Relevant bibliographies by topics / Realia and realia of language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Realia and realia of language'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Realia and realia of language"

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Sen, Ayushman, and Atrik Ray. "Realia Education in Language Learning." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2497–506. http://dx.doi.org/10.15864/ijelts.3406.

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Language is the primary tool of communication. Learning and understanding languages is of utmost importance in this fast-paced world, be it for professional communications or for casual conversations, where cultures and languages are no more bounded by regions. In the present world, technology has a major impact on our lifestyle. In the present scenario, our life has become one long race where everyone is running to beat others, and in this process, we have become more and more mechanical. The advent of technology has catalysed this process of mechanisation. We forget to learn, but only keep memorizing as much as we can stuff in our brain. We do not gain in-depth knowledge but a memorized knowledge which is more likely to be forgotten after some time, but it does not necessarily need to be so. Technology has the capacity to lead us farther from the real and practical world, but it also has the potential to assist in our interaction with the real world. The method of Realia learning is a strong example of how technology can be a powerful tool to facilitate in-depth learning by inducing practical, real life stimuli in the process of learning. This paper describes what Realia education is, how it can be used in language learning and how technology can be further used to support Realia learning.
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Sharapova, Mariia, and Liudmyla Shumeiko. "Cultural realias in English language artistic discourse and peculiarities of their translation." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 23 (2020): 230. http://dx.doi.org/10.34079/2226-3055-2020-13-23-230-236.

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The article analyzes cultural realias in English language artistic discourse and peculiarities of their translation. Some of the manifestations of cultural labelling are realias that make up significant difficulties for translators. The concept of realia is clarified. Cultural-specific units include both realias and other designations of cultural-specific features, traditions and customs. Realia is considered as a unique object or phenomenon characteristic of one ethnic or linguistic community; a cultural equivalent of this object or phenomenon; a means of nominating the corresponding cultural equivalent in a language. Different scientists present many classifications of realias based on different principles. The most complete classification of realities was developed by S. Vlakhov and S. Florin, who propose to classify realities using their subject, local, temporary and translation divisions. The difficulties of translating realias are considered and relevant translation techniques are described. Strategies for the transfer of culturally specific units are distinguished. The problem of translating realias is one of the difficult issues of translation studies, which causes many differences and difficulties due to their form, features, word formation capabilities, as well as the borrowing mechanism and functioning as a borrowed word. The cultural content of the original text is determined by the presence of the realias that are typical for the bearers of the culture of the source language. Translation of realias requires a set of translation techniques that provide linguistic and cultural accommodation. The translator, who is responsible for the choice of translation strategy, largely determines the degree of reflection of cultural differences in translation. The translator must be able to recognize realias and make them understandable in the culture of the translation language. In order to correctly convey the realia, the translator needs to know exactly what this realia means and what background information is behind it. In addition, the peculiarities of translating cultural-specific units from English to Ukrainian are revealed. It is found out that the translation of realias in English-language artistic discourse implies using contextual analogue, hyperonymic substitution, calquing, transliteration and omission. The most frequent cases were contextual analog and hyperonymic substitution.
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A.K., Turganbay. "Features of translation Korean realia into Kazakh language." Journal of Oriental Studies 78, no. 3 (2016): 154–58. http://dx.doi.org/10.26577/jos-2016-3-875.

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Araujo, Gabriel Antunes de. "Ideophones and Realia in a Santome/Portuguese Bilingual Dictionary." Languages 5, no. 4 (November 10, 2020): 56. http://dx.doi.org/10.3390/languages5040056.

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In this work, we discuss how Araujo & Hagemeijer’s Santome/Portuguese bilingual dictionary defines and describes ideophones and realia lemmata. We show that ideophones were listed individually along with their expression counterparts. Realia lemmata (words and expressions for culture-specific items) or specialized lexical units were presented in their Santomean forms, followed by a description of their endemic specificities. Many realia items from Santome can also be found in Portuguese. We conclude that the authors contribute to the lexicographic record of ideophones, lexical items that did not exist in Portuguese, but relevant to the language and culture of Santome. On the other hand, with the documentation of realia entries, they collaborate for the validation of lexical units (originating in Santome) in the local vernacular variety of São Tomé and Príncipe’s Portuguese, a common historical practice in Portuguese lexicography.
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Araujo, Gabriel Antunes de. "Ideophones and realia in a Santome/Portuguese bilingual dictionary." LaborHistórico 6, no. 3 (December 20, 2020): 44–60. http://dx.doi.org/10.24206/lh.v6i3.33700.

