Sociocultural factors are directly reflected in historical novels, more indirectly, as a background, in artistic works on everyday topics, about the life of people from a certain social group. Sociocultural factors are most indirectly represented in small genres of fiction (fable, parable, and others) in a figurative and symbolic form. The article provides examples of such figurative and symbolic display. Socio-culture, language and fiction together make up a hyper-system, which is the basis of the existence and development of every society.

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Schieberle, Misty. "A New Hoccleve Literary Manuscript: The Trilingual Miscellany in London, British Library, MS Harley 219." Review of English Studies 70, no. 297 (June 3, 2019): 799–822. http://dx.doi.org/10.1093/res/hgz042.

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Abstract This essay identifies a hand which copies and corrects much of the literary manuscript, London, British Library, MS Harley 219, as that of Thomas Hoccleve. Texts in Hoccleve’s handwriting include selections from Odo of Cheriton’s Fables and the Gesta Romanorum (a source for the Series), all of a unique copy of Christine de Pizan’s Epistre Othea, and a glossary of French terms translated into Latin and English. Additionally, Hoccleve’s handwriting can be found in corrections to a French Secretum Secretorum (a source for The Regiment of Princes) that is otherwise copied in another hand. This essay offers preliminary observations on the literary implications of these identifications and attempts to situate these texts within Hoccleve’s career as a clerk and poet.

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Ismail, Araz. "Richard Lovelace's Selected Animal Fables and the Transformation of the Emblem Tradition." International Journal of Membrane Science and Technology 10, no. 2 (June 21, 2023): 752–60. http://dx.doi.org/10.15379/ijmst.v10i2.1393.

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It is difficult, if not impossible to give a comprehensive, cogent definition of the ‘emblem’ to accommodate its diversity as a genre, a definition that covers all the works produced under the name emblem during the sixteenth and seventeenth centuries. It is, therefore, neither necessary nor possible here to discuss definitions for such a large and eclectic field like the emblem tradition. Soon after its emergence, the emblem became an accepted form and exercised a vast influence over literature, art, and decoration of the period. Many writers were fascinated by it, including English poet Richard Lovelace (1616-1657), who used strategies of emblem books in his representation of creatures by integrating pictures and texts in a genre. This paper is an attempt to read Lovelace's poems The Grasshopper, A Fly Caught in a Cobweb, The Ant, The Snayl ‘The Snail’, and The Falcon in the light of the emblem tradition, showing how Lovelace uses the tradition. Focusing on his animal fables, the paper illustrates the different ways in which Lovelace employs or transforms the strategies of emblem books. Various references will be made to the poems to explain how the poet capitalises on the emblem heritage, while at the same time adapting it by rewriting the original story behind the emblem to channel his staunch political views in favour of the Royalists. The paper contends that, without referring to the emblem legacy accessible to Lovelace, certain aspects of his poetry would remain ambiguous.

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Biriukova, D. V., and I. O. Kashyrina. "Time category of English folktale „The Seal-Catcher”." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 5–11. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-5-11.

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This article is dedicated to the study of time category in the English folktale „The Seal-Catcher”. Folktale has always been considered as the unique component of folklore. All peoples of the world have been describing the pastime events through the folklore, in particular, through the folktale. A folktale is the world’s heritage unit. It has been transferred from one generation to another to tell about how people lived many years ago, how they worked, built relationship, which valuables they had etc. Folktales as long as anecdotes, fables, songs and other folklore components were told in oral. In this article the usage of time category in the English folktale „The Seal-Catcher” is researched. The object of the study is the folktale „The Seal-Catcher”. The aim is to determine the characteristics of the means of expressing the category of time in the English folktale. The term temporality is used as the synonym to the term time. In other words, temporality is the category of time being mostly used in specific unit. The category of time includes not only the time forms but also lexical means of linguistic expression of time. Time relation and time characteristics are studied in this article on the materials of the folktale „The Seal-Catcher”. In this folktale the most commonly used tense is Past Simple tense – 85%. The time category is mainly built on the Past Indefinite grammatical constructions. Application of Present Indefinite tense is not characteristic for this folktale. The further research is considered to be promising when to study modality of English folktales as the way of motivation to the action.

