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Статті в журналах з теми "Linguistic transmission process"
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Derbenyova, Lidiya. "CONTEXTUAL SUBTEXT INFORMATION OF A FOREIGN LANGUAGE TEXT: HERMENEUTIC APPROACH." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 75–87. http://dx.doi.org/10.24195/2616-5317-2020-30-5.
Повний текст джерелаАнотація:
The article focuses on the problems of translation in the field of hermeneutics, understood as a methodology in the activity of an interpreter, the doctrine of the interpretation of texts, as a component of the transmission of information in a communicative aspect. The relevance of the study is caused by the special attention of modern linguistics to the under-researched issues of hermeneutics related to the problems of transmission of foreign language text semantics in translation. The process of translation in the aspect of hermeneutics is regarded as the optimum search and decision-making process, which corresponds to a specific set of functional criteria of translation, which can take many divergent forms. The translator carries out a number of specific translation activities: the choice of linguistic means and means of expression in the translation language, replacement and compensation of nonequivalent units. The search for the optimal solution itself is carried out using the “trial and error” method. The translator always acts as an interpreter. Within the boundaries of a individual utterance, it must be mentally reconstructed as conceptual situations, the mentally linguistic actions of the author, which are verbalized in this text.
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Salsano, Michela. "La trasmissione dell’'ars dialectica' tra i secoli XV e XVI: Lorenzo Valla e Pierre de la Ramée." Mediterranea. International Journal on the Transfer of Knowledge 5 (March 21, 2020): 401–20. http://dx.doi.org/10.21071/mijtk.v5i.12470.
Повний текст джерелаАнотація:
This essay addresses the theme of the transmission of knowledge starting from the process of traslatio studiorum. Such phenomenon – which occurred between the ancient Greece and occidental Europe since the medieval period – was intended as the triggering phenomenon of a whole series of transmission processes, persisted untill the Renaissance. It is my intention to propose a double riding, considering the Mediterranean area as a transient space, where different current of thoughts have been screened by speculative and linguistical filters, represented by the overlapping of commentators and translators.
On first place, I intend to identify this phenomenon of knowledge's transmission, understood as transcultural process, taken in his historical connotation, that is as a process that commutes from one century to another. Secondly, considering the Arabic intervention concerning the translation and comment of Aristotelian auctoritates, I would like to analyze the delicate process of transmission and contamination between different systems of thought. Within these coordinates, it is my intention to focus on the contact between two systems of thought that applied such approaches in the Dialectic field, namely Lorenzo Valla's and Pierre de la Ramée's, better known as Petrus Ramus. I will take the cases of Valla and Ramus as examples of this phenomenon of translation: first, in the historical sense, since there is a shift of approach from century to century; secondly, in a geographical sense that affects the Mediterranean area, as both Valla and Ramus dealth with the linguistic problems linked to dialectic received from the Arabic heritage. I argue that these speculative currents might have come into contact, first, as the product of a long process of translatio studiorum, and then, as heirs of a tradition that had been influenced by the transmissions that had taken place in the Mediterranean.
In conclusion, the purpose of this note is to show the preliminary and little debated issue of the possible contact between two paradigms of thought which justified a change in the approach of the study of Dialectic between the major Italian centers of knowledge of the XV century and XVI century Paris. This creates the space for some hints of acclimatization of Valla's dialectic at the Ramus paradigm, thanks to the shifting of attention from the perfectly solid linguistic practice in Valla's logical philological method to the correct procedures of reasoning that were completely detached from the metaphysics dimension and projected towards the institution of the Methodus.
3
MOONEY, DAMIEN. "Transmission and diffusion: Linguistic change in the regional French of Béarn." Journal of French Language Studies 26, no. 3 (July 27, 2015): 327–52. http://dx.doi.org/10.1017/s0959269515000290.
Повний текст джерелаАнотація:
ABSTRACTThis article examines the seemingly dichotomous linguistic processes of transmission and diffusion (Labov, 2007) in the regional variety of French spoken in Béarn, southwestern France. Using a sociophonetic apparent time methodology, an analysis of nasal vowel quality provides evidence for the advancement of linguistic changes from below taking place between successive generations during the transmission process, as well as for change from above taking place in the variety as a result of exposure to diffusing non-local varieties of French. The results address Labov's (2007) assertion that it is rare to investigate incremental changes occurring from below in European dialectological studies and shed light on the transmission–diffusion interface by showing the adoption of an individual change from above to instigate a faithfully-transmitted counterclockwise chain shift in the regional French nasal vowel system.
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Sydyk, P. S., and K. K. Sadirova. "LANGUAGE REFLECTION: THE RELATIONSHIP BETWEEN LANGUAGE AND CONSCIOUSNESS ACTIVITY." Tiltanym 92, no. 4 (December 30, 2023): 110–19. http://dx.doi.org/10.55491/2411-6076-2023-4-110-119.