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In this work, we discuss how Araujo Hagemeijer’s Santome/Portuguese bilingual dictionary (ARAUJO; HAGEMEIJER, 2013) defines and describes ideophones and realia entries. We show that ideophones were listed individually along with their collocation counterparts. Realia entries (words and expressions for culture-specific items) were presented in their Santomean forms, followed by a description of their endemic specificities. Many realia items from Santome can also be found in Portuguese. We conclude that the authors contribute to the lexicographic record of ideophones, lexical items that did not exist in Portuguese, but relevant to the language and culture of Santome. On the other hand, with the documentation of realia entries, they collaborate for the validation of lexical units (originated in Santome) in the local vernacular variety of São Tomé and Príncipe’s Portuguese, a common historical practice in Portuguese lexicography.
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Tšuikina, N. V., and E. V. Busurina. "Linguocreative nominative realia, innovations, and Russian as a foreign language." Education and science journal 22, no. 4 (May 15, 2020): 110–30. http://dx.doi.org/10.17853/1994-5639-2020-4-110-130.

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Introduction. In recent decades, the Russian urban sociocultural environment has demonstrated the process of generation of linguocreative nominative realia (culture-bound terms) – units of language (from words to texts), created on the basis of the language game or speech stylisation to name various social and cultural phenomena. This linguistic phenomenon proves to be relevant for teaching Russian as a foreign language, specifically in light of the global trend of increasing intensity of spatial mobility of different population groups and the growing internationalisation of Russian educational system. Using linguocreative nominative units provides possibilities to implement the innovative methods in teaching foreign languages. It also allows integrating socio-cultural components in the learning process to facilitate the adaptation of international students.The aim of the current publication was to discover and describe the didactic resource of linguocreative nominative realia for teaching Russian as a foreign language.Methodology and research methods. The methodological framework of the present research was based on the provisions of competency-based approach to teaching Russian as a foreign language and the theory of critical thinking development. The introduction of ergourbanonyms (ergo urban place names) into training courses was verified by the methods of experiment, testing, interview and comparative analysis.Results and scientific novelty. In the course of the research, educational linguistic and verbal cognitive tasks were designed. The approbation was carried out during the academic year in experimental groups of foreign students, who study Russian. The authors presented didactic materials, which are based on linguocreative nominative realia. The effectiveness and perspective of the application of these materials are demonstrated. The inclusion of these teaching materials in the methodological arsenal allows solving several humanitarian tasks: for students to learn more profoundly Russian as a foreign language and to undergo a successful process of adaptation to social and living conditions of everyday environment in a target-language country; for teachers – to increase the motivation of foreign students to acquire Russian as a foreign language and to develop students’ creative critical thinking. Experimental and control groups had tests in the end of the experimental period. The students of experimental groups were taught using new teaching means and tools. The training of students of control groups was organised through traditional techniques. The comparison of learning outcomes upon the probationary period showed higher level of students’ communicative competency in experimental groups, and the students from the control group demonstrated considerably low level of knowledge regarding social and cultural aspects of Russian life. Summarising the results of one year’s innovative experience, teaching materials and methodological guidelines were designed to organise the learning process on the basis of active learning and teaching of Russian as a foreign language.Practical significance. The didactic and methodological tools suggested in the current article can be integrated into various programmes of teaching Russian as a foreign language; the adaptation component of the materials will work within long-term programmes. The current methodological materials are ready to be implemented for classes with foreign students in any region of Russia, or they can serve as an initial sample to develop own methods and design didactic materials.
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Khidirova, Malika, and Shakhnoza Nashirova. "The use of realia and authentic materials in task-based reading activities." Общество и инновации 2, no. 5/S (June 26, 2021): 325–29. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp325-329.

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In recent years, many researchers have been paying more and more attention to developing a methodology for teaching a foreign language using realia (real objects) and authentic materials: newspapers, television, internet, and technology in teaching English as a foreign language. Authentic materials are borrowed from the everyday and professional life of native speakers and carrying reliable linguistic and cultural information in the field of the studied profession, in particular, include news articles. Realia can include things like photographs, garments, and kitchen objects. Obviously, real objects will allow activities to increase the motivation of students, to contribute to the fulfillment of the task. This article discusses the use of realia and authentic materials in task-based reading activities.
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Danilova, Vasilisa Andreevna. "Ways of conveying ethnocultural lexicon in translation of the novel Eugene Onegin by A. S. Pushkin into Portuguese (on the materials of Dário Moreira de Castro Alves’ translation)." SENTENTIA. European Journal of Humanities and Social Sciences, no. 4 (April 2020): 35–42. http://dx.doi.org/10.25136/1339-3057.2020.4.32894.

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The subject of this research is the ethnocultural lexicon in translation of A. S. Pushkin’s novel “Eugene Onegin” into Portuguese language. The author views the term realia as a lexicon with ethnocultural semantics, characteristic to a specific language community. The research is aimed at the analysis of the means of conveying realia in two non-cognate languages, as well as in determination of ethnocultural differences of the lexemes signifying similar notions. The author believes that understanding and accurate interpretation of culturally marked lexicon are essential for translating foreign literature, studying and teaching foreign languages. Methods of the research are contextual and comparative analysis of the Russian realia in translation, which allowed determining the distinctions in cognition of text among the Russian and Portuguese native speakers. The novelty of this work is defined by reference to the only translation of the novel “Eugene Onegin” into Portuguese language that has not previously been an object of a linguoculturological study. The research revealed that realia may contain cultural component in the meaning of words and their connotation. As a result, the author indicates the differences of linguistic means of conveying realia in the Russian and Portuguese languages, and established the ways of conveying ethnocultural lexicon in translation of the novel, such as correlation, hypo-hyperonymic translation, adaptation, periphrastic translation, and calquing.
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Et. al., Niyozova Shoira Tairovna,. "Problems of Translating Culture-Specific Terms, Realies Which Existed In the Uzbek Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 1222–25. http://dx.doi.org/10.17762/turcomat.v12i2.1146.

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The article covers a broad range of culture-bound words, realia translation, the identification of the main types and difficulties of translation based on the material of literary works translated from Uzbek into English. There was analyzed the presentation of national and historical realias and national features, problems of similarity and equivalency in translated artistic composition.
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Albero-Posac, Sofía. "Uso de recursos digitales para el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras: propuesta para el enriquecimiento de un curso de Biología y Geología mediante tecnologías educativas." Research in Education and Learning Innovation Archives, no. 22 (June 24, 2019): 1. http://dx.doi.org/10.7203/realia.22.14112.

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Nowadays a wide range of digital tools are used to support the teaching and learning of languages. Their potential positive effects in the learning process can be particularly useful to address the challenges that may arise in approaches such as Content and Language Integrated Learning (CLIL), where students are expected not only to gain mastery in the content of the subject, but also the foreign language that is used as a vehicle of communication. This paper aims to offer a proposal for the ICT-enrichment of CLIL subjects which has beenimplemented in a course of Biology and Geology in English taught in a Spanish Secondary School. A semi-structured interview with the teacher was used to analyse the needs faced in that particular educational setting. The results obtained, together with current literature on CLIL, were subsequently considered as the starting point for the judicious selection of digital platforms and tools to create and curate the supplementary resources from a principle-based approach. This process of ICT-enrichment is presented as a practice that could be applied in different CLIL courses to adapt them to the specific needs of each context.
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Dissertations / Theses on the topic "Realia and realia of language"

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Bu, Guro. "Sedici Alberi : Analisi dei realia culturospecifici nella traduzione di un romanzo norvegese in italiano." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148686.

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This thesis examines the translation of cultural elements from Norwegian to Italian. The analysis is made on the basis of theories of translation studies and focuses on the realia found in the contemporary Norwegian novel Svøm med dem som drukner, written by Lars Mytting and published by Gyldendal in 2014. The initial hypothesis of the work was that in the Italian translation the geographical-cultural aspects would be dominant and the plot and psychological aspects subdominant; that is, a hierarchy of dominants opposite of that of the original in Norwegian. The thesis presents the results of analytical parallel reading of the original Svøm med dem som drukner and the Italian version Sedici Alberi from 2017, translated by Alessandro Storti. During the parallel reading words and phrases specific to the Norwegian language culture (realia) were collected and grouped according to the type of realia (geographical, ethnographical or political/social as suggested by Osimo) and the translation strategy used (transcribing, creation of a new word or calque, using a different related word from the source language etc. as suggested by Osimo). While some of the strategies lead to bringing the translation close to the original (adequacy), others make the word or phrase, to a varying extent, consistent with the target culture (acceptability). The results obtained confirm the original hypothesis that Sedici Alberi would be an “adequate” translation. Further work in this area could focus on the analysis of style and language in the same translation, to see whether also these aspects conform with the translation being “adequate”.
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Nilsson, Markus. "Le otto montagne – toma, alpinista, stufato, mocetta in svedese : Analisi della resa in svedese dei realia culturospecifici di un romanzo italiano." Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172026.