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Lestari, Indah. "SOUND SYMBOLISM OF FRONT VOWELS IN ENGLISH ONOMATOPOEIC WORDS." Journal of Language and Literature 8, no. 1 (2020): 59–74. http://dx.doi.org/10.35760/jll.2020.v8i1.2692.

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This is a qualitative research that focuses on the meaning represented in the phoneme contained in English onomatopoeic words. Onomatopoeia is word that imitates the sounds of human, animal, things, actions, and nature in the world. Onomatopoeia exists in many reading materials such as comics, fables, tales and poetry. This research focuses on the onomatopoeic words which are contained in Oxford English Dictionary for the dictionary is regularly updated. Out of two kinds of phoneme, which are consonants and vowels, this research limits the investigation for only English front vowels. Based on the manner of articulation, English front vowels are divided into front high tense unrounded vowel /i/, front high lax unrounded vowel /ɪ/, front mid tense unrounded vowel /e/, front mid lax unrounded vowel /ɛ/, and front low lax unrounded vowel /ӕ/. This approach used in this research is called sound symbolism which is a study of relation between sound and meaning. This research applies low-level properties, a mechanism in sound symbolism that is associating the sound to the meaning based on the shared perceptual feature in both phoneme and associated stimuli. The mechanism is used as the method of the research for the researcher explores the characteristics of front vowels contained in English onomatopoeic words that are used to represent the sounds produced by human, animals, natures, machines, and other things. Based on the investigation, the result indicates that the higher vowels the more diminutive meaning it indicates, while the lower vowels the more augmentative meaning it indicates.

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Mitschek, Marivic Reyes, Maureen Joy M. Nolasco, Maria Cristina DC Pindot, and Romina J. Sy. "Kwentong Pambata: Interactive Storybook for Filipino Fables, Legends, Parables and Short Stories." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 2 (December 21, 2017): 139. http://dx.doi.org/10.24167/celt.v17i2.1389.

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This paper focused on the development and evaluation of a mobile application in which children could interact, be entertained, and especially be educated at the same time. It was mainly designed for children, parents/guardians, and teachers as well. The interactive storybook which was created was different from those available in the market. Kwentong Pambata is a children’s storybook application designed for Android devices that features Filipino legends, fables, parables and short stories designed for Filipino children and children all over the world. It portrays Filipino values, traditions and character which contains moral lesson at the end of each story that would educate children’s view in life, their characters, moral uprightness, and values. It is a storybook which contains fun pictures, texts, and sounds that kids will truly enjoy. The goal of the study is to develop an Android application that children could interact, learn, read, be entertained, improve and develop children’s imagination and comprehension skills at an early age, and to promote Filipino stories and moral values. Kwentong Pambata application was developed using ActionScript 3.0. and Adobe Flash CS5.5. The application has 3 different language translations such as Filipino, English, and Mandarin. The proponents used ADDIE model for the development of the application. After the development, the application was evaluated. The total number of 40 respondents which were selected through probability sampling is used for the evaluation process. The application was evaluated according to its Usability, Reliability, Efficiency and Graphical User Interface (GUI). The evaluation questionnaire showed that the application was rated as very satisfactory with the help of the respondents and was improved throughout its revisions.

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Purnomo, SF Luthfie Arguby, Lilik Untari, SF Lukfianka Sanjaya Purnama, Muhammad Zainal Muttaqien, Robith Khoiril Umam, Yustin Sartika, Muh Nashirudin, and Shabrina An Adzhani. "Transadapting fable into a parable for Indonesian Muslim children: Strategies and impacts." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 545–55. http://dx.doi.org/10.17509/ijal.v12i2.29101.

