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Journal articles on the topic 'Realia'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

Amumpuni, Rengganis Siwi, and Brigitta Septarini Rahmasari. "ENHANCING STUDENTS’ ENGLISH ABILITY BY USING REALIA." Jurnal Pendidikan Edutama 6, no. 1 (January 23, 2019): 59. http://dx.doi.org/10.30734/jpe.v6i1.272.

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Abstract: The aim of the research is to know the strenghts and weaknesses of using realia. The reseacher used classroom action research. The research was conducted in two cycles. Each cycle consisted of four steps. They are planning, acting, observation, and reflecting. In collecting the data, the researcher used test, interview, and observation. In analyzing the data, the researcher used statistic descriptive. The research implementations showed that there was an improvement in students’ speaking ability after Realia implemented in the teaching and learning process, and the students showed better achievement in speaking ability. The strengths were the students become active in classroom, enthusiastic, excited and motivated in the class. The students give more attention to the lesson and they were attracted to do the exercise during teaching learning process. The students more focused to the lesson during the activity in teaching learning process. The activities of Realia is attracted the students’ motivation and interested to the students. The researcher found that that Realia make the class becomes conducive. Meanwhile the weaknesses of using realia are the student had a difficulties to speak something caused of the limited vocabularies and confused how to pronounce the word in English and it spends much time to prepare the media. Keywords :Realia, English ability, Enthusiastic Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui kekuatan dan kelemahan menggunakan realia. Peneliti menggunakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Dalam mengumpulkan data, peneliti menggunakan tes, wawancara, dan observasi. Dalam menganalisis data, peneliti menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berbicara siswa setelah Realia diimplementasikan dalam proses belajar mengajar, dan siswa menunjukkan prestasi yang lebih baik dalam kemampuan berbicara. Kekuatan menggunakan realia adalah siswa menjadi aktif di kelas, antusias, bersemangat dan termotivasi di kelas. Para siswa lebih memperhatikan pelajaran dan mereka tertarik untuk melakukan latihan selama proses belajar mengajar. Para siswa lebih fokus pada pelajaran selama kegiatan belajar mengajar. Kegiatan Realia menarik motivasi siswa dan tertarik kepada siswa. Peneliti menemukan bahwa Realia membuat kelas menjadi kondusif. Sementara itu, kelemahan menggunakan realia adalah siswa memiliki kosakata yang terbatas dan kesulitan dalam pengucapan bahasa Inggris dan menghabiskan banyak waktu untuk mempersiapkan media.Kata Kunci: Realia, Kemampuan Bahasa Inggris, Antusias

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2

Toporkova, Yuliya Aleksandrovna. "Problem of Translating Spanish Realia." Filologičeskie nauki. Voprosy teorii i praktiki, no. 5 (May 2020): 300–304. http://dx.doi.org/10.30853/filnauki.2020.5.59.

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3

Kurcz, Zbigniew. "Wielokulturowość — wizje i współczesne realia." Kultura i Społeczeństwo 63, no. 3 (September 27, 2019): 271–82. http://dx.doi.org/10.35757/kis.2019.63.3.14.

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4

Болдирева, А. Є. "REALIA IN ORIGINAL AND TRANSLATION." Writings in Romance-Germanic Philology, no. 1(44) (September 2, 2020): 45–53. http://dx.doi.org/10.18524/2307-4604.2020.1(44).210994.

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5

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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6

Artemyeva, Julia, and Jylia Yavary. "TRANSLATION OF REALIA IN CINEMATOGRAPHY." Bulletin of the Moscow State Regional University (Linguistics), no. 1 (2018): 101–9. http://dx.doi.org/10.18384/2310-712x-2018-1-101-109.

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7

Kondrat’ev, O. K., and E. I. Lyuke. "Induced seismicity: Realia and myths." Izvestiya, Physics of the Solid Earth 43, no. 9 (September 2007): 738–53. http://dx.doi.org/10.1134/s1069351307090030.

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8

Klein, Dennis. "Ku redefinicji ludobójstwa: realia lokalne." ETHICS IN PROGRESS 5, no. 2 (September 1, 2014): 257–68. http://dx.doi.org/10.14746/eip.2014.2.17.

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9

Irawan, Verry A., Sabri Sabri, and Asep H. Sasmita. "STUDI KOMPARASI PENINGKATAN HASIL BELAJAR MENGGUNAKAN MEDIA REALIA DENGAN MEDIA HANDOUT PADA MATA PELAJARAN ALAT UKUR." Journal of Mechanical Engineering Education 2, no. 1 (June 30, 2015): 152. http://dx.doi.org/10.17509/jmee.v2i1.1166.

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Tujuan penelitian ini untuk mengetahui hasil belajar siswa yang menerapkan media handout dan media realia pada proses pembelajaran alat ukur mekanik presisi, serta mengetahui perbedaan peningkatan hasil belajarnya. Metode penelitian menggunakan metode quasi experimental design. Tipe kuasi eksperimen yang digunakan adalah non-equivalent control group design. Sampel dijadikan dua kelompok yaitu kelas kontrol diberi perlakukan handout dan kelas eksperimen diberi perlakuan media realita. Hasil penelitian menunjukan bahwa peningkatan hasil belajar pada mata pelajaran alat ukur dengan menggunakan media realia pada saat proses pembelajaran ternyata lebih besar dibandingkan dengan menggunakan media hand out. Hasil post-test pembelajaran dengan menggunakan media realia menunjukan peningkatan yang lebih besar.