Повний текст джерелаАнотація:
The article deals with the problem of linguistic reflection and its implementation through the relationship between consciousness and linguistic activity. The problem of linguistic reflection is one of the urgent problems in modern Kazakh linguistics. Consideration of reflection in relation to language forms the basis of the concept of language reflection, and language has been shown to be an important tool in its definition. The materialization or verbalization of information that entered the human mind through language corresponds to the concept of linguistic reflection.The scientific work proposes a model of the process of language reflection. A review of the scientific understanding of the levels of linguistic consciousness was made, and the marking of information by a language unit and the transmission of the speaker's thoughts as an indicator of the connection between language and consciousness was presented by an analysis of an excerpt from A. Kunanbayev's poem. Linguistic units used in speech facts were considered from the point of view of the mental aspect. In the research work, definitions of the terms consciousness, linguistic consciousness, reflection, and reflexive are given and their meaning is revealed. The article uses methods of analysis, synthesis, description, and modeling based on the work of researchers of the concepts of language and consciousness, language, and reflection.The article aims to analyze the relationship between consciousness and language activity in the process of language reflection and present a model of language reflection. Achieving this goal includes the collection of theoretical data related to the use of the term "reflection" in various fields of science, a review of works that study the problem of language reflection, the definition of a model of the process of language reflection and the corresponding analysis of language units.
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Bimler, David. "Are Color Categories Innate or Internalized? Hypotheses and Implications." Journal of Cognition and Culture 5, no. 3-4 (2005): 265–92. http://dx.doi.org/10.1163/156853705774648518.
Повний текст джерелаАнотація:
AbstractThe considerable agreement across languages in the way they categorize the color domain, despite independent historical development, demands an explanation. One option is to postulate a universal innate representation of the color categories, 'hardwired' into each observer's brain. An alternative is that observers internalize their color categories through a process of cultural (linguistic) transmission, constrained by some kind of 'optimality hypothesis' to account for the cross-language agreement. A number of optimality hypotheses are reviewed. It is tempting to believe that the vivid experiential quality of the categories can only be explained if they are determined by innate representations rather than by linguistic imprinting. However, linguistic transmission of color categories – perturbed from their optimal boundaries by special circumstances – fits best with the experience of dichromats. Even for the 'primary hue' categories, where the case for innate representations should be strongest, the evidence is far from convincing.
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Abdunazarovna, Abdujabbarova Feruza. "LINGUISTIC AND CULTURAL CHARACTERISTICS OF METAPHORS IN THE LANGUAGE OF TURKISH SOURCES." European Journal of Higher Education and Academic Advancement 1, no. 6 (June 13, 2024): 65–70. http://dx.doi.org/10.61796/ejheaa.v1i6.614.
Повний текст джерелаАнотація:
In the article, the linguistic and cultural characteristics of metaphors in the language of Turkish sources are covered based on the work "Qutadg ʼu bilig". The author states that metaphor is a means of shaping the linguistic landscape of the world, like linguistic units that bring nominative and communicative goals closer together. However, this tool, unlike others, serves to create new concepts using pre-existing meanings in the language system. Therefore, metaphor not only serves to ensure the existence of meaning, but is also a mechanism of formation of this meaning and a means of its transmission in the process of communication
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Tkachyk, Olena, and Nadiia Zakharchenko. "MULTIMODALITY OF MODERN ENGLISH LANGUAGE INTERNET COMMUNICATION." Advanced Linguistics, no. 10 (November 30, 2022): 87–92. http://dx.doi.org/10.20535/2617-5339.2022.10.266944.
Повний текст джерелаАнотація:
The article is devoted to a critical review of modern works of leading Ukrainian and foreign researchers focused on the study of English-language Internet communication. The relevance of the research is determined by the fact that the Internet has given users an unprecedented freedom of communicative action, which did not exist in the former historical forms of communication, which overcomes geographical distances and social differences. A comprehensive analysis of the main characteristics and features of the functioning of Internet communication elements was carried out. Special attention is paid to the phenomenon of multimodality – one of the main features of Internet communication, which involves the use of several means or channels of information transmission. Multimodality describes communication in terms of the textual, audiovisual, linguistic, and spatial modes that are involved in composing and transmitting a message. Multimodal communication uses various semiotic modes, which are aimed at increasing the effectiveness of transmission and reception of messages. The functions of multimodal Internet text are considered, as well as the linguistic features of communication through the Internet, examples are given. While speech is the central code, non-verbal components also play an important role in the process of information transfer. The audiovisual component is a catalyst for the receiver's full perception of the broadcasted information. Multimodal linguistics is just emerging and is beginning to answer the question of the congruence of the functioning of all elements of Internet communication. Without a doubt, it is a necessary and important direction of modern linguistics, which studies the regularities of communication in the network. Keywords: Internet communication; Internet linguistics; multimodality; communication; modern Internet technologies.
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Takahashi, Takuya, and Yasuo Ihara. "Quantifying the spatial pattern of dialect words spreading from a central population." Journal of The Royal Society Interface 17, no. 168 (July 2020): 20200335. http://dx.doi.org/10.1098/rsif.2020.0335.