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The demand for domestication and localization of children’s literature compels translators to not only translate the texts but also transadapt them. Significant problems arise when the texts have to fit the cultures and religions of the target users. This qualitative study attempts to address this issue. Gathering teachers of Taman Pendidikan Al Qur’an (TPQ) or Qur’an study club for Muslim children in the Greater Boyolali area of Indonesia, children’s literature translators, and TPQ students in a Focus Group Discussion, we investigated the strategies of transadapting fables in English into Bahasa Indonesia with Islamic values as the core teaching along with the impacts ensued. Through the FGD constructed based on the purification strategy by Klingberg (1986), translation as adaptation and selection by Gengshen (2003), children picturebook translation by Oittinen (2000), narrative connectedness by Christman (2004), proairetic decoding by Nikolajeva (2010), and skopos by Reiss and Vermeer (2014), paratextualization, insertion, and bleaching strategies are constructed. Paratextualization adds clickable religious comments on the digital versions of the fables. Insertion adds religious lessons within the text. Bleaching refines any expressions considered unfit for the target religious values. These strategies trigger an impact called drifting. To reveal the extent of faithfulness, we constructed a drifting-level assessment. This assessment enables translators to reveal whether a transadapted children’s literature is still on track, slipped, or out of track. The study finding is expected to fill up the theoretical absence of transadaptation strategies and drifting level assessment. Its practical nature also brings benefits for children’s literature translators and TPQ teachers.

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Gultom, Effendy, and Dwi Pravitasari. "A STUDY ON THE ABILITY OF THE SECOND YEAR STUDENTS OF SMAN 10 SIAK IN COMPREHENDING ENGLISH FABLES." SOROT 8, no. 2 (October 16, 2013): 147. http://dx.doi.org/10.31258/sorot.8.2.2357.

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Abdullah, ‘Izzat Najmi, Zainor Izat Zainal, Florence Toh Haw Ching, and Ida Baizura Bahar. "FROM JUNGLES AND RIVERS: ANIMAL TROPES IN MALAYSIAN INDIGENOUS LITERATURE IN ENGLISH." Journal of Language and Communication 10, no. 1 (March 31, 2023): 25–40. http://dx.doi.org/10.47836/jlc.10.01.02.

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Recent developments in the local literary arts scene have seen the emergence of publications on folktales and fables of Malaysian indigenous people in English. Central to these publications is the presence of animals, whether as symbols, voices, or characters. Nonetheless, critical reaction to this presence has been sparse at best. As animals are paradoxically recognised as central to indigenous societies and their literatures yet marginalized in relation to human concerns, analysing texts to see how these animals function in literature, what they teach us about animals and what they reveal about humans and our relationships to animals seem critically crucial. Tapping into the field of animal studies, this paper investigates animal tropes in Malaysian indigenous folktales in English. To this end, folktale collections from such as Heidi Munan’s Sarawak Folktales (2017), Lim Boo Liat and Jefri Dylan Ong’s Orang Asli Animal Tales (2016), Clifford Sather’s Apai Alui Becomes A Shaman and Other Iban Comic Tales (2001), Robert Sulis Ridu, Ritikos Jitab and Jonas Noeb’s King Siliman and Other Bidayuh Folk Tales (2001), and Jayl Langub’s Suket: Penan Folk Stories (2001) are examined. Using Mario Ortiz Robles’s framework of animal tropes, this research found that the majority of these animal tropes are anthropomorphized or shown as possessing human capacities, such as conversing, dancing, working, and interacting with others, indicating Malaysian literary animals as literary, cultural endeavours which largely involve a projection of humanity.

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Scala, Elizabeth. "Elizabeth Allen, False Fables and Exemplary Truth in Later Middle English Literature. (The New Middle Ages.) Palgrave Macmillan, 2005." Medieval Feminist Forum 44, no. 2 (December 2008): 152–55. http://dx.doi.org/10.17077/1536-8742.1751.