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10

Kutschma, O. "Ukrainische Realia in gegenwartigen deutschsprachigen Medien." Germanistik in der Ukraine, J. 9 (2014): 221–28.

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11

Zolotar, Olha. "Realia wyższej edukacji prawnej na Ukrainie." Opolskie Studia Administracyjno-Prawne 15, no. 4 (December 10, 2017): 101–8. http://dx.doi.org/10.25167/osap.1235.

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In the article the issue of formation and the current state of legal education in Ukraine. Outlined range of problems, including the education sector management and regulation, and brain drain abroad. Attention is paid to the differences in the understanding of the legal profession in Ukraine and Europe.

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12

Nikishyna, Anzhela. "Striving to Teach Versus Modern Realia." Educational Challenges 26, no. 2 (October 29, 2021): 90–100. http://dx.doi.org/10.34142/2709-7986.2021.26.2.08.

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There have always been challenges confronting both teachers and students in the process of sharing knowledge and skills. The purpose of the article is to analyze the situation that has become even more demanding due to the changes connected with the implementation of distance learning. Theoretical and methodological base of the research consists of an approach connected with the use of such methods as analysis, generalization and interpretation of the psychological theory of motivation and the concept of amotivation and its consequences; observation of the current educational situation with regard to its active participants. Results focus on modern realia, when the educational conditions have been greatly changed in connection with the pandemic situation, it is possible to notice decrease of motivation among the students. Students tend to miss classes as they believe that teaching can be ineffective, prefer not to answer during the lesson, take time in handing in their homework, fellow students influence their choice of being less diligent. Technical problems or inability to participate in an active way in the process of the lesson can really worsen the situation with the desire to get proper knowledge. Conclusion. That is why teaching big group of students and individual approach when conducting online lessons can be so challenging to teachers. It can lead to burning out while working and teacher wellbeing is also at risk, its great importance has been once again proven and highlighted.

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13

Triberio, Tania. "Insights into Translation of Russian Realia." Translation Studies: Theory and Practice 1, no. 2 (December 23, 2021): 55–68. http://dx.doi.org/10.46991/tstp/2021.1.2.055.

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This essay aims to give a brief overview of the findings of my research on translation strategies, especially when it is necessary to transfer meanings and uses of the so-called realia from a source language to a target one, which, for the sake of brevity, we will respectively call SL (Russian) and TL (Italian). After an introduction on the concept of realia and possible strategies to convey their meaning, it will be pointed out, through the analysis of some proto-typical examples, how (i) there exist many solutions the translator-lexicographer should take into account each time, according to a series of different parameters, (ii) to what extent these choices can vary with respect to narrative texts or lexicography and (iii) the absence of homogeneity in translation strategies, not only when comparing different monolingual or bilingual dictionaries, but also within the same dictionary. Although the theory of translation of realia has been a matter of interest and study in narrative, as well as in monolingual lexicography, it still seems little research has been conducted to test or compare approaches in bilingual lexicography.

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KAULAKIENĖ, Angelė. "Realia of modern science terminology development." Informatics in Education 1, no. 1 (October 15, 2002): 93–98. http://dx.doi.org/10.15388/infedu.2002.07.

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15

Guttfeld, Dorota. "Tłumacze literaccy: realia i warsztat pracy." Rocznik Przekładoznawczy, no. 13 (July 17, 2018): 83. http://dx.doi.org/10.12775/rp.2018.005.

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16

Olson, Nancy B. "Cataloging Three-Dimensional Artefacts and Realia." Cataloging & Classification Quarterly 31, no. 3-4 (February 2001): 139–50. http://dx.doi.org/10.1300/j104v31n03_01.

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17

Kiernan, Philip. "Miniature objects as representations of realia." World Archaeology 47, no. 1 (January 2015): 45–59. http://dx.doi.org/10.1080/00438243.2014.991802.

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18

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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19

Tsepkov, Ilya. "On Defining Terms and Using Optimal Definition Criteria." Nizhny Novgorod Linguistics University Bulletin, no. 52 (December 30, 2020): 81–91. http://dx.doi.org/10.47388/2072-3490/lunn2020-52-4-81-91.

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The article discusses the problem of defining terms based on functional, semantic, cognitive, and information approaches. The author examines the criteria of defining terms and makes an attempt to establish a certain interconnection between several approaches to defining realia-related terms and the theory and practice of translation. The author seeks to work out the op-timal criteria for defining units of hybrid origin that occur as a result of overlapping of two different lexical entities: terms and realiae. Following A. D. Schweitzer, the author suggests that these units should be named ‘realia terms.’ In addition to the method of comparative analysis of the original and its translation, the author leans on S. D. Shelov’s theory of term gradualism as a means of defining realia terms as lexical units whose meaning is not equal to the meaning of each of two groups, terms and realiae taken separately. The results of the arti-cle can be used by philologists and linguists specializing in translation as well as lecturers, postgraduates, and those interested in translation theory and terminology.

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20

Handayani, Eka Selvi, and Hani Subakti. "Analisis Penggunaan Media Realia Melalui Pembelajaran Online di Sekolah Dasar." Jurnal Basicedu 5, no. 2 (February 17, 2021): 772–83. http://dx.doi.org/10.31004/basicedu.v5i2.810.

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Penelitian ini bertujuan untuk mengetahui penggunaan media realia melalui pembelajaran online. Penelitian ini dilaksanakan di SDN 001 Samarinda Utara pada tahun ajaran 2020/2021. Penelitian ini bersifat deskriptif kualitatif dengan subjek penelitian guru kelas dan siswa kelas IV SDN 001 Samarinda Utara yang menggunakan media realia dalam pembelajaran. Pengumpulan data dalam penelitian ini dilakukan dengan cara wawancara dan dokumentasi untuk mengetahui penggunaan media realia melalui pembelajaran online. Analisis data dilakukan dengan teknik pemeriksanaan dengan memanfaatkan sumber data dengan cara reduksi data, penyajian data, penarikan kesimpulan, dan uji keabsahan data menggunakan triangulasi sumber. Hasil penelitian ini menunjukan bahwa penggunaan media realia melalui pembelajaran online di kelas IV SDN 001 Samarinda Utara, sangat membantu dalam memberikan materi kepada siswa. Media realia yang digunakan menarik dan membuat siswa menyukai serta memahami materi yang disampaikan dan meningkatkan hasil belajar siswa. Media realia yang digunakan yaitu media buah-buahan yang diaplikasikan dengan cara dipotong-potong sesuai dengan materi yang akan disampaikan dalam pembelajaran.

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21

Irawan, Dodi. "TEACHING VOCABULARY BY USING REALIA (REAL-OBJECT) MEDIA." English Community Journal 1, no. 1 (March 3, 2017): 41. http://dx.doi.org/10.32502/ecj.v1i1.650.

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English is one of scary subject for some students of Indonesia. The students feel afraid to speak in English because of their less word of vocabulary. Realia media is the one simple interesting media that may bring motivation for the student who afraid to study English. Teacher of English can use realia media and bring it in the class to get more attention, and participation of students. In this research, the writer try to focuses on how realia media make significant difference ability of vocabulary to the students. The reserach of this study used a quasi-experimental method the population of this research was taken from the seventh grade Students of SMP Negeri 23 Palembang in the academic of year 2015/2016. Based on the research, it found that there was a significance difference using Realia media in teaching vocabulary. From the result on this research, it was found that there is a significant difference in achievement before and after the treatment in experimental group.

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22

Ibad, Taqwa Nur, and Maisyatus Sarifah. "Penggunaan Media Realia dalam Meningkatkan Pengalaman Belajar Siswa." Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 4, no. 2 (October 24, 2021): 232. http://dx.doi.org/10.54471/bidayatuna.v4i2.1303.

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Education is an effort to foster and spread one's personality, both spiritually and physically. Learning experiences are several student activities carried out to obtain new information and competencies in accordance with the objectives to be achieved. Realia media are tangible objects that are often encountered by students and are easily found in daily activities that can be brought into learning situations or become media for teaching materials for students. These real objects can be used as realia media and these objects must be original and intact in form and also the actual size so that they can be recognized by students properly. Based on the above understanding, it is known that the use of the right realia media will improve the student's learning experience of the material to be studied. The use of realia media in thematic learning, especially in grade 4 MI Nurul Islam Sukosari. And the problem I encountered was that the media used by grade 4 teachers had not yet optimized the long-term learning objectives. This happens because the use of media is monotonous so that the process of learning activities is less memorable for students so that students are less experienced. Therefore, to improve the student learning experience, the researcher chose to raise the title "Use of Realia Media in Improving Student Learning Experience in Grade 4 Thematic Learning".

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23

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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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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Indrayana Uda Patmi, Resky, and Sabaruddin Sabaruddin. "COMMUNICATIVE LANGUAGE TEACHING WITH REALIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY." JLE: Journal of Literate of English Education Study Program 2, no. 2 (December 29, 2021): 37–45. http://dx.doi.org/10.47435/jle.v2i2.733.

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This research discusses vocabulary improvement of second year student at Madrasah Tsanawiyah Madani Pao-pao, South Sulawesi, Indonesia using Communicative Language Teaching with Realia. Researchers intend to answer the question "Is the use of Realia in Madrasah Tsanawiyah Madani Pao-pao effective in improving the vocabulary of second-grade students in communicative language teaching (CLT)?" This study aims to understand how CLT and Realia improve the vocabulary of Islamic school students. This study applied a real experimental method of two variables: the independent variable (CLT with Realia) and the dependent variable (vocabulary mastery). In this study, 60 students were randomly selected to participate, 30 in the experimental class and 30 in the control class. This study uses a written vocabulary test as a tool. From the data analysis point of view, the students' vocabulary has improved significantly. It can be seen from the results of the average score of the control category (71.8) and the average score of the control category (63.8). From the research findings and discussions, it can be concluded that the application of CLT and Realia can improve students’ vocabulary in Madrasah Tsanawiyah Madani Pao-pao.

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Chyrkov, Oleh. "Ukrainian Realia of Postcolonial Era: Roundtable Discussion." Ukrainian Studies, no. 1-2(62-63) (June 29, 2017): 218–19. http://dx.doi.org/10.30840/2413-7065.1-2(62-63).2017.137183.

