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The current article focuses on two main tasks: linguistic – to draw out the basic principles of rendering Hindi words into Bulgarian language, as well as culturological – to show the importance of a translator’s mission and his role as an intercultural mediator. Apart from the phonetic and phonological aspect of the matter, the article refers also to the clearly semantic point, related to the way of incorporating words and terms in a text’s integrity, no matter if it is a translation or any written work, related to Indian culture. The survey is based on several publications of the department of Indology (Indian Studies) in Bulgaria and on the author’s book „Pen, Chocolate And Two Rupees“ (in co-authorship with Nikolay Yankov). The method is holistic and attempts to offer a comprehensive insight into the connection between languages while correlating it with the one between cultures, placing the translator’s personality in the centre of this relation.
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Goethe and his Followers: Weltliteratur and its Afterlives. Goethe´s Weltliteratur, which recalls cosmopolitan ideas of the 18th century, drew attention to literature´s multicultural role in the international exchange and networks. His ideas were developed by subsequent scholars who reflected upon the importance of translations, literatures belonging to small nations, and putting in contact local and global aspects in their discussions about literary studies. Hugo Meltzl emphasized multilingualism for development of literary studies; Georg Brandes drew attention to the importance of small literatures; and Fritz Strich proclaimed that world literature should challenge the Eurocentric notion of literary studies.
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An observation is made that the linguistic worldview is grounded in values, which play a decisive role in the shaping of a given community’s (collective) identity. Therefore, it is postulated that the folk Slavic axiological system (the world of values cherished in folk Slavic traditions) be investigated. The project called (ETHNO)EUROJOS – parallel to EUROJOS, an international research programme headed by Jerzy Bartmiński and based on standard language varieties and “national” traditions – would thus be concerned with the values common to Slavic folk cultures. It has been shown that Slavic nations are much closer to one another at the level of folk cultures than at the level of national, elite-shaped cultures. A survey among distinguished researchers in various Slavic traditions reveals that the values important for Slavs are: health and life, family and kinship, home, land, work and diligence, love, beauty, happiness, wisdom, frankness, integrity, faithfulness, justice, freedom, honour, faith (religion) and God. A description of these values could follow the methodological assumptions of the Lublin Dictionary of Folk Stereotypes and Symbols.
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The idea of learning to read for social purposes from the first stage of school is maintained in the article in exact agreement with contemporary educational policies at European and national level. The importance of language literacy in the modern civilization of knowledge and the phenomenon of reading as a base of acquiring language literacy are discussed. On this background the problems of beginning reading instructions in Bulgarian and in English are interpreted and a classification of literacy technologies for teaching primary students that is based on the specific character of the corresponding writing system is presented. Theoretical statements are illustrated with some technological instructions for “entering” reading in Bulgarian and in English.
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This study analyses the cognitive semantics of the Bulgarian verbal prefix na- ‘on, onto’ and aims to reveal its core meaning. Using a comprehensive inventory of corpora examples, the analysis distinguishes a few subgroups of na-verbs pointing out how apparently distinct meanings correspond to the central spatial meaning in the semantic network of the spatial particle na(-) and how the different meanings of the prefix na- relate to each other. The focus is particularly on the relation between spatial and non-spatial meanings, and on the application of conceptual metaphors that contribute to a consistent and motivated meaning network of na-.
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Significance of the research problem: In their communication outside school, students often come across multimodal texts in forums, sites, blogs or texts integrating visual, sound, and animation components. The ever-increasing interest in communication, not only through language but also through multimodal texts, raises the question about studying the second type of texts in first language teaching and about their influence on the first key competence under the Common European Framework of Reference for Languages. In order to find an answer we seek the productive link between multimodal texts and digital competence. For this purpose we examine the attitudes of Bulgarian language teachers from secondary school to digital competence and its relation to Bulgarian language education. Theoretical Ideas: They are based on the Framework for Developing and Understanding Digital Competence in Europe.Research question: What is the attitude of Bulgarian language specialists to the digital literacy of secondary school students?Participants in the Survey: Bulgarian language teachers, linguists, BA, MA and PhD students, teaching Bulgarian language trainers.Procedures: We make an expert assessment of criteria and indicators for digital literacy through Google forms assigning values related to Bulgarian language teaching by the following scale: very important (2), important (1), minor (0) ), insignificant (-1).Working hypothesis: There exist criteria and indicators for digital literacy in direct relation with Bulgarian language teaching and the first key competence that can be explicitly explained. Zero hypothesis - there are no criteria and indicators for digital literacy in direct relation with Bulgarian language teaching.
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Media speeches and press texts constitute a dynamic database that makes available to the public a range of up-to-date information associated with the inalienable parameters of communication. Because of its identifiable physiognomy and its contribution to the profiling of the news, the political-media discourse guarantees a kind of comprehensibility, even intelligibility, allowing to impose a verdict and to reinforce the status quo. Thus, sociolinguistic analyzes consider stereotypical statements as a platform of shared opinions, common and pre-established judgments. Stereotypes function as the set of consensus aimed at constructing a semantico-pragmatic network in which the signifiers intersect, converge and tend, instinctively, to the same signified.