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Datta, Srejon, and Sukanto Roy. "Challenges of Teaching English Listening Skills at the Primary Level in Bangladesh." International Journal of Education and Literacy Studies 12, no. 1 (January 27, 2024): 3–12. http://dx.doi.org/10.7575/aiac.ijels.v.12n.1p.3.

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This research attempts to explore the challenges of teaching English listening skills at primary-level schools in Bangladesh. A mixed method was applied to conduct the research. The quantitative data was collected by a survey questionnaire from 30 primary-level English teachers. The qualitative data was collected by interviewing 5 primary level teachers. From the collected data, it is explored that the teachers confront several challenges in teaching listening skills, i.e., independent of teaching listening skills, teachers are bound to follow merely the vast syllabus of the institution, and they do not have any liberty to bring something beyond the stipulated instructions given by the authority. Few teachers have access to required teaching instruments like a computer, the internet, speakers, recorders, and a projector, and due to not having such instruments, the teachers cannot expose their students to cartoons, rhymes, stories, poems, and fables. A common view among the interviewees was that listening to--- and watching-- such types of audio-visual representations is effective in terms of honing students’ listening and literacy. Also, teachers’ classroom environment is not suitable for the teaching of listening skills. Many teachers are not yet trained to enact the proper pedagogy of listening. However, the time period of the primary level is so pivotal that if learners are not exposed to listening skills at that time, they then remain passive and weak in listening, communication, and literacy. Additionally, this study also provides recommendations for the establishment of and enhancing the teaching of listening skills at the primary level in Bangladesh.

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Degwale, Yibeltal, and Simachew Gashaye. "Representation of Literary Texts in English for Ethiopian Textbooks and Their Practice in the Classroom: Grade 9 and 10 in Focus." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 623. http://dx.doi.org/10.17507/tpls.1006.01.

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This study aimed to assess the representation of literary texts and their actual practice at Grades 9 and 10 in general secondary schools in Ethiopia. The study employed descriptive research design involving both qualitative and quantitative methods. Participants were selected purposively. Textbook analysis, classroom observation and focus group discussion were data sources. The textbook and classroom observation data were analyzed using descriptive statistics. Whereas, the focus group discussion data were analyzed qualitatively using thematic analysis. Findings showed that poems took the lion’s share in the literary texts. However, short stories, novel extracts, moral stories, fables and true stories were scarcely found in the textbooks. Besides, the findings revealed that language skills and language areas incorporated in the literary texts focused more on developing reading and speaking skills. Moreover, the findings obtained from focus group discussion and classroom observation showed that teachers were not regularly practising literary texts due to teachers’ lack of pedagogical skills, students’ lack of interest to learn literary texts and the difficulty nature of the literary texts.

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Pérez, Libia Maritza, and Roberto Alvira. "The Acquisition of Vocabulary Through Three Memory Strategies." Colombian Applied Linguistics Journal 19, no. 1 (February 10, 2017): 103. http://dx.doi.org/10.14483/calj.v19n1.10032.

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The present study reports on an action research study that explores the implications of applying three vocabulary strategies: word cards, association with pictures, and association with a topic through fables in the acquisition of new vocabulary in a group of EFL low-level proficiency teenagers in a public school in Espinal, Tolima, Colombia. The participants had never used vocabulary strategies before and struggled to memorize and recall words. Two types of questionnaires, a researcher’s journal, and vocabulary tests were the instruments used to gather data. The results showed that these strategies were effective to expand the range of words progressively and improve the ability to recall them. The study also found that these strategies involve cognitive and affective factors that can affect students’ perception about the strategies and their use. The implementation of the strategies highlighted the need to train teachers and learners in strategies intended to teach and learn vocabulary and to include them in the English language program in any school.

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Heffernan, Thomas J. "The Authorship of the ‘Northern Homily Cycle’: The Liturgical Affiliation of the Sunday Gospel Pericopes as a Test." Traditio 41 (1985): 289–309. http://dx.doi.org/10.1017/s0362152900006929.