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27

Apriyansyah, Chandra. "PENINGKATAN KECERDASAN NATURALIS MELALUI PENGGUNAAN MEDIA REALIA." JURNAL AUDI 3, no. 1 (June 8, 2018): 13. http://dx.doi.org/10.33061/ad.v3i1.2069.

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28

BARBANIUK, Olesia, and Tetiana PETROVA. "Cognitive Signified as Mental Representation of Realia." WISDOM 21, no. 1 (March 28, 2022): 6–12. http://dx.doi.org/10.24234/wisdom.v21i1.526.

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The article studies the conceptualisation of the worldview, where language, as the system of signs and, hence, a means of cognition, is of high importance. Understanding the sign as a unity of the signifier and the signified, the research is focused on the latter, since it is not limited only to the reflection of objects, situations of objective reality, but also to displaying the observed, experienced, various phenomena of the person’s inner world and speech activity. Due to the nature of information, the signifieds can be classed in cognitive, communicative, evaluative, exclamatory, and relational, where cognitive is the most essential since it is the basis of the communication content, a cognitive model which contains the knowledge of the speakers about the classes of realia. Thus, the cognitive signified is studied in terms of cognitive semantics, which describes the meaning as a result of categorisation and conceptualisation of the world by representatives of a particular culture and covers the experience, feelings, which may not correspond to the real situation. Hence, the cognitive signified is the frame for reflecting objective and subjective reality, being the result of cognition of individual realia in certain forms of human thinking.

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Ayupov, Timur Rustamovich. "Artistic Realia in Victor Pelevin’s Early Stories." Filologičeskie nauki. Voprosy teorii i praktiki, no. 7 (July 2020): 5–9. http://dx.doi.org/10.30853/filnauki.2020.7.1.

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30

Mencel, Patrycja. "Realia funkcjonowania grup poszukiwawczo-ratowniczych w Polsce." Nowa Kodyfikacja Prawa Karnego 56 (May 4, 2020): 177–89. http://dx.doi.org/10.19195/2084-5065.56.11.

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The disappearance of a person is an event that demands coordination of the enti-ties involved in the search for missing persons. Cooperation of governmental search and rescue services with other entities specializing in search operations is of great importance in the system of locating missing persons, as it increases the chances of saving the life of a lost person.

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Лиморенко, Ю. В. "Realia and commentary on them in scientific translations of heroic epics." Эпосоведение, no. 3(15) (September 27, 2019): 66–77. http://dx.doi.org/10.25587/svfu.2019.15.36600.

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В статье исследуется передача реалий в переводах героических сказаний народов Сибири на русский язык. С использованием сопоставительного и классификационнотипологического методов выделены тематические группы реалий, встречающихся в героическом эпосе, описаны виды комментариев к реалиям, изучены разновидности ошибок и неточностей при выделении и комментировании реалий. Материалом для исследования служат тексты героических сказаний, изданные в двуязычной академической серии Памятники фольклора народов Сибири и Дальнего Востока и научный аппарат этих томов. Фольклорный текст всегда насыщен реалиями, в героических сказаниях они несут большую смысловую нагрузку, определяя историкоэтнографический и культурный фон, на котором развивается сюжет. Большинство реалий, которые можно встретить в героическом эпосе, относятся к трём тематическим группам: географические (наименования природных объектов и различных типов человеческих поселений), этнографические (бытовые, хозяйственные, связанные с народным искусством, верованиями и культами) и общественнополитические (названия глав родоплеменных объединений, титулы и звания). Нередко изза недостаточного знакомства с теорией перевода возникают ошибки в выделении реалий. Реалией является не любое слово, относящееся к безэквивалентной лексике: междометия, звукоподражания, хотя и не имеют однозначного перевода, не являются реалиями. Иногда реалиями ошибочно считают устаревшие слова исходного языка (историзмы), хотя у них имеется словарный перевод на другие языки. Наконец, реалиями не являются прилагательные и глаголы, образованные от слов языка оригинала по словообразовательным моделям принимающего языка. Типология комментариев к реалиям основана на тех же принципах, что и типология комментариев к переводу фольклорного текста вообще. Комментарии разделяются по функции на историкоэтнографические, филологические, фольклористические и текстологические нередко полноценный комментарий к реалии представляет собой сочетание этих типов. Недостатками комментариев к реалиям являются неполнота, отрывочность сообщаемых сведений и комментирование маловажных аспектов значения реалии в ущерб более важным. The paper explores the presentation of realia in the translation of the heroic epics of the peoples of Siberia into Russian. Using the comparative and classificationtypological methods, thematic groups of realities found in the heroic epic were identified, the types of comments to realia were described, the types of errors and inaccuracies in identifying and commenting realia were studied. The study is based on the texts of heroic epics published in the bilingual academic series Monuments of Folklore of the Peoples of Siberia and the Far East and the scholarly apparatus of these volumes. The folklore text is always saturated with realia, in the heroic epics they carry a great meaning, defining the historical, ethnographic and cultural background on which the plot develops. Most of the realia that can be found in the heroic epic belong to three thematic groups: geographical (names of natural objects and various types of human settlements), ethnographic (household, economic, folk art, beliefs and cults) and sociopolitical (names of chiefs of tribal alliances, titles and ranks). Often, due to insufficient acquaintance with the theory of translation, errors occur in the distinguishing of realia. Realia are not all words of void vocabulary: interjections, onomatopeia, although they have no translation, are not realia. Sometimes the obsolete words of the source language (archaisms) are mistakenly considered as realia, although they have a vocabulary translation into other languages. Finally, adjectives and verbs formed from the words of the source language according to wordformation models of the receiving language are not realia. The types of commentary on realia are based on the same principles as the types of commentary on the translation of a folklore text in general. Comments are divided by function into historicalethnographic, philological, folkloristic and textual. Often a fullfledged commentary on the realia is a combination of these types. The disadvantages of the comments on the realia are the incompleteness, fragmentary character of the reported information and commenting on unimportant aspects of the meaning of realia to the detriment of more important ones.

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Parirak, Angel Meylia, and Maria Melita Rahardjo. "PERBANDINGAN PENGGUNAAN LEMBAR KERJA DENGAN MEDIA REALIA DALAM PEMBELAJARAN ANAK USIA DINI." Golden Age : Jurnal Pendidikan Anak Usia Dini 6, no. 1 (July 5, 2022): 15–28. http://dx.doi.org/10.29313/ga:jpaud.v6i1.9996.

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This research aimed to find out the comparison between worksheets and realia as learning media in early childhood education. The method used in this research is descriptive qualitative. Used the primary data of learning observations in both media. Instruments used to collect the data were observation notes and interviews. Data were analyzed by using a comparative analysis of the learning process and objectives. The results showed that worksheets and realia are both able to achieve learning objectives. However, there are differences. Using the realia, children’s receptive and expressive language, the ability to interact with peers, richer thinking (cognitive variations) can emerge and be developed. Meanwhile, worksheets, only receptive language is seen, the lack of socialization between friends and lack of free thinking is only about doing assignments. Worksheets are more often used as learning media even though realia are very close to children, easy to find, and able to achieve learning objectives more.Keywords: Early Childhood Education; Realia Media; Worksheets Media. AbstrakPenelitian ini bertujuan untuk mencari tahu perbandingan antara media lembar kerja dan realia sebagai media pembelajaran dalam pendidikan anak usia dini. Metode yang digunakan adalah deskriptif kualitatif. Menggunakan data primer hasil pengamatan pembelajaran pada kedua media. Instrumen pengambilan data adalah catatan observasi dan wawancara. Data kemudian dianalisis dengan menggunakan analisis perbandingan proses dan tujuan pembelajaran. Hasil menunjukkan bahwa, media lembar kerja dan media realia sama-sama mampu mencapai tujuan pembelajaran. Namun terdapat perbedaan yaitu pada penggunaan media realia, bahasa reseptif dan ekspresif anak, kemampuan berinteraksi dengan teman sebaya, pemikiran yang lebih kaya (variatif kognitif) dapat muncul dan dikembangkan. Sedangkan pada media lembar kerja, yang terlihat hanya bahasa reseptif, kurangnya sosialisasi antar teman dan pemikiran kurang bebas hanya seputar pengerjaan tugas saja. Pada prakteknya, media lembar kerja lebih sering digunakan sebagai media pembelajaran padahal media realia sangat dekat dengan anak, mudah dijumpai dan mampu mencapai tujuan pembelajaran dengan lebih optimal.Kata Kunci: Media Lembar Kerja, Media Realia; Pendidikan Anak Usia Dini.

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Rahmawati, Sitti. "Media Realia dalam Pembelajaran Sains Anak Usia 5-6 Tahun." Irfani 16, no. 1 (July 19, 2020): 9–25. http://dx.doi.org/10.30603/ir.v16i1.1309.

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Pemanfaatan media realia dalam kegiatan pembelajaran sains untuk anak usia 5-6 tahun, tidak terlepas dari sifat anak dalam mempelajari sesuatu melalui benda-benda konkrit, sehingga pengalaman belajarnya menjadi bermakna. Pembelajaran sains pada anak usia dini menekankan pada proses menemukan dan melakukan eksperimen sederhana, melalui refleksi dari temuannya. Anak-anak pada tahap berpikir pra opersiaonal, yaitu pada rentang usia 2-7 tahun, memiliki karakteristik berpikir egosentris dan simbolis dapat mengalami pembelajaran langsung dengan menggunakan media realia. Media realia sebagai objek nyata dapat mewakili kemampuan berpikir simbolik pada tahap pra-operasional anak. Maka guru akan mampu menjelaskan hal-hal yang bersifat abstrak, secara langsung.

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Beloshitskaia, Elena. "Correlation between the Time of Translation and Translation Strategies for Modern and Historical Realia." Nizhny Novgorod Linguistics University Bulletin, no. 52 (December 30, 2020): 9–19. http://dx.doi.org/10.47388/2072-3490/lunn2020-52-4-9-19.

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This article examines how the time of translation can influence the translation strategy the translator chooses when translating modern and historical realia. The material for the research was six Russian translations of Mark Twain’s novel The Adventures of Tom Sawyer. The author chose three realia (moccasins, Pain-killer, clerk), which fit the definition of modern and historical realia provided at the beginning of the article. With the help of the dictionaries published at the same time as the various translations, the author analyzed the strategies the translators used when translating those realia. The research results are of practical importance for translators tackling the problem of translating modern and historical realia.

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Sitepu, Sarfita Br, and Lemmuela Alvita Kurniawati. "An exploration on the use of realia-mediated instruction for teaching English for young learners." Research and Innovation in Language Learning 4, no. 1 (February 28, 2021): 36. http://dx.doi.org/10.33603/rill.v4i1.4216.

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This study aims to investigate how teachers and young learners use realia in a private English course in the Indonesian context and to explore the viewpoints of teachers on using realia for young learners learning English. To gather the data, this study employed a qualitative research method with interpretivism paradigm. Three English teachers in a private English course involved in this study. To gain rich data, interviews with three English teachers and observations in Kids classes were conducted. Two themes emerged for research question 1 were realia is used to teach vocabulary and realia is used to assess students understanding. Three emerging themes for research question 2 were realia helps students engaged in learning process, realia helps students maximize their multi-sensory English learning experience, and realia increases students communication skill. Implications and recommendations were provided and further elaborated based on the results of the study.

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Lamusu, Agus Salim. "Improving Students’ Competence in Writing Descriptive Text by Using Realia Media." Journal La Edusci 3, no. 1 (March 30, 2022): 18–22. http://dx.doi.org/10.37899/journallaedusci.v3i1.611.

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The goal of the study is to increase students' writing skills in descriptive writings by incorporating realia media into the classroom. The study makes use of action research in the classroom (CAR). In this study, the tool of investigation is the Test and Observation Sheet. The outcome of the investigation. The study discovered that using realia media may help students enhance their writing skills while producing descriptive texts. It is possible to draw the conclusion that there has been an improvement based on the results of the study that was conducted in two cycles (cycle I and cycle II). After being educated via the use of realia media, the student's ability to write descriptive language improves significantly. The use of realia as a medium for improving students' ability to write descriptive texts proved to be quite beneficial. According to the significant result percentage of students score in the pre-test (14 percent), cycle I (43 percent), and cycle II (50 percent), it was supported (81 percent ).

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Bugrysheva, Ekaterina, and Andrey Moiseev. "Realia (culturally specific lexical units) as «ours» and «theirs» in rapper Oxxxymiron’s texts." Philology & Human, no. 3 (September 7, 2021): 183–88. http://dx.doi.org/10.14258/filichel(2021)3-15.

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The article deals with domestic and foreign realia (considered as culturally specific units) in the song lyrics by the rapper called Oxxxymiron. The paper starts with the definition of realia, specified according to the authors’ point of view. The research is concentrated on the comparison of the classifications of «our» and «their» culturally specific units in the Russian rapper’s creative texts. The hypothesis consists in the assumption that foreign realia prevail in the singer’s lyrics. The lexical units under discussion are divided into eleven classes: geographical names; words referring to science, art and the media; names of historical events; realia naming various organizations etc. The charts with a detailed quantitative analysis of the selected realia are presented in the article. The results of the qualitative analysis of the considered lexical units are given in the concluding part. The authors form the opinion that the formulated hypothesis proves right. Thorough research into the song lyrics marked with realia is considered to facilitate a better understanding of the cultural component in these songs, as well as the influence of the author’s personality on their creative product.

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Sunengko, Sunengko, and Nur Afifi. "REALIA IN EFL CLASSROOM: PROMOTING DESCRIPTIVE WRITING PROFICIENCY OF EIGHTH-GRADERS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 12, no. 2 (December 18, 2021): 224–37. http://dx.doi.org/10.33373/as.v12i2.3711.

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Advancing students' writing skill as one of the benchmarks for the quality of literacy requires practical learning innovation. One of the models offered in this study was realia in English as a foreign language class. This research was conducted to determine if realia as a learning medium was effective to improve the students' descriptive writing ability. Quantitative was the design of this research in the form of a pre-experiment. The sample of this study consists of 19 students, 9 for male students, and 10 for female students. They were class eight at SMPI Al A'roof, Loceret, Nganjuk. The study was for three weeks and conducting five meetings. Two meetings are for collecting the data on the pre-test and post-test, and three meetings are to provide treatment to the students using realia as a learning medium in a descriptive writing class. The assessment criteria carried out include content, style, and mechanics. The data analysis indicated that the students' descriptive text writing achievement improved significantly. Therefore, it could be concluded that teaching realia writing helped develop the students' descriptive writing skills.

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Lashtabova, Natalia V., and Karina E. Khuzhina. "DIFFERENTIATION OF THE CONCEPTS PROPER NAME AND REALIА (BASED ON THE NOVEL A WEEK IN DECEMBER BY S. FAULKS)." Sovremennye issledovaniya sotsialnykh problem 14, no. 2 (June 30, 2022): 238–47. http://dx.doi.org/10.12731/2077-1770-2022-14-2-238-247.