Повний текст джерелаАнотація:
Some dialect words are shared among geographically distant groups of people without close interaction. Such a pattern may indicate the current or past presence of a cultural centre exerting a strong influence on peripheries. For example, concentric distributions of dialect variants in Japan may be explicable by repeated inventions of new variants at Kyoto, the ancient capital, with subsequent outward diffusion. Here we develop a model of linguistic diffusion within a population network to quantify the distribution of variants created at the central population. Equilibrium distributions of word ages are obtained for idealized networks and for a realistic network of Japanese prefectures. Our model successfully replicates the observed pattern, supporting the notion that a centre–periphery social structure underlies the emergence of concentric patterns. Unlike what has previously been claimed, our model indicates that a novelty bias in linguistic transmission is not always necessary to account for the concentric pattern, whereas some bias in the direction of transmission between populations is needed to be consistent with the observed absence of old words near the central population. Our analysis on the realistic network also suggests that the process of linguistic transmission was not much affected by between-prefecture differences in population size.
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Shadukaeva, Z. S. "THE ROLE OF FAMILY IN THE FORMATION AND DEVELOPMENT OF THE CHECHEN LANGUAGE." BULLETIN OF CHECHEN STATE PEDAGOGICAL UNIVERSITY Series 1. Humane and Social Sciences 48, no. 4 (2024): 137–43. https://doi.org/10.54351/25876074-2024-4-48-137.
Повний текст джерелаАнотація:
The relevance of studying the preservation of the Chechen language is driven by the growing influence of globalization, urbanization, and migration processes, which pose a threat to the linguistic and cultural heritage of the Chechen people. Given the rapid changes in the social environment and everyday life, there is a need for a thorough analysis of mechanisms that contribute to the preservation and transmission of the native language. In this context, the family emerges as a key institution playing a central role in maintaining linguistic identity and cultural traditions. Therefore, this article aims to identify and analyze the role of the family in the process of preserving the Chechen language. To achieve this goal, methods of qualitative analysis of family traditions, oral stories, and customs were used, as well as the observation method of everyday communication in the native language within the family. The article identifies key aspects that contribute to the preservation of the Chechen language in the family environment and analyzes contemporary challenges that may negatively impact its use. Special attention is given to strategies for strengthening the family’s role in maintaining linguistic identity and practical recommendations for raising children in a multilingual environment. The materials presented in the article highlight that the family plays a crucial role in maintaining the linguistic and cultural identity of the Chechen people. The developed recommendations and proposed strategies contribute to enhancing the family’s role in the process of language transmission and preservation of cultural traditions, which is of significant importance for the sustainability of the Chechen language amidst contemporary changes.
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Simons, Greg, Mikhail Muhin, Vladimir Oleshko, and Anna Sumskaya. "The concept of interdisciplinary research on intergenerational transmission of communicative and cultural memory." World of Media. Journal of Russian Media and Journalism Studies, no. 1 (March 1, 2021): 64–72. http://dx.doi.org/10.30547/worldofmedia.1.2021.3.
Повний текст джерелаАнотація:
In this paper, the concept of studying the specifics of digital communication between the older (analogue) and younger (digital) generations in Russia is proposed. The process of communication opens up the possibility of a perception of communicative and cultural memory by the digital generation, which is in the process of socialization and awareness of cultural identity. We suggest methodological development and the testing of research methods into the transformation of communicative and cultural memory and ways of its transmission from the analogue to the digital generation of Russians. The proposed scientific and practical concept assumes the development of three basic directions. The first is related to the study of the general process of transformation of syncretic communicative and cultural memory in the digital environment. The second involves the study and modelling of media texts. Addressing the strategies of organizing multimedia narration and linguistic and statistical peculiarities of big data makes it possible to identify the language and conceptual markers of communicative and cultural memory in the texts of two different generations. Finally, the third one is related to the identification of the specifics of media consumption by generations, which implies the actualization of the transformation of journalistic competencies to work in the modern digital environment. These directions are developed using several approaches and methods: social-communication, cognitive, structural-semiotic, sociocultural, and linguistic. Such an interdisciplinary approach is necessary for the comprehensive study of intergenerational transmission of communicative and cultural memory.
Дисертації з теми "Linguistic transmission process"
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Béduneau, Violaine. "Des parents qui éveillent aux langues à l'écοle maternelle : médiatiοns, représentatiοns et dévelοppement langagier de l'enfant". Electronic Thesis or Diss., Normandie, 2025. http://www.theses.fr/2025NORMR010.