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In the north of England, as the thirteenth century was drawing to a close, an enterprising and pastorally zealous cleric was engaged in the composition of the most extensive preaching codex in the English language since Aelfric's Catholic Homilies. The text now known as the Northern Homily Cycle (hereafter NHC) was left untitled by an anonymous author who wrote in his native dialect and was well versed in the lore of the north country. He used a rhymed octosyllabic line throughout. His plan encompassed a free rendering of the Gospel pericope for the particular Sunday (the homilies are chiefly dominical), a complementary exegesis drawn from the Fathers, and an exemplum, reflecting a shrewd sense of his audience and the fashion of the time. In these exempla he revealed a catholic taste by selecting stories of saints and monks, stories from antiquity and the east, pieces of local Northumbrian folklore, legends of the Virgin, accounts of miraculous beasts, risqu6 fables, and child-like pious tales.

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Fenin, Cyril V. "On the influence of “tales” on the economics methodology formation and their use in the teaching process (Part I)." Izvestiya of Saratov University. Economics. Management. Law 22, no. 4 (November 23, 2022): 364–70. http://dx.doi.org/10.18500/1994-2540-2022-22-4-364-370.

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Introduction. This article is a justification of the possibility of using tales to popularize economics, economic history and the history of economic thought. Theoretical analysis. The historiographic review showed that many prominent English-speaking and Russian-speaking economists in their scientific articles and monographs textually or allegorically use the terms “parables”, “fables”, “stories”, “stories”, “myths”, “saga”, and the like. Therefore, the term “tales” will organically complement this semantic range. The study of the construction of theory and models within the framework of economic theory and economic history in the 20th century revealed that the essence of the methodology of scientific research data (instrumentalism) is very close to the practice of inventing half-truth instructive stories, from which the proper conclusions should be made. Results. Post-modernization of the modern academic environment pluralization, can be used in the process of creative self-expression of economists and progress in the field of economic sciences.

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Morozova, Iryna, and Olena Pozharytska. "Rabbit, Rabbit: Analysing the Hare/Rabbit Characters in Ukrainian and English Fairy Tales." IAFOR Journal of Literature & Librarianship 12, no. 1 (June 7, 2023): 113–32. http://dx.doi.org/10.22492/ijl.12.2.08.

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Artistic images of animal characters in beast stories studied through the prism of national mentality reveal specific animal-human concepts rooted in the readers’ mindsets. This essay focuses on the hare/rabbit as a popular character in animal tales, with an attempt to enhance intercultural relations in the Ukrainian/English world by explaining the peculiarities of the surrounding reality present in beast stories. The paper discloses similar and distinctive characteristics of animal stories on two levels, that is, by contrasting the author’s literary tale with the folk-tale, and by studying the collective image of hare in Ukrainian folk-tales against the background of Peter Rabbit from Beatrix Potter’s stories. The research does not dwell on the zoological peculiarities of the chosen animals or the Aesop fables, but highlights the psychological characteristics of the animals under study in the context of their “national identities”. The work results in disclosing a deep connection between games and animal tales; since both the storyteller’s and the audience’s mental work is based on the game-like perception of the virtual world of the story. The literary images of the hare/rabbit in Ukrainian and British tales differ radically. Ukrainian animals are presented as meek and subdued creatures relying on outside help and rarely (ranking sixth amongst animal protagonists) becoming the leading characters. In contrast, British bunnies are energetic and boisterous, trying their best to overcome any difficulties. The authors explain this fact by references to differences in the historical development of the two cultures under analysis.

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Morozova, Iryna. "Rabbit, Rabbit: Analysing the Hare/Rabbit Characters in Ukrainian and English Fairy Tales." IAFOR Journal of Literature & Librarianship 12, no. 1 (June 7, 2023): 113–32. http://dx.doi.org/10.22492/ijl.12.1.08.