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The concepts of proper names and realias, as well as the differentiation of these terms based on the novel A Week in December by S. Faulks are considered in this article. Classifications of onomastic realias are given. Purpose. Differentiation of the concepts of onym and realia, consideration of the types of onomastic realias according to the classifications of S. Vlakhov and S. Florin, V.V. Vinogradov, G.D. Tomakhin. Materials and methods. The research material comprises the novel A Week in December by S. Faulks and its translation into Russian, made by S.B. Ilyin. Method of theoretical analysis, descriptive and comparative methods were chosen as methods of scientific research. Results. The results of the study proved that not all proper names should be attributed to the realias. Since the main characteristic feature of the realias is a pronounced national component, only proper names that have a national coloring can belong to this group. This class of onyms usually includes anthroponyms and toponyms with a cultural component. Practical implications. The results of the research can be used in further study of the issue of differentiation of the concepts of proper name and realia, as well as in the classification of these terms.

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Petrushova, Nataliia, Viktoriia Kravchenko, and Olha Petrovych. "Peculiarities of British realia’s translation in “Scandal in Bohemia” by A. C. Doyle into Ukrainian." 93, no. 93 (September 12, 2021): 43–54. http://dx.doi.org/10.26565/2227-8877-2021-93-06.

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The article deals with the content of such a concept as “realia” from translational standpoint, its origin, features and existing ways of translating such linguistic units into Ukrainian. The authors of the article determine the difficulties that arise during the translation of realia of original artistic works into the language of the reader, emphasizing a significant role of the personality of an interpreter, which to some extent becomes a co-author of the final transformed work, because of necessity to transfer skilfully not only the meaning of words-realia, but also to save the national specificity of the original. It was chosen, as the most thorough classification of realia on a subject matter proposed by S. I. Vlakhov and S. P. Florin: geographical realia, ethnographic realia (everyday life, work, art and culture, ethnic objects, measures and money), social-political realia (administrative-territorial system, authorities and holders of power, socio-political life, military realia); and were distinguished the most appropriate ways to translate realia: 1) transfer “without translation” / transcoding: transcription, transliteration; 2) translation of realia – hyperonymic renaming; loan translation; contextual translation; method of assimilation; descriptive translation; and the authors of the article submit an example of an analysis of translation transformations in the text of the work “Scandal in Bohemia” by A. C. Doyle in the Ukrainian language. The analysis includes a general list of all realia of the story, the distribution of them on a subject matter and by way of translation, with the separation of their percentage ratio, as well as the study of the professional work of M. A. Dmytrenko, a translator of the story. In future, further work is planned in the field of research on the translation transformations of various writers’ literary works.

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Al Aluf, Wildah, and Sulissatul Hasanah. "Application of Realia Media in Improving Student Learning Outcomes at Madrasah Ibtidaiyah." EDUCARE: Journal of Primary Education 3, no. 1 (June 21, 2022): 65–78. http://dx.doi.org/10.35719/educare.v3i1.101.

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Using realia media in learning activities will provide an interesting learning experience for students so that they are more active in participating in learning. This discussion aims to describe and analyze the application of realia media in improving student learning outcomes at MIMA 35 Nurul Ulum Jember. The research approach uses qualitative and case study research types. Data collection techniques using observation, interviews, and documentation. Analysis of the data used in this study using the Miles and Huberman model consisting of data condensation, data presentation, and concluding. The validity of the data was tested by using triangulation of sources and techniques. The results of this study indicate (1) Realia media planning in improving student learning outcomes at MIMA 35 Nurul Ulum Jember, namely: Identifying the needs and characteristics of students, formulating learning objectives, summarizing material, writing instructional media scripts, conducting tests and revisions. (2) The implementation of realia media in improving student learning outcomes at MIMA 35 Nurul Ulum Jember, namely: the teacher learns the instructions for using the media, and all equipment must be in a state of readiness so as not to be disturbed by technical matters, and keep students steady. conducive for learning activities to take place. (3) Evaluation of realia media in improving student learning outcomes at MIMA 35 Nurul Ulum Jember, namely: learning media according to KD and indicators, learning media according to the estimated time and assignments in the Buena book, learning media can attract students' attention, media learning is in accordance with the times/updated, thematic assessment criteria are spiritual, social, knowledge, and skillful. Penggunaan media realia dalam kegiatan pembelajaran akan memberikan pengalaman belajar yang menarik bagi peserta didik sehingga lebih aktif dalam mengikuti pembelajaran. Pembahasan ini bertujuan mendeskripsikan dan menganalisis tentang Penerapan media realia dalam meningkatkan hasil belajar peserta didik di MIMA 35 Nurul Ulum Jember. Pendekatan penelitian menggunakan kualitatif dan jenis penelitian studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Analisis data yang digunakan dalam penelitian ini menggunakan model Miles dan Huberman yang terdiri dari kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji dengan menggunakan triangulasi sumber dan teknik. Hasil penelitian ini menunjukkan: (1) Perencanaan media realia dalam meningkatkan hasil belajar peserta didik di MIMA 35 Nurul Ulum Jember, yaitu: Mengidentifikasi kebutuhan dan karakteristik peserta didik, merumuskan tujuan pembelajaran, membuat rangkuman materi, menulis naskah media pembelajaran, mengadakan tes dan revisi. (2) Pelaksanaan media realia dalam meningkatkan hasil belajar peserta didik di MIMA 35 Nurul Ulum Jember, yaitu: guru mempelajari petunjuk penggunaan media, seluruh peralatan harus dalam keadaan siap agar tidak terganggu oleh hal-hal yang bersifat teknis, dan menjaga agar peserta didik tetap kondusif selama kegitan pembelajaran berlangsung. (3) Evaluasi media realia dalam meningkatkan hasil belajar peserta didik di MIMA 35 Nurul Ulum Jember, yaitu: media pembelajaran sesuai dengan KD dan indikator, media pembelajaran sesuai dengan estimasi waktu dan tugas dalam buku Bupena, media pembelajaran dapat menarik perhatian peserta didik, media pembelajaran sudah sesuai dengan perkembangan zaman / terupdate, kriteria penilaian Tematik yakni spiritual, sosial, pengetahuan, dan keterampilan.