Повний текст джерелаАнотація:
L’objectif de ce travail est de comprendre comment un projet d’éveil aux langues auquel participent les parents peut constituer une médiation entre l’environnement scolaire et l’environnement familial, au profit du développement langagier harmonieux de l’enfant plurilingue.La transmission linguistique familiale s’inscrit dans un processus sans cesse renégocié (Barontini, 2014 ; Curdt-Christiansen & Huang, 2020). Les politiques linguistiques éducatives (Blanchet, 2017), les caractéristiques sociolinguistiques de l’environnement, les représentations linguistiques parentales (De Houwer, 1999, 2017) et l’agentivité de l’enfant (Humeau et al., 2023) conditionnent ces pratiques langagières familiales (Léglise, 2022). En France, la langue française est primordiale à la réussite scolaire et à la socialisation de l’enfant (Montmasson-Michel, 2016). Les langues et pratiques langagières des familles peinent à être reconnues et valorisées à l’école, excepté lors de séances d’éveil à la diversité linguistique (Dompmartin-Normand, 2011 ; MEN, 2023). L’entrée à l’école des enfants plurilingues constitue de ce fait une période sensible d’un point de vue psychologique, social, identitaire et linguistique. Elle peut influencer la transmission linguistique familiale et affecter l’harmonie du développement langagier de l’enfant (De Houwer, 2006), appréhendée dans ce travail selon un regard sociolinguistique.Afin d’observer les enjeux de telles séances pour l’harmonie du développement langagier de l’enfant plurilingue, nous avons mené une recherche-intervention dans deux classes d’une école maternelle située en REP+. Dans une démarche ethnographique, l’expérience langagière de dix familles qui y ont participé a été recueillie au moyen de captations vidéo, d’entretiens semi-directifs et de tests langagiers ELAL (Moro et al., 2018). Les analyses qualitatives pointent qu’un tel projet engage une médiation relationnelle, cognitive et langagière entre l’environnement scolaire et l’environnement familial (Coste et Cavalli, 2015 ; Alvir et al., 2024). Pour les parents et les enfants rencontrés, cette étude rend compte d’une appréciation complexe et située de ce qui fait la pluralité de soi et de l’Autre. Cet espace de médiation a un pouvoir émancipateur sur ses acteurs (Auger, 2008, 2014) : les parents développent leur réflexivité et les stratégies linguistiques familiales s’en trouvent renforcées. Les enfants prennent conscience de leur plurilinguisme et sont plus à même de l’exprimer (Molinié, 2011). Ces résultats tendent vers un bilinguisme harmonieux dans le sens où ces séances de médiations constituent des sutures entre les frontières que la scolarisation de l’enfant avait pu tracer. C’est notamment en accueillant et en valorisant en son sein les parents et les pratiques langagières familiales que l’école maternelle peut répondre aux enjeux affectifs, identitaires, cognitifs et inclusifs qui sont les siensThis research aims at observing how a language awareness project involving parents in school could constitute a mediation between school and family environments, participating in the harmonious bilingual development of the multilingual child.Language transmission within families is a constantly negotiated process (Barontini, 2014; Curdt-Christiansen & Huang, 2020). Language educational policies (Blanchet, 2017), the sociolinguistic characteristics of the environment, the parental attitudes towards their languages (De Houwer, 1999, 2017) and the child’s agentivity (Humeau et al., 2023) influence family language practices (Léglise, 2022).In France, the French language is essential to the child’s school achievement and social integration (Montmasson-Michel, 2016). Furthermore, extracurricul language practices are not usually acknowledged nor valued in school, except from sessions designed to awake children to linguistic diversity (Dompmartin-Lenormand, 2011; MEN, 2023).Hence, starting school is a critical period for multilingual children, especially from a psychological, social, identity and linguistic perspective. This could impact language transmission within the family and potentially affect the harmonious bilingual development of the child (De Houwer, 2006), which this study analyses from a sociolinguistic viewpoint. In order to understand the implications of such language awareness sessions on harmonious bilingual development, we conducted an intervention-based study in two preschool classes that were situated in a priority education network area. Using an ethnographic approach, the language experiences of ten families who participated in these sessions were collected by video recording, semi-structured interviews, and ELAL language tests (Moro et al., 2018).Qualitative analysis reveals that such a project involves relational, cognitive, and language mediations between the family and the school environments (Coste et Cavalli, 2015; Alvir et al., 2024). For the parents and children we met, this study reflects a complex, situated appreciation of what makes up the plurality of self and others. This space of mediation has an emancipating effect on its participants (Auger, 2008, 2014). Parents develop their reflexivity and the family’s linguistic strategies are strengthened. Children became aware of their bilingualism and have become better at expressing it (Molinié, 2011).These results tend towards a harmonious bilingual development, as these mediation sessions overcome the boundaries that the child’s schooling may have drawn. By welcoming and valuing parents and family language practices, preschools can respond to the affective, identity, cognitive and inclusive issues that are at the heart of the school
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Figueiredo, Carlos Filipe Guimaraes. "A concordancia plural variavel no sintagma nominal do Portugues reestruturado da comunidade de Almoxarife, Sao Tome (desenvolvimento das regras de concordancia variaveis no processo de transmissao-aquisicao geracional)." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2287040.
Повний текст джерела
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Mariani, Daniela. "La Vie des Pères : genèse et diffusion d'un recueil de contes exemplaires du XIIIe siècle." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0012.