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In this thesis the translation of cultural elements from Italian to Swedish is examined. The study is based on the analysis of the realia found in the Italian novel Le otto montagne, which was written by Paolo Cognetti and published in 2016 by Einaudi. The analysis is based on theories of translation studies. The thesis presents the results of analytical parallel reading of the original Le otto montagne and the Swedish version De åtta bergen, which was translated by Malin Emitslöf and published by Contempo förlag in 2018. The original hypothesis was that the strategies chosen by the translator would show tendencies to aim for an adequate translation of the culture specific elements and the names. During the parallel reading phrases and words specific to the Italian language culture (realia) were collected. The elements of realia which were found were first grouped according to type of realia. The next step was to determine which method had been used by the translator, to render the specific element of realia into Swedish. The results obtained do not fully verify the original hypothesis, that the strategies chosen by the translator would in general show tendencies to aim for an adequate translation of the culture specific elements. However, when the culture specific element in question was connected to specific domains or subjects, this tendency to aim for an adequate translation was more distinct. These subjects were for instance traditional life in the mountains, alpinism etc, i.e. subjects with a strong connection to the mountains. As a complement to the results of the parallel reading, Malin Emitslöf, the translator, was asked to answer a number of questions regarding the translation, her background, etc. Her very helpful and comprehensive answers can be found in the appendix of this thesis. The answers to the questions in the interview suggest that the translator did not choose strategies or model readers consiously, but rather made the various choices during the translation process based on intuitive experience from previous work with translation, extensive exposure to the two language-cultures, the gut feeling, and a good instinct for language. Further work in this area could focus on the comparison of the translation of the elements of realia in the book (i.e. Le otto montagne) into different languages, for instance Swedish and Spanish. Another suggestion would be to compare the methods and experiences of two different translators, Malin Emitslöf e Aija Cirulis, by doing interviews with them both. They both have experience from translating a novel written by Paolo Cognetti, into Swedish. La Cirulis recently translated the book “Senza mai arrivare in cima” by Cognetti, into Swedish. (Contempo 2020). It would be interesting to make a comparison between their experiences, their methods and their strategies.
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Ramalho, Mainly Reinhardt Vieira dos Santos. "Teaching chunks of language: um trabalho com o seriado Gilmore Girls em aulas de inglês como língua estrangeira." Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/2123.

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Made available in DSpace on 2016-03-15T19:45:24Z (GMT). No. of bitstreams: 1 Mainly Reinhardt Vieira dos Santos Ramalho.pdf: 2370241 bytes, checksum: 0f6a5822990ef31cfdf2f037d0450824 (MD5) Previous issue date: 2011-10-14
This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis.
Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.
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Nilsson, Sofia. "Il centenario che saltò dalla finestra e scomparve : Analisi della traduzione dei realia culturospecifici in un romanzo svedese tradotto in italiano." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160853.

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This thesis examines the translation of cultural-specific elements known as realia from Swedish to Italian based on the theoretical framework of translation studies. Realia, often without correspondence in the target language and sometimes difficult to even distinguish in a text, are known to cause challenges for translators.   The thesis focuses on the realia in the book Hundraåringen som klev ut genom fönstret och försvann, written by Jonas Jonasson in 2009. It examines which translation strategies the translator has used for the cultural-specific elements and the question is raised whether the translation is orientated towards the source culture (“adequacy”) or towards the target culture (“acceptability”). The initial hypothesis was that the translation of the book would be orientated towards the target culture (acceptability) and that in the Italian version the geographic-cultural element would be dominant to the plot, which would be a subdominant.   The analysis is based on parallell reading of the original Hundraåringen som klev ut genom fönstret och försvann and the Italian translation Il centenario che saltò dalla finestra e scomparve, translated by Margherita Podestà Heir in 2011. Whilst reading the books, realia were collected, listed and organised in groups according to categories of realia as described by Osimo (2011) and the translation strategy used, again as described by Osimo. The analysis confirmed that the translation was orientated towards the target culture with an “acceptable” translation, rather than “adequate”. It was equally found that the plot was as important to the translator of the Italian version and hence a dominant also in the latter.   The thesis highlights the importance of insight in the “language-culture” of the source language as the inadequacy thereof could contribute to failed translations of both realia and other words and phrases.
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Sjöberg, Erik. "Realia i textböcker : En undersökning av realia i textböcker i spanska för årskurs 7–9." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74285.