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The article aims at presenting, in terms of comparison, the ways of how the morphological category mood of the verb are developed in the actual textbooks, according to the new curriculum for the 7th grade in the general secondary education course of the Bulgarian secondary school. The observations lay on the base of eight textbooks with different authoring teams. Several key criteria have been selected, as number of lesson articles, terminology used, grammatical content, practical skills and didactic effect. The author expresses her views based on voluntary and gratuitous work for debugging the textbooks in Bulgarian language, which contributes to the enlargement of the professional and the broader social audience with interest to the topical issues of the Bulgarian education. Specific practical examples are discussed with regard to compiling HBO (National External Assessment) tests.
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The present text deals with the specific characteristics of the so-called “theme of youth” in Bulgarian cinema during the 70s and 80s of the 20th century. The development of the discussed theme is analyzed in the films “Trampa” (1978), “Mass Miracle” (1981), “Reflections” (1982) and “Megi” (1989). Special emphasis is placed on the role of the verses which are incorporated in these films as well as on the possibilities of interpretation that this creative gesture offers.
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By examining the “Path Through the Years”, the study draws conclusions about the construction of memory in the memoir realm of Konstantin Konstantinov. It traces the extent to which the literary history in the book approaches or departs from both the literary history proclaimed after 1944 and today. The reflection on the first reviews of “Path Through the Years” leads to conclusions about the shift in attitude towards the book over the decades, which supports the thesis that the past and the perceptions towards it are differentiated and reevaluated in accordance with the pulse of time.
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This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.
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The main purpose of this study is to explore the critical issues that impede an effective implementation of information communication technology (ICT) as related to higher education (HE) in Morocco. An e-readiness survey based on Harvard e-readiness assessment framework is administered in order to check the role of university in getting Morocco e-ready. First, a diagnosis is done at the level of preparedness of Moroccan institutions in networked areas of access, society, economy and policy. The data was collected from the annual reports of Moroccan Telecommunications regulations agency (ANRT), reports from the International Telecommunication Union (ITU), Global Information Technology Report (NRI), quantitative and qualitative surveys from previous research studies, and statistical websites. The findings reveal that Morocco has, apart from networked economy and local digital content, a fairly advanced e-readiness status in other indicators in the model of Harvard Centre of International Development. Ironically, such findings show that it is the Moroccan university that needs to catch up with society.
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Masculinization is spread in many languages because masculine names (masculinisms) are considered more prestigious in naming professions, activities, social status. It is therefore curious that masculine nouns are not perceived as politically correct names. Female names for the professional occupation of women in the media and in general speech-based practice often appear in a woman’s discrediting and discriminatory context that affirms their stylistic pejorative affiliation. However, they are preferred as politically correct nominations. Language reforms to create a culturally sensitive language recommend feminine nouns as non-discriminatory in terms of gender and as a mechanism for restoring gender equality in society. Based on the analysis of media texts, the article shows that the euphemistic use of masculinisms is the cause of preference for them. The ironic and negligent connotations of the feminatives tend to be avoided in speech practice.
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The article points out the spelling problems of Bulgarian words containing letters л and у. These problems are related with the mass incorrect articulation of Bulgarian alveodental consonant [l] as [ŭ] and its perception. Previous publications prove the existence of this issue which we consider in the frame of the Theory of Language Management. We hypothesize that the problem is ubiquitous and deep enough yet in primary school. So our goal is to set a discussion on the need of special attention to this topic. An experiment is presented with 84 8 – 9 year-old students in four primary schools – two of them situated in Blagoevgrad, one in Varna, and 1 in Popovitsa. The results prove our hypothesis and show a strong tendency towards spelling mistakes in words containing the Cyrillic letters л and у.
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Cet article se propose de dresser l’état des lieux des études traductologiques en Bulgarie au tournant du XXIe siècle. Il met en valeur les ouvrages saillants de la période post-totalitaire, qui ont tenté de faire changer les objectifs et les priorités de l’enseignement de la théorie de la traduction à l’université.
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The parameters of the syntactic relation and the mechanism of its formation are investigated.Variations in which the same positioning has a different syntactic function are indicated. Contact and distance can be considered as prototypes of the syntactic relation. We consider the use of a prototype correct, because the syntax assumes that there are both semantic relations and relationships that express them between the parts of the sentence. What predetermines or takes away the relationship is contact or distance.
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The article examines pairs of Russian-Bulgarian lexical units characterized by a high degree of formal and semantic similarity. Specific examples confirm the thesis that the dictionary article is a comprehensive and illustrative form for presenting the results of a comparative study. The dictionary articles are developed in accordance with the principles of active lexicography. The different meanings of lexical units are differentiated and detailed, and a much larger amount of information about their compatibility, their pragmatic and cultural features is provided. This model can also be applied in teaching the Russian language to Bulgarians.
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The paper discusses Slovak studies abroad focusing on lectorates of Slovak language and culture worldwide. It describes a current form of their functioning based on international bilateral contracts and contracts between universities, as well as the position of Slovak studies in the frame of philological and Slavic education at foreign universities, and current dynamics reflected in numbers of lectors (since some lectorates abroad were closed whereas others were established). The paper also mentions criteria for lectors of Slovak language and culture abroad, namely qualification requirements, selection process, models of financing lectorates as well as issues related to the labour code and legal issues. The paper also describes forms of the methodical support for lectors in the area of Slovak as a foreign language, namely preparing and distributing didactic materials, textbooks and methodical guidelines, seminars, summer schools, scholarships, mobilities, as well as accredited programmes of further professional preparation of lectors
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