Повний текст джерелаАнотація:
La Vie des Pères, un recueil de contes exemplaires du début du XIIIe siècle, vise la formation religieuse chrétienne en avançant un enseignement théologique dans la narration et dans les sermons de l’auteur (les prologues et les épilogues aux contes). À travers une perspective critique littéraire et historique, cette recherche analyse la genèse et la réception du texte. Les intentions poétiques de l’auteur déterminent une mise à jour d’une matière narrative préexistante, selon les thèmes spirituels dominants en 1215 environ (la confession, l’eucharistie, le célibat des clercs). Le public médiéval (XIIIe-XVe siècles) a interprété le texte à partir des supports physiques qui en ont permis la transmission. La tradition manuscrite est ainsi étudiée tel un ensemble de témoins de la présentation du texte: ses modifications dépendent des différents contextes (d’autres ouvrages religieux, textes profanes, textes non narratifs) et des différentes communautés interprétatives (les possesseurs des manuscrits, les lecteurs qui ont annoté les marges, les copistes qui ont structuré le recueil avec les rubriques). En résulte une générale cohérence de l’œuvre, entre sa fonction exemplaire et son utilisation effectiveThe Vie des Pères is a collection of exemplary tales of the beginning of the XIIIth century whose aim is to develop in its audience a Christian religious education by offering a theological teaching thanks to the narration and sermons (prologues and epilogues of the tales) of the author. The genesis and the reception of this text are analysed throughout a literary and historical critical perspective. The poetic aim of the author influences the updating of a narrative topic that already existed before the spiritual themes that were dominant around 1215 (confession, Eucharist and celibacy of the clerics). The audience has been reading and understanding the text starting from the physical media that passed the text down to us. The manuscript tradition is therefore studied as a group of different witness manuscripts that show us the text by more or less modifying and adapting it to different contexts (other religious works, secular texts, non-narrative texts) and for different audiences: the owners of the manuscripts, the readers that glossed the margins, the copyists that divided and organised the text in sections by rubrics. A substantial coherence between the exemplary aim of the text and its real use thus comes to light
La Vie des Pères, raccolta di racconti esemplari dell’inizio del XIII secolo, aspira alla formazione religiosa cristiana proponendo nella narrazione e nei para-sermoni dell’autore (i prologhi e gli epiloghi ai racconti) un insegnamento teologico. In una prospettiva critica letteraria e storica, questa ricerca analizza la genesi e la ricezione del testo. Le intenzioni poetiche dell’autore determinano l’aggiornamento di una materia narrativa preesistente ai temi spirituali dominanti intorno al 1215 (la confessione, l’eucarestia, il celibato dei chierici). Il pubblico medievale (XIII-XVsecolo) ha interpretato il testo a partire dai supporti fisici che lo hanno trasmesso. La tradizione manoscritta è così studiata come un insieme di testimoni di presentazione del testo, più o meno modificato e adattato a diversi contesti (altre opere religiose, testi profani, testi non narrativi) e per diverse comunità interpretative: i possessori dei manoscritti, i lettori che hanno annotato i margini, i copisti che hanno strutturato l’opera con le rubriche. Ne emerge una sostanziale coerenza dell’opera tra la funzione esemplare e l’utilizzo effettivo
Книги з теми "Linguistic transmission process"
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Simion, Samuela. Marco Polo, Il Devisement dou monde nella redazione veneziana V (cod. Hamilton 424 della Staatsbibliothek di Berlino). Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-321-2.
Повний текст джерелаАнотація:
The volume contains the commented edition of the Devisement dou monde based on the Berlin Staatsbibliothek - Preußischer Kulturbesitz Codex, Hamilton 424. The Hamilton 424 Codex, transcribed in Venice in the second half of the fifteenth century, contains the translation of a Latin model (whose features can be partially reconstructed virtually starting from some translation errors) and is the only known witness of V. Due to its characteristics, V represents a crucial point in the definition of the transmission dynamics of Polo’s book: its readings are confirmed, often in a broader form, by the Latin version known as Z. V strengthens the hypothesis that, after returning to Venice, Marco Polo modified the text written with Rustichello da Pisa in Genoa. Actually, version V represents the first step of this long process of rewriting, which probably occurred in several phases. This volume includes an introduction, the text edition, a textual commentary, as well as an index. A second and forthcoming volume will contain the linguistic analysis and glossary.
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Neidorf, Leonard. The Transmission of "Beowulf". Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501705113.001.0001.
Повний текст джерелаАнотація:
Beowulf is a foundational work of Western literature that originated in mysterious circumstances. This book addresses philological questions that are fundamental to the study of the poem. Is Beowulf the product of unitary or composite authorship? How substantially did scribes alter the text during its transmission, and how much time elapsed between composition and preservation? The book answers these questions by distinguishing linguistic and metrical regularities, which originate with the Beowulf poet, from patterns of textual corruption, which descend from copyists involved in the poem’s transmission. It argues, on the basis of archaic features that pervade Beowulf and set it apart from other Old English poems, that the text preserved in the sole extant manuscript (ca. 1000) is essentially the work of one poet who composed it ca. 700. Of course, during the poem’s written transmission, several hundred scribal errors crept into its text. These errors are interpreted in the central chapters of the book as valuable evidence for language history, cultural change, and scribal practice. The book reveals that the scribes earnestly attempted to standardize and modernize the text’s orthography, but their unfamiliarity with obsolete words and ancient heroes resulted in frequent errors. The Beowulf manuscript thus emerges from his study as an indispensible witness to processes of linguistic and cultural change that took place in England between the eighth and eleventh centuries.
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Gault, Erika D. Networking the Black Church. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479805815.001.0001.
Повний текст джерелаАнотація:
Through a digital ethnography of the lives of young adult Black Christians this book examines hip hop as a deeply spiritual practice. This work argues that digital Black Christians have created a new space in and beyond the Black Church, one that is linguistic and socio-temporal in design. In the process, they are changing physically located Black Churches, modes of church activism, communication practices around evangelism and Christian identity, and the transmission and consumption of Black Church cultural practices in popular culture. Digital Black Christians suggests a new direction in how we study people of faith in all ages and races, and in what constitutes “committed adherents.” The work examines the relationships, identity-formation, valuation, and visibility-seeking that occurs online, as these intimacies are intrinsic to many people’s religious experience. In outlining the intimacies that such technologies mediate and mediatize, this book implores us all—preachers, practitioners, and scholars alike—to catch up.
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Ehlers, Caspar, and Holger Grewe, eds. "Rechtsräume". Klostermann, 2020. http://dx.doi.org/10.5771/9783465144120.
Повний текст джерелаАнотація:
The development of normative orders in both the secular and the ecclesiastical spheres can be analysed as a configuration of new regulatory patterns or as a modification of existing ones. This richly illustrated anthology focuses primarily on the observation of dynamic changes through the regional, linguistic and cultural transmission of norms and practices. Archaeologists, natural scientists and historians ask about such processes, the investigation of which requires interdisciplinary and transnational approaches as well as diachronic comparative studies. The spectrum ranges from research on 'ancient DNA' in an archaeological context to the historiographical (re-)construction of identities and the investigation of the relationship between topography and domination in the European Early and High Middle Ages.
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Hardy, Grant. Textual Criticism and the Book of Mormon. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190274375.003.0003.
Повний текст джерелаАнотація:
The last several decades have seen the emergence of academically rigorous textual criticism of the Book of Mormon. This scholarly development has largely been based on a detailed analysis of the two earliest manuscripts and twenty of the most significant printed editions. Royal Skousen, a linguist at Brigham Young University, has been the driving force behind these efforts, which have culminated in the publication of multi-volume textual commentaries, photographical and typographical facsimiles of the manuscripts, and a reconstructed earliest version. Grant Hardy, in his “Textual Criticism and the Book of Mormon,” presents how these invaluable studies can be used by scholars to provide clues about the 1829 translation/dictation process of Joseph Smith and his scribes, the transmission of text, details of the narrative, and Smith’s attitudes toward the scripture he produced.
Частини книг з теми "Linguistic transmission process"
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Dobos, Balázs. "Cultural Autonomy, Safe Haven or Window-Dressing? Institutions Maintained by Minority Self-Governments in Hungary." In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy, 155–70. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_11.
Повний текст джерелаАнотація:
AbstractIn the history of national cultural autonomy (NCA) in Hungary, the emphasis since the mid-2000s has been placed on institutionalisation, with the aim of establishing, or taking over and maintaining various cultural and educational institutions with appropriate budget support by the minority self-governments (MSGs), the local variants of NCA. However, in practice this remained mostly on paper in the 1990s. But now there are hundreds of institutions—kindergartens, primary and secondary schools, dormitories, museums, libraries, theatres, research institutes, etc.—that are run by minorities. In this way, MSGs have become main actors in implementing linguistic, cultural and educational minority rights in the country.This is all the more important because recent experiences have shown that the transmission of minority languages and identities in families is now largely interrupted, and minority educational institutions have an increasingly important role to play. However, this has been somewhat controversial, and still characterises minorities to varying extents, with those previously recognised in the communist era remaining in better positions with their pre-existing networks of institutions. It has only been possible for the establishment of these institutions, recognised later under the 1993 Minority Act, to begin in the last two decades. In some places, the idea of MSGs taking over existing institutions met resistance from the local populations, especially parents. In other places, especially during the Orbán governments in the 2010s, such a takeover became a kind of escape route so that the school in the municipality would neither be closed, nor continue to be maintained by the state or the churches. It has also been a question of how these minority schools perform on a variety of indicators, and thus whether it is worthwhile for parents to enrol their children. In addition, some ‘institutions’, especially certain ‘research centres’ employing only one person, cannot be considered real institutions. To address the issues above, the major aim of the study is to introduce and analyse the complex process of institutionalisation, and to summarise and evaluate its experiences, especially with regard to the impact of these institutions on the linguistic, cultural and educational rights of minorities.
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Gault, Erika D. "Introduction." In Networking the Black Church, 1–40. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479805815.003.0001.
Повний текст джерелаАнотація:
This chapter lays out the book’s major argument, that digital Black Christians, through their webwork (networked racial religious performativity), have created a new space in and beyond the Black Church, one that is linguistic and socio-temporal in design. In the process, they are changing physically located Black churches, modes of church activism, communication practices around evangelism and Christian identity, and the transmission and consumption of Black Church cultural practices in popular culture. In short, they are rewiring The System.
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Gallo, Pasquale. "Educate in Narrative Thinking at University Through Bite-Sized Learning." In Optimizing Education Through Micro-Lessons, 254–67. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0195-1.ch014.