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The purpose of this study is to find out to what extent and what frequency realia is highlighted in Spanish textbooks for year 7–9. As realia is a wide concept this study has focused on geography, history and music. For this study, a content analysis of both texts and images in teaching materials for year 7-9 has been conducted in order to detect what types of realia are being highlighted and how. The results showed that both teaching materials give a large amount of realia hence a comparison has also been made. In conclusion, all the books in both series do highlight realia, however, they do so in different ways. This means that it matters for the realia education which teaching material is used on an everyday basis, but also that, regardless of what series is used for teaching, the other can serve as a complement.
Syftet med den här studien är att få reda på i vilken bredd och med vilken frekvens man tar upp realia i textböcker i spanska för årskurs 7–9. Då realia är ett vitt begrepp har studien fokuserat på geografi, historia och musik. För undersökningen har en innehållsanalys av både texter och bilder i läromedel i spanska för årskurs 7–9 genomförts för att ta reda på vilken typ av realia som tas upp och hur. Resultatet visade att båda läromedelsserierna ger en stor mängd realia och en jämförelse mellan läromedlen har också gjorts. Som slutsats kan man se att alla böcker i serierna tar upp realia men att det görs på olika sätt. Detta bidrar till att valet av läromedel för den vardagliga undervisningen spelar roll för undervisningen av realia men även att oberoende av vilken av dessa serier man använder kan den andra fungera som komplement till undervisningen.
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Guerin, Olivia. "Nomination et catégorisation des realia exotiques dans les récits de voyage (Afrique noire, de la fin du 18e siècle à 1960) : une approche sémantico-discursive." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030085/document.

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Cette étude s’interroge sur la construction de la référence dans le genre discursif récit de voyage. Ce genre se signale en effet par une posture énonciative commune : les énonciateurs voyageurs,placés dans un contexte d’asymétrie entre langue et culture, ont à rendre compte derealia (espèces naturelles, artefacts, pratiques sociales) qui ne sont pas systématiquement lexicalisés dans leur langue, ou pour lesquels ils ne possèdent pas de compétence dénominative.Aussi présentent-ils souvent l’opération de référence comme problématique. Pour rendre compte de la manière dont les énonciateurs s’y prennent en contexte pour référer « malgré tout », la thèse analyse les procédures de nomination et de catégorisation des realia exotiques dans un corpus de récits de voyageurs français en Afrique noire durant la période coloniale. Elle met en place une sémantique discursive articulant les trois ordres de la langue, de la textualité et du discours. Le travail bâtit tout d’abord une typologie des formats de nomination exploités dans le corpus, et montre ainsi que les pratiques discursives de nomination sont adossées au système de la langue. Cette première procédure référentielle est complétée par des opérations séquentielles de délimitation des catégories ; on met en lumière les contraintes textuelles qui pèsent sur cette seconde procédure. On analyse ensuite les effets discursifs produits par l’utilisation de ces ressources linguistiques, en les articulant avec la dimension générique, les positionnement sénonciatifs et idéologiques. Les outils d’analyse construits sont enfin appliqués pour caractériser des exploitations discursives particulières dans deux textes contrastés du corpus
The present study explores how reference is constructed in the discursive genre specifiedas travel narrative. A hallmark of the genre is a common posture towards the production of thetext where enunciator-travellers are placed in an asymmetric context between language and cultureand have to give an account of realia (natural species, artefacts, social practices) which are not systematically lexicalized in their own languages or for which they do not have naming competence. They thus tend to present referencing as problematic. In order to describe how incontext enunciators manage to reference “against all odds”, the present dissertation analysesnaming and categorization procedures of exotic realia in a corpus of travel accounts by Frenchtravellers to Black Africa in the colonial period. A discursive semantics is set up based on thepatterning of the three orders, language, textuality and discourse. The present work first builds upa typology of naming patterns implemented in the corpus and is able to show that discursivepractices concerned with naming rest on the language as a system. This first referencing procedureis followed by sequential operations to delimit categories; textual constraints on this secondprocedure are shown up. There follows the analysis of the discursive effects that result from theuse of such linguistic resources and this is done through articulation with the generic dimensionand the enunciative and ideological stances. Finally the analytic tools that have been devised areapplied to the characterization of specific discursive processes in two contrasting texts from thecorpus
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Malin, Mendes. "Martina di Poggio di Giugno : Analisi del trasferimento della linguacultura svedese di Astrid Lindgren in un contesto italiano, con particolare attenzione alla gestione dei realia." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136802.

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This thesis examines the translation of culture-specific phenomena in children’s literature with a theoretical framework based on “translation studies”. In the translation of children’s literature, translators generally choose translations that brings the content closer to the target culture, creating an “acceptable” translation. At the same time, these choices distance the translation from the culture of the original text. The opposite, translations which remain faithful to the original, are called “adequate” with the terminology of translation studies.This thesis presents the result of the parallel reading of the original Madicken på Junibacken, a children’s book written by famous Swedish author Astrid Lindgren, and the Italian version, Martina di Poggio di Giugno, translated by Fiorella Onesti and Isabella Fanti (Salani, Gl’Istrici, 2003). During the reading of the two books, the phenomena specific to the Swedish language culture (realia, in translation studies’ terminology) were collected, listed, grouped according to type of realia (names of persons and places, food, idiomatic expressions, songs and games) and the translation strategy used. The grouping according to translation strategy took as its starting point the ten strategies described by Osimo (2008). The analysis confirmed the initial hypothesis that Martina di Poggio di Giugno would be, like many other translations of children’s books, an “acceptable” translation. A complimentary analysis of corresponding realia in two other translations of Astrid Lindgren books, the Italian versions of Pippi Longstocking and Bill Bergson, Master Detective, showed that one realia can be translated in different ways, leading to different results. The translations in the second phase of the analysis were deemed as slightly less “acceptable” and therefore closer to equivalence with the original texts.
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Guidoum, Laarem. "Catégorisation et nomination : quelques cas de nouveaux realia." Montpellier 3, 2004. http://www.theses.fr/2004MON30073.

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La catégorisation et la nomination sont étudiées ici dans un contexte de contact de langues et de cultures, à travers les écrits d'écrivains de militaires, d'instituteurs et d'autres faisant part de leur découverte de l'Algérie. L'étude en elle-même est menée à partir de la recension exhaustive des manières de nommer les nouvelles réalités, une typologie des procédés linguistiques de nomination dont disposent les auteurs du corpus a pu être dégagée. Cette étape a permis de déterminer les attitudes des locuteurs non seulement par rapport à " l'objet de leur dire " mais également par rapport aux " récepteurs de leur dire ". La notion de dialogisme est ici étendue. Enfin, l'analyse sémantique d'emprunts tente de mettre en évidence la " re-catégorisation " des mots lors de leur transfert dans la langue française
How to categorize and name new referents is studied here within the context of a contact between languages and cultures with reference to works done by writers, military men, and primary school teatchers and others who described their explorations of Algeria. The study in itself is carried out on the basis of an exhaustive inventory of the various ways of naming new realities out of which a typology of the linguistic procedures for naming new referents that are used by the authors of the corpus under investigation has been brought out. This important stage allows in this way to determine the attitudes and strategies of the speakers. At last, the semantic analysis of borrowings attemps to shed light on the “categorization” of words when they are transferred to the french language
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Baird, Elizabeth Denton. "The Use of Realia in Distance Learning from Museums." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-10292003-131544/.

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The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.
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Sandberg, Amanda. "”Da domani [...] te ne vai di nuovo a mettere la ricotta nei cannoli” : La traduzione dei realia culturospecifici dall’italiano allo svedese nella serie dell’Amica geniale di Elena Ferrante." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148815.

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This essay focuses on the cultural aspects of translation, mainly on the cultural-specific elements known as realia, when translating from Italian to Swedish. As the realia might be unknown to the reader of the target text and as they often have no exact correspondence in the target language, they often pose a challenge for the translator. The essay examines which strategies the translator has used to translate cultural-specific elements and the question is raised whether the translation, regarding the cultural aspects, is orientated towards the source culture (adequacy-orientated) or towards the target culture (acceptability-orientated). Three of the Neapolitan Novels written by pseudonymous Elena Ferrante, Storia del nuovo cognome (2012), Storia di chi fugge e di chi resta (2013) and Storia della bambina perduta (2014), serve as source text of the analysis. The Neapolitan setting of the novels make them specifically suitable for a study of cultural-specific elements. The study is qualitative and complemented with a quantitative part. It is based on Osimo’s (2011) strategies for the translation of realia. The analysis reveals that cultural-specific elements of the source text tend to be replaced with more generic and international expressions. Prioritizing the narrative over cultural-specific elements the translation shows a tendency towards acceptability.
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Books on the topic "Realia and realia of language"

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Bazzanini, Lia. Tradurre realia: Le espressioni culturo-specifiche nelle edizioni italiane della Wendeliteratur. Bologna: Bononia University Press, 2011.

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Fenenko, N. A. I︠A︡zyk realiĭ i realii i︠a︡zyka. Voronezh: Voronezhskiĭ gos. universitet, 2001.

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Santos, Eliezer Narváez. Extralingüismo y realia en la lengua de Puerto Rico y en el español de América. [Puerto Rico?]: E. Narváez Santos, 1990.

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Aitken, Will. Realia. Toronto: Random House Canada, 2000.

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Realia. Toronto: Vintage Canada, 2001.

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K, Mavromatēs Giannēs, ed. Realia Byzantina. Berlin: De Gruyter, 2009.

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Podhorski-Okołów, Leonard. Realia mickiewiczowskie. Warszawa: Oficyna Wydawn. Rytm, 1999.

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Kotzabassi, Sofia, and Giannis Mavromatis, eds. Realia Byzantina. Berlin, New York: Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110222319.

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Vodă-Căpușan, Maria. Camil Petrescu, realia. București: Cartea Românească, 1988.

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Stankiewicz, Lech. Struktury kochania: Emocje i realia. Toruń: Ethos, 1993.

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Book chapters on the topic "Realia and realia of language"

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Pettini, Silvia. "Military Language between Realism and Fictionality." In The Translation of Realia and Irrealia in Game Localization, 148–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-5.

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Leppihalme, Ritva. "Realia." In Handbook of Translation Studies, 126–30. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/hts.2.rea1.

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Bazzana, Giovanni. "Christian Realia." In The Early Christian World, 467–82. Second edition. | New York : Routledge, 2017. | Series: Routledge worlds: Routledge, 2017. http://dx.doi.org/10.4324/9781315165837-23.

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Pettini, Silvia. "Realia and Irrealia in Game Translation." In The Translation of Realia and Irrealia in Game Localization, 102–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-4.

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Spillman, Deborah Shapple. "Realism and Realia in Colonial Southern Africa." In British Colonial Realism in Africa, 123–74. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230378018_4.

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Borisova, Viktoriya F., and Sergey F. Afanasiev. "Realia and Prospects of Civil E-Justice Legal Regulation." In Ubiquitous Computing and the Internet of Things: Prerequisites for the Development of ICT, 403–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13397-9_47.

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Pettini, Silvia. "Introduction." In The Translation of Realia and Irrealia in Game Localization, 1–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-1.

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Pettini, Silvia. "Game Localization and Translation." In The Translation of Realia and Irrealia in Game Localization, 10–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-2.

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Pettini, Silvia. "Conclusions and Further Research." In The Translation of Realia and Irrealia in Game Localization, 176–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-6.

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Pettini, Silvia. "Culture-Specificity in Video Games." In The Translation of Realia and Irrealia in Game Localization, 59–101. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003001935-3.

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Conference papers on the topic "Realia and realia of language"

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Шагалиева, Лейсан Равилевна, and Артем Сергеевич Назин. "THE WAYS OF TRANSLATING OF ONOMASTIC REALIA (BASED ON THE MULTIPLAYER COMPUTER GAME DOTA2 AND ITS TRANSLATION INTO RUSSIAN." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/vt189.2021.22.25.006.

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Данная статья посвящена изучению способов перевода ономастических реалий с английского на русский язык в компьютерных играх. Автор статьи дает определение реалии, рассматривает её классификацию. В работе анализируются способы передачи слов-реалий с английского языка на русский. Материалом для исследования послужил перевод компьютерной игры Dota 2 на русский язык. The article is devoted to the research of the ways of translating of onomastic realia in computers games from English into Russian. The author gives a definition of realia and examines its classification. The author analyzes the ways of translating realia from English into Russian. The research is based on the translation into Russian language of computer game Dota 2
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Martínez, Iria, Aliya Ismagilova, Olga Palutina, and Yetzaneth Díaz. "OBSTACLES IN REALIA TRANSLATION FROM THE SPANISH LANGUAGE INTO THE RUSSIAN LANGUAGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0743.