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Artistic images of animal characters in beast stories studied through the prism of national mentality reveal specific animal-human concepts rooted in the readers’ mindsets. This essay focuses on the hare/rabbit as a popular character in animal tales, with an attempt to enhance intercultural relations in the Ukrainian/English world by explaining the peculiarities of the surrounding reality present in beast stories. The paper discloses similar and distinctive characteristics of animal stories on two levels, that is, by contrasting the author’s literary tale with the folk-tale, and by studying the collective image of hare in Ukrainian folk-tales against the background of Peter Rabbit from Beatrix Potter’s stories. The research does not dwell on the zoological peculiarities of the chosen animals or the Aesop fables, but highlights the psychological characteristics of the animals under study in the context of their “national identities”. The work results in disclosing a deep connection between games and animal tales; since both the storyteller’s and the audience’s mental work is based on the game-like perception of the virtual world of the story. The literary images of the hare/rabbit in Ukrainian and British tales differ radically. Ukrainian animals are presented as meek and subdued creatures relying on outside help and rarely (ranking sixth amongst animal protagonists) becoming the leading characters. In contrast, British bunnies are energetic and boisterous, trying their best to overcome any difficulties. The authors explain this fact by references to differences in the historical development of the two cultures under analysis.

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Milner, G. B. "Richard Moyle: Fāgogo: fables from Samoa in Samoan and English. 314 PP. Auckland: Oxford University Press,1981 [Pub 1983]. £13.50." Bulletin of the School of Oriental and African Studies 48, no. 1 (February 1985): 188–90. http://dx.doi.org/10.1017/s0041977x00027671.

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Zosimova, O., and H. Kniaz. "Hryhorii Skovoroda in English-Language Studies and Translations." New Collegium 1, no. 110 (March 28, 2023): 46–52. http://dx.doi.org/10.30837/nc.2023.1-2.46.

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In the context of Ukraine’s further European integration, the issue of popularizing our culture and understanding its achievements in terms of the world’s civilization progress is gaining particular relevance. The purpose of this research is to find out whether Hryhorii Skovoroda’s name is well-known to the readers and scholars in the USA, Canada, and the UK, and how his ideas and works were popularized in the English-speaking world. The present study shows that the research into Skovoroda’s philosophy and literary works in English-speaking countries began in the second half of the 20th century, primarily in the United States and Canada, as evidenced by the studies of Karen L. Black, Richard Hantula, Taras Zakydalskyi, George Kline, Natalia Pylypiuk, Stephen Scherer and others. In 1994 “An Anthology of Critical Articles” dealing with various aspects of H. Skovoroda’s work was published by Canadian Institute of Ukrainian Studies. This volume is a collection of symposium papers that focus on the unique figure of the Ukrainian writer from different perspectives: historical, social, literary, theological, philosophical, pedagogical, and linguistic. The book of papers also includes a vast bibliography of Skovoroda studies compiled by R. Hantula. In 1997 a special issue of the “Journal of Ukrainian Studies” was devoted to Hryhorii Skovoroda’s creative work, its sources, basic ideas, and the influence on further development of Slavic philosophy and literature. Translations of the philosopher’s texts into English, which also began to appear in the 1960–1970s, are an important factor contributing to the growing interest in H. Skovoroda’s work and the significant expansion of the circle of its researchers. To date, the writer's fables, some of his philosophical treatises, letters, as well as poetic works were translated. A breakthrough in the popularization of Skovoroda’s name in the English-speaking world is the translation of his collection of verses “The Garden of Divine Songs” and collected poetry (translated by Michael M. Naydan) as well as his complete correspondence (translated by Eleonora Adams and Michael M. Naydan), which were published in London in 2016. The overview of English-language studies and translations of Hryhorii Skovoroda’s works proves that Western scholars made a valuable contribution to the research on the philosopher’s legacy as well as popularization of his works by translating them into English.

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Journal articles on the topic 'English Fables'

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