Повний текст джерелаАнотація:
University teaching, often characterized by lectures and mostly of a content character, can be reinterpreted taking into account the bite-sized learning. It is a functional methodology for learning young students, particularly in need of a teaching process oriented to the conceptualization of knowledge rather than the mere transmission of content. In a laboratory of linguistic education, held in the academic year 2022/2023, bite-sized learning was experimented with reference to the development of narrative thinking. The need to narrate and tell by building stories has always been felt by humanity, so much so that it can be considered innate in man and penetrate in his most intimate essence.
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Campbell, Emma. "Translating Nature in French Verse Bestiaries." In Reinventing Babel in Medieval French, 229–73. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192871718.003.0007.
Повний текст джерелаАнотація:
Abstract French verse bestiaries participate in translatio as an interlinguistic mode of textual transmission that disseminated the Greek Physiologus; they also use multiple, intersecting forms of translation to uncover the spiritual truths that the world was thought to contain. By engaging with the untranslatability of bestiary creatures, French bestiaries derived from the B-Isidore branch of the Latin Physiologus activate the ontological potential of translation as well as its epistemological capacities. Translation in these works is a way of understanding the world and of reflecting on (human) being itself. This use of translation is compared with Derrida’s concept of the ‘animot’, which uses linguistic translation to think beyond the supposed human–animal divide. Bestiaries expose the historical limitations of Derrida’s concepts of language and of the human–animal binary he deconstructs, while nonetheless sharing Derrida’s interest in translation as a process that reveals what animal and human natures have the potential to become.
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Popović, Virginia, and Brânduşa Juica. "LITERATURA ROMÂNĂ DIN VOIVODINA – INSTRUMENT DE FORMARE IDENTITARĂ PRIN EDUCAȚIE." In Inovare, integrare şi comunicare în spaţiul educaţional, 7–20. Editura Eikon, 2024. https://doi.org/10.56177/epvl.cap1.2024.ro.
Повний текст джерелаАнотація:
Romanian literature from Voivodina and education among the Romanian minority play a vital role in preserving the cultural and linguistic identity of the community. Literature captures the history, traditions, and values of Romanians in this area, maintaining a deep connection to their roots. Romanian schools in Voivodina actively promote Romanian literature by integrating it into the educational process through various methods. School celebrations and recitations are key moments where primary and secondary school students develop their expressive skills and learn to appreciate the cultural and literary values of their community. Additionally, textbooks are essential tools in this effort, including Romanian literary texts that contribute to the formation of students' linguistic and cultural identity. By incorporating these works into the curricula, a school keeps the literary tradition alive and ensure the transmission of Romanian cultural values to new generations. In this paper, we aim to conduct a detailed analysis of the educational plans and curricula developed by Romanian language teachers for students in Voivodina, as published on the Ministry of Education's website. We will examine how Romanian literature from Voivodina is included in school textbooks, focusing on an axiological analysis of the selected texts proposed in the curriculum. We will also propose criteria for selecting literary texts by Voivodina's writers to promote a more consistent presence of canonical Romanian literature in school textbooks in this region. Therefore, this paper will help improve educational content and enhance the cultural identity of Romanian students in Voivodina.
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Sherman, William E. B. "The Vanguard of Disbelief: Afghan Ethnicity and Temporality after the Roshaniyya." In Singing with the Mountains, 151–79. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531505677.003.0006.
Повний текст джерелаАнотація:
Akhund Darweza’s polemical response to the Roshaniyya did not merely include the careful explanation of their linguistic heresies that we find in The Treasure Chest of Islam. In Akhund Darweza’s other widely circulated text, The Remembrance of the Pious and the Wicked (“Tadhkirat al-Abrār wa-‘l-Ashrār”), Akhund Darweza inscribes one of the earliest genealogies of the Afghans as a community with a shared ancestor: King Saul of the Qu’anic-Biblical corpus. As Akhund Darweza specifically introduces The Remembrance as part of his critique of the Roshaniyya, we are left to ask: why braid genealogy to heresiography? This chapter explores the imperial logics of descent, belonging, and lineage that inform the process of “Afghan becoming” in the seventeenth century through an analysis of Akhund Darweza’s texts and their wide circulation amongst the Afghan communities of South Asia. In so doing, this chapter demonstrates that the consolidation of discourses on Afghan identity emerged in direct response to the apocalyptic semiotics of the Roshaniyya. As this chapter argues, Afghan becoming was not just a matter of descent; it was a contentious issue shaped by semiotic and epistemological concerns for stable lineages of knowledge transmission.
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Fabryka-Protska, Olha. "Folklore tradition as a system of spiritual and cultural symbols of the Ukrainian diaspora." In Art Spiritual Dimensions of Ukrainian Diaspora, 165–94. Primedia eLaunch LLC, 2020. http://dx.doi.org/10.36074/art-sdoud.2020.chapter-7.