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Nirmala, Deli. "Realia as the source of first language acquisition that can make cultures specific." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285338.

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Mariotti, Marcella, Giovanni Lapis, and Alessandro Mantelli. "JALEA: an authentic and personal path to JApaneseLEArning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5438.

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This paper aims to present JALEA, an innovative web tool for the acquisition of the Japanese language dedicated to higher education learners. In particular it highlights the innovative learner-centered approach based on the self-guided discovery of grammar structures and words’ meanings through the combined use of realia (multimedia contents referring to real-life situations in Japan), hyperlinks and interactive features such as pop-up dictionary, character-writing explanations, slow-motion option in video examples, etc. Moreover, it illustrates the ICT characteristics of this web tool,permitting on the one handthe smooth working of the application on several platforms (pc, tablet and smartphone); on the other, its sustainability and maintainability thanks to the implementation of a layer accessible to maintainers (backend) with several automatization features that facilitate the addition of more content,s also by personnel with low ICT knowledge or skills.
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Ryanskaya, Elvira M. "Sociocultural Realia In University Website Vocabulary: Academic Challenges In Student Mobility." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.88.

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Wenqian, Qi, Sun Shouqian, and Luo Ruiming. "The Innovative Design of Exoskeleton Robot as Dance Realia Based on TRIZ Theory." In ICSET'20: 2020 The 4th International Conference on E-Society, E-Education and E-Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421682.3421697.

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Sui, Ying, and Dong Zhang. "The Role of Chinese Realia in Mo Yan’s Big Breasts and Wide Hips." In 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.036.

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Krasilshchikova, Maria, Sofiia Rogatova, and Natalia Baidikova. "REALIA IN FICTION AS A SUBSTRATE FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE OF LINGUISTICS STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1908.

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Gazieva, Indira. "Variability of Translation Strategies in Inter-Cultural Communication (As Examplified By Indian Cultural Realia)." In Proceedings of the International Conference Communicative Strategies of Information Society (CSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/csis-18.2019.61.

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Orlov, Yurii Nikolaevich. "Language recognition methods and Voynich Manuscript analysis." In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-20.

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The statistical properties of letters frequencies in European literature texts are investigated. The determination of logarithmic dependence of letters sequence for one-languge and two-language texts are examined. The pare of languages are suggested for Voynich Manuscript. The internal structure of Manuscript is considered. The spectral portraits of two-letters distribution are constructed.
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Reports on the topic "Realia and realia of language"

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Makhoul, J., and M. Bates. Usable, Real-Time, Interactive Spoken Language Systems. Fort Belvoir, VA: Defense Technical Information Center, September 1994. http://dx.doi.org/10.21236/ada286349.

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Makhoul, John, and Madeleine Bates. Usable, Real-Time, Interactive Spoken Language Systems. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada257998.

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Wolfe, Victor, Susan B. Davidson, and Insup Lee. RTC: Language Support for Real-Time Concurrency. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada515294.

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Gellens, R. Negotiating Human Language in Real-Time Communications. RFC Editor, May 2018. http://dx.doi.org/10.17487/rfc8373.

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Hobbs, Jerry R., Douglas E. Appelt, John Bear, Mabry Tyson, and David Magerman. Robust Processing of Real-World Natural-Language Texts. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada258837.

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Bylsma, Wesley. Creation of Virtual Reality Modeling Language (VRML) Geometry Data From Movie.BYU Data. Fort Belvoir, VA: Defense Technical Information Center, November 2004. http://dx.doi.org/10.21236/ada431165.

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Bylsma, Wesley. Creation of Virtual Reality Modeling Language (VRML) Displacement Data from Par Data. Fort Belvoir, VA: Defense Technical Information Center, November 2004. http://dx.doi.org/10.21236/ada431395.

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Bylsma, Wesley. Creation of Virtual Reality Modeling Language (VRML) Appearance Data From Geoclr Data. Fort Belvoir, VA: Defense Technical Information Center, November 2004. http://dx.doi.org/10.21236/ada432364.

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Clements, Paul C., Carolyn E. Gasarch, and Ralph D. Jeffords. Evaluation Criteria for Real-Time Specification Languages. Fort Belvoir, VA: Defense Technical Information Center, February 1992. http://dx.doi.org/10.21236/ada246612.

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Bylsma, Wesley. Creation of Virtual Reality Modeling Language (VRML) Stationary XY View Data From Displacement Data. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada431058.

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