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Kuswariyanti, Ninik. "PENGEMBANGAN MEDIA REALIA UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA." Prismatika: Jurnal Pendidikan dan Riset Matematika 3, no. 2 (May 4, 2021): 172–79. http://dx.doi.org/10.33503/prismatika.v3i2.1296.

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Realia media is a real object that can be used as a tool in learning activities. The purpose of this study was to improve student learning outcomes in mathematics with division material. The research method used was classroom action research in grade 2 SD Negeri Kedungcaluk 1, Krejengan District, Probolinggo Regency. The results showed that the test scores of student learning outcomes from pre-cycle to cycle 1 then cycle 2 increased significantly. In addition to improving learning outcomes, media relia also fosters enthusiasm and motivation for student learning as well as trains the independence of students to reason well in finding their own traditional distribution algorithms.

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Ershova, Inna V. "Realia of a Dissertation Board Work: Current Inside." Legal education and science 7 (July 24, 2019): 59–63. http://dx.doi.org/10.18572/1813-1190-2019-7-59-63.

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Banaszyk, Piotr. "Koncepcja i realia oceniania nauczycieli akademickich przez studentów." Studia Oeconomica Posnaniensia 5, no. 3 (2017): 155–64. http://dx.doi.org/10.18559/soep.2017.3.9.

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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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Ramdani, Zuhud. "Penerapan Media Realia Untuk Meningkatkan Kecerdasan Naturalis Anak." Jurnal Golden Age 1, no. 01 (June 29, 2017): 16. http://dx.doi.org/10.29408/goldenage.v1i01.370.

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Urzha, A. V. "Pragmatic Functions of Substituting Realia in Modern Translations." Humanitarian Vector 13, no. 1 (2018): 80–87. http://dx.doi.org/10.21209/1996-7853-2018-13-1-80-87.

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Fedorowicz, Krzysztof. "Białoruś wobec pandemii COVID-19. Praktyka i realia." Środkowoeuropejskie Studia Polityczne, no. 4 (December 15, 2021): 101–12. http://dx.doi.org/10.14746/ssp.2021.4.7.

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Celem artykułu jest przedstawione podejścia władz Republiki Białoruś wobec pandemii COVID-19. Główna hipoteza badawcza przyjęta przez autora głosi, iż Białoruś od początku pandemii zdecydowała się na świadome ignorowanie pojawiającego się zagrożenia epidemiologicznego, przyjmując strategię uspokajania społeczeństwa i bagatelizowania globalnego niebezpieczeństwa. Na podstawie analizy danych dowiedziono, iż większość Białorusinów podczas pandemii COVID-19 całkowicie utraciło zaufanie do państwa i jego organów, które ich zdaniem okazały się niezdolne do podjęcia ochrony swoich obywateli przed negatywnymi skutkami (zdrowotnymi, ekonomicznymi) pandemii.

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Pfeiffer., L. "A Monograph of the Genera Realia and Hydrocena." Proceedings of the Zoological Society of London 22, no. 1 (August 20, 2009): 304–9. http://dx.doi.org/10.1111/j.1469-7998.1854.tb07280.x.

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Artemyeva, Julia V., and Julia V. Yavari. "PROBLEM OF ACHIEVING A FULL-FLEDGED REALIA TRANSLATION." Sovremennye issledovaniya sotsialnykh problem 14, no. 3 (October 31, 2022): 235–53. http://dx.doi.org/10.12731/2077-1770-2022-14-3-235-253.

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Background. The researchers’ task is to determine in due time the main trends leading to changes in languages, their structures in order to be able to influence negative phenomena, turning them into positive dynamics. Purpose. The purpose of the study reflected in this article is to establish the main methods and techniques for translating realia in a fiction text as well as to highlight the features of the transfer of Sovietisms from Russian into English and German and identify the difference in the transfer of the same lexeme from one language to another in a verbal and verbal-non-verbal environment. Materials and methods. Analyzing and comparing the translations from Russian into English and into German of the novel Heart of a Dog by M.A. Bulgakov and the film directed by V.V. Bortko of the same name Heart of a Dog , we can assert that translators, using many of the means and methods of conveying the realia in translation, sometimes agreeing in opinions, sometimes choosing different ways, giving preference to the means most appropriate to the specific perception of the works, most often choose such ways of conveying Sovietism as calcification, transcription, in most cases in the form of «vocabulary» transcription, which makes it possible to talk about the use of equivalents, functional analogue and replacement. Results. The data in the article demonstrate the difference of realia translation of the novel and its film adaptation. The results agree well with previous observations and prove the need for further study. Practical implications. The results reflected in the article can be used in research activity, in teaching and other spheres of education.

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