Повний текст джерелаАнотація:
The aim of this section is to reveal the specificity of the folklore tradition in the system of spiritual and cultural symbols of the Ukrainian diaspora, which can be traced in various forms of functioning (revival, preservation, transformation, transmission). The methodology of the research lies in the synthesis of theoretical principles and methods, the leading of which are: systemic-analytical, historical, culturological, art studies, and others. The multifaceted nature of the research necessitates the application of an interdisciplinary approach and the integration of methods from humanities such as history, art studies, music art, culturology, and so on. The main principle of the work is a comprehensive approach. The ethnocultural experience of Ukrainians, fulfilling their important cognitive, educational, and socializing functions in the process of historical development, undoubtedly undergoes changes, but the ethnocultural heritage continues to live in the spiritual culture of the present. The musical folklore tradition, which until recently was preserved in the folk memory, is one of the oldest forms of spiritual culture of Rusyn-Ukrainians and Lemkos in the Carpathian region. In the first decades of the 21st century, the folklore tradition appears as a constantly active part of modern culture, particularly in the repertoire of artistic ensembles of many genres on the concert stage. The representation of its forms in transformed versions of folklore tradition (as folklorism) on the border between Ukraine, Slovakia, and Poland is traced in the functioning of amateur and professional artistic ensembles, the development of the festival movement, the preservation of linguistic dialects in musical genres, their popularization in compositional creativity and, undoubtedly, in concert performance.
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Cavaliere, Stefania. "Some Preliminary Remarks on the Prabodhcandroday Nāṭak by Nanddās." In Literary Cultures in Early Modern North India, 353–70. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780192889348.003.0014.
Повний текст джерелаАнотація:
Abstract This chapter offers a preliminary study on the Brajbhāṣā rendering of the Prabodhacandrodaya by the poet Nanddās (1570). This version may have been an ‘intermediary’ between the Sanskrit allegorical drama by Kr̥ṣṇamiśra (11th century) and the Persian by Balīrām entitled Gulzār-i ḥāl (1662–3). This text is presently unedited and raises several issues connected to his authorship and transmission. After pointing out how Nanddās adapts the Advaita Vedanta standpoint of the original to his doctrinal and linguistic perspective, we will focus on some innovations in his text, aiming at understanding the dynamics of its creation and circulation in the sectarian devotional context. Along with the stress on Krishna Bhakti, the dominion of the senses acquires crucial importance to proceed on the path of self-awareness represented by Yoga. This allows postulating a pedagogical function of the text and, consequently, its employment as a didactic tool for the devotees.
Тези доповідей конференцій з теми "Linguistic transmission process"
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KOPYLOVA, E. V. "GRAPHIC ORGANIZER AS AN ELEMENT OF THE FOREIGN LANGUAGE TEACHING PROCESS." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ, 501–4. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_501.
Повний текст джерелаАнотація:
Methods of visual representation influence the perception and understanding of information. The article examines the role of visual representation in the transmission of information and the reflecting possibility of meta-subject connections in the process of a foreign language teaching. The study emphasizes the importance of an interdisciplinary approach as a main trend in the development of education, identifying opportunities for interaction between various fields of knowledge in the learning process. The interdisciplinarity is the integration of knowledge and methods from various disciplines to solve complex problems. The author analyzes the model of information transmission, where the transformation of received information is converted into a thoughtform and subsequently into knowledge. The acceptance of new knowledge becomes possible only if the goals of the source and receiver of information have one common characteristic. The article presents a brief description of a foreign language class for students of a non-linguistic university. The author’s technology of visual representation is described, creation of a visualized thoughtform in the context of an interdisciplinary approach.
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Branzan, Leon. "Non-linguistic Thinking as an Effective Tool for Innovation in Education." In 12th International Conference on Electronics, Communications and Computing. Technical University of Moldova, 2022. http://dx.doi.org/10.52326/ic-ecco.2022/kbs.06.
Повний текст джерелаАнотація:
In higher education subjects are traditionally taught in the form of lectures, where teachers are required by the curriculum to cover a certain amount of content in order to prepare their students for subsequent courses or examinations. It has been observed that people struggle when they are required to memorize a lot of new information, this phenomenon is explained by the working memory theory [1], and the negative effect is amplified when teaching subjects like programming, with the links between categories of information that has to be memorized not clearly identifiable by beginners. Lecture material for programming courses often mixes language-specific information (keywords, syntactical rules, ready solutions), mathematical basis for a given solution (type theory, algorithm theory), hardware-specific limitations (computer memory management) etc. This often has drastic consequences for students’ success in later courses that rely on material from previous courses [2]. This paper argues, that the process of learning is not simply about transferring knowledge from teacher to student. In fact, knowledge does not have to be “existing in an objective manner” for subsequent transmission, it can also be “built in a constructive manner by the learner" [3]. Within a traditional educational process software engineering students find themselves in situations where text is used to reason about other forms of text: typically code examples are shown first, then the code’s structure and syntax are explained. While there is intrinsic value in reading code written by experts, reading explanations of that code is much less effective than trying to reason about the structure and function of a program, and various features of a programming language. This paper will attempt to showcase several teaching techniques that don't utilize textual explanations (either partially or completely), putting forward the argument that non-linguistic presentations can be more effective in teaching, under certain conditions. Several methods of achieving this effect will be described, with the main goal of appealing to the student's ability for computational thinking.