Search

The article is devoted to the issues of teaching world literature in secondary schools in the context of modern challenges in the world and the main aspects of education brought by these challenges. Here, the importance of world literature in the formation of students' planetary thinking in the teaching process is analyzed. The progressive role of these examples in the formation of students' logical, critical and creative thinking, teaching selected examples from world literature, the formation of cognitive and communication skills is emphasized. The study notes that the formation of national and human ideas, the development of personality in students is one of the main requirements of modern subject programs. The establishment of parallels between national and world literature is of great scientific and methodological importance in order to achieve such goals as the formation of a planetary image of the growing generation, the inculcation of ideas and ideas about the unity of the world.

Bài báo này trình bày kết quả nghiên cứu về thực trạng dạy và học tác phẩm văn học nước ngoài trong chương trình Ngữ văn bậc Trung học phổ thông (THPT), đi sâu tìm hiểu những thuận lợi và khó khăn trong việc dạy và học văn học nước ngoài đồng thời chỉ ra những nguyên nhân dẫn đến thực trạng đó. Bài viết không chỉ khẳng định vị trí của văn học nước ngoài trong chương trình Ngữ văn bậc THPT mà còn đưa ra một số giải pháp nhằm nâng cao chất lượng dạy và học tác phẩm văn học nước ngoài sao cho hiệu quả như: thay đổi phương pháp dạy và học văn học nước ngoài theo hướng phát huy năng lực người học, dạy học theo chủ đề, tăng cường các hoạt động ngoại khóa và sân khấu hóa văn học nước ngoài., {"references":["Đặng Anh Đào (2009). Văn học phương Tây, NXB Giáo dục.","Lê Huy Bắc (2009). Dạy học văn học nước ngoài Ngữ văn 11 cơ bản và nâng cao, NXB Giáo dục.","Lê Huy Bắc (2012). Giáo trình Văn học phương Tây, NXB Giáo dục.","Nguyễn Thị Thanh Hương (1998). Phương pháp tiếp nhận tác phẩm văn học ở trường phổ thông trung học, NXB Giáo dục.","Nguyễn Thị Lan (2010). Văn học nước ngoài trong nhà trường, NXB Hội nhà văn, Hà Nội.","Phạm Thị Liên (2020). \"Định hướng cách tiếp nhận văn học nước ngoài trong trường phổ thông ở Việt Nam\", Tạp chí Khoa học, số 37, Trường Đại học Sư phạm Hà Nội.","Phan Trọng Luận (2001). Văn học nhà trường, nhận diện, tiếp nhận, đổi mới, NXB Đại học Sư phạm, Hà Nội.","Phan Trọng Luận (2019). Ngữ văn 10, 11, 12, NXB Giáo dục.","Lưu Thị Ngọc (2010). Dạy học truyện ngắn \"Người trong bao\" của A.P. Sêkhốp ở trung học phổ thông theo hướng tiếp cận văn hóa, Luận văn thạc sĩ, Đại học Sư phạm Hà Nội.","Phùng Văn Tửu (2008). Cảm thụ và giảng dạy văn học nước ngoài, NXB Trường Đại học Sư phạm Hà Nội."]}

In the focus of attention – a collection of Albert Maltz’s letters to Raisa Orlova deposited in the funds of the Russian State Archive of Literature and Arts (RGALI). A brief review of Maltz’s biography allows to trace back the origins of his loyalty to the USSR which manifested itself in many ways. Being a member of John Reed’s Club and actively publishing his articles on aesthetics in the leftwing magazine New Masses, Maltz ended up serving criminal punishment for subversive anti-American activities. At the peak of McCarthyism hysteria, he was almost labeled as a Soviet spy. Soviet editorial policies towards Maltz’s novels and short stories provide conclusive evidence that literary critics in the USSR had a keen interest in his works and continued to treat him as a friend of the Soviet Union – a fact that seems exceptional against the background of the Cold War outbreak. Maltz’s relationships with Soviet Russia climaxed in his journey to Moscow when he intended to discuss some alarming political trends. At that time he got to know prominent Soviet figures who challenged his attitude to Stalinism and Soviet socialism. In the letters to Orlova Maltz mentions some facts about his work and life which he presented to the Oral History Project delivered by California University. At the same time, his correspondence features exclusive opinions on a number of matters which he did not voice publicly until late 1970s.

The article is devoted to teaching the world literature examples in Azerbaijani comprehensive schools. It was emphasized the importance of taking benefit of the world literature for the purpose of formation logical, critical and creative reasoning of students in the teaching process, and also the formation of cognitive and communicative skills. It was indicated that in the core of curriculum subjects widely reflected the formation of students' national and global analytic skills and their personal development. At the same time the state demand – proper and accurate implementation of the content lines and standards can be achieved through the training of examples of world literature.

The article dwells on the concept of linguocultural competence and methods of fostering it through teaching foreign literature in higher educational institutions. Considering “competence” to be an individual’s ability to gain knowledge, skills and experience enabling them to act effectively in a professional situation, the authors state that a translator/interpreter’s key competence seems to lie at the intersection of linguistics and culture. The aim is to shed light on linguocultural competence as cultural knowledge embodied in a particular language, on cultural semantics and the ability to apply appropriate lexical and stylistic items in situations of multilingual communication. To do so, a translator/interpreter will require a good understanding of common norms, rules and traditions within a language community; sufficient linguistic and culture-bound knowledge updated on a lifelong basis; ability, skills and motivation to ponder over values and attitudes applicable to a given culture. The problem of developing a would-be translators/interpreters’ linguocultural competence is of high relevance as it has not been studied in detail yet and previous research can only be seen as first steps towards designing viable methods. The authors reflect on their practical experience of creating textbooks on English literature and using them in class to ensure linguocultural competence development. The outcome of the research is the proposed structure for a foreign literature textbook that includes various types of linguistic and literary analysis – componential, stylistic, intertextual, and others. The results obtained might be beneficial for practicing university teachers as well as students engaged in independent linguocultural competence building.

Orientador: Maria José R. F. Coracini Acompanha 1 DVD-ROM o esemplar de tese do IEL Tese (doutorado) - Universdiade Estadual de Campinas, Instituto de Estudos da Linguagem Resumo: Este trabalho tem como objetivo geral ampliar as discussões sobre as representações de tradução, no contexto de ensino superior de literaturas estrangeiras, com base na visão discursivo-desconstrucionista. Para a análise e discussão, foram entrevistados professores de literaturas estrangeiras de nível superior, no Brasil e nos Estados Unidos da América, os quais responderam questões relacionadas à tradução, ao ensino de literatura e à leitura de textos literários estrangeiros. A hipótese de que o contexto de ensino superior de literaturas estrangeiras coloca a tradução como secundária é discutida e problematizada através da relação que se estabelece entre original e tradução e da discussão das representações que os sujeitos envolvidos têm de tradução, a partir de suas posições discursivas de professores e de leitores. Os resultados das discussões mostraram que as representações sobre tradução, no contexto brasileiro investigado, são construídas a partir de noções como: (in)fidelidade, autoria e originalidade, bem como da preferência pelo uso da língua estrangeira e pela leitura do texto original, problematizadas como resultado do lugar "entre-línguas" ocupado pelos sujeitos entrevistados. No contexto norte-americano específico e amostrado, as regularidades estão associadas à tradução como diferença, necessidade, dependência e suplemento, discutidas como resultado da hegemonia cultural da língua inglesa e da fragmentação identitária do sujeito pós-moderno, aqui chamado de sujeito traduzido. O aspecto comum, no resultado de análise dos dois contextos, foi observado no imbricamento do discurso institucional maior (discurso científico e institucionalizado) com as formações discursivas dos sujeitos ali constituídos Abstract: The aim of this research study is to enhance discussions on translation representation in foreign literature teaching, based on a discursive-deconstructionist view. Some professors of foreign literature were interviewed in Brazil and in the United States of America. The questions provided were specifically related to translation, foreign literature teaching in higher education and reading of foreign literary text. The hypothesis that translation is relegated to a secondary role, in the context of foreign literature teaching, is argued through the relationship established between original text and translated text and also through the discussion of the interviewees? representations of translation as professors and as readers. Some results of the discussion showed that, in the Brazilian teaching context under analysis, the representations were mostly related to: (un)fidelity, authorship and originality, as well as to the preference for the use of the foreign language and for the reading of the original text, which were discussed as a result of the "inter-language" place which interviewees interact with. In the North American context, representations of the interviwees were summarized as: translation as difference, necessity, dependency and supplement, argued as a result of the English language cultural hegemony and of the individual?s identity fragmentation in postmodern society. A common point was observed in both contexts: the overlapping of larger institutional discourse (institutionalized scientific discourse) with the individuals? discursivety constituted in and by that academic context Doutorado Teoria, Prática e Ensino da Tradução Doutor em Linguística Aplicada

The article examines the genre component of the work of Oscar Wilde. The authors of the article examined the types of conflict in his work, systematized the images, interpreted the key motives, identified the main themes, and characterized the way in which the author's principle was manifested. The article formulates the main narrative forms and systematizes the features of the manifestation of various genres in Wilde's work.

Author(s): Khan, Maryam | Abstract: “Do it for the kids,” cry climate activists, in an appeal to intergenerational responsibility. Climate change fictions make similar emotional appeals to their audiences by centering their plots around a family struggling to beat the odds of the Anthropocene. Electing the nuclear family as the genre standard reinforces heteronormativity, relies on the misleading catharsis of the “child savior” figure, and furthers procreational narratives. To examine the norms of the family in Cli-fi, this paper examines two popular short stories, “Quiet Town” by Jason Gurley and “The Smog Society” by Chen Qiufan and two Climate Disaster films, 2012 (2009) and The Day After Tomorrow (2004 dir. Roland Emmerich). To contextualize my exploration of such tropes, I consulted theory across multiple relevant disciplines: particularly, Edelman’s Queer theory of reproductive futurism and James Hughes’ work on Sociological Biopolitics informed my analysis. Close reading analyses found that even as Cli-fi work blocked the agency of children they also placed upon them the responsibility of maintaining and perpetuating generational and heteronormative tradition. Times of crisis within the story were mirrored by the destruction of the nuclear family, and times of environmental sustainability were signaled by the nuclear family. With this paper I hope to encourage further research into the emerging genre of Cli-Fi and the norms of gender enshrined within it.

Cette étude porte sur la réception critique des deux premiers livres de Zeruya Shalev, Vie amoureuse et Mari et femme, respectivement parus en traduction française chez Gallimard en 2000 et en 2002, à partir des dossiers de presse conservés par l’éditeur. Par-delà la réception de ces deux romans, que j’examinerai tour à tour, j’essaierai de suggérer, en mettant cette étude de cas en perspective avec mes travaux antérieurs et en cours (Sapiro, 2002, 2008, 2011a), une réflexion sur que ces critiques nous disent de la réception de la littérature israélienne et plus largement des littératures étrangères en France (j’inclurai les articles parus en Belgique et en Suisse à titre comparatif). In 2014, Zeruya Shalev won the prestigious Femina prize for foreign literature. This study of the reception of her first two novels translated in French in the written media examines judgments formulated at the two poles of the field of criticism, the pole of small-scale circulation and the pole of large-scale circulation, using Bourdieu’s field theory. Despite the difficulty for a newcomer from the periphery of the world market of translation to gain attention in central places like Paris, Zeruya Shalev obtained both literary recognition and attention from the media targeting a broader public. While the reception of her first novel, Love Life, was surrounded with a sulfurous perfume, the second, Husband and Wife, confirmed her full literary recognition. The paper analyzes the critical reception from four standpoints: morality, form and style, historical perspective and references. This case study is situated in the broader perspective of the reception of Israeli literature and of foreign literature in France. בשנת 2014 זכתה צרויה שלו בפרס הספרותי היוקרתי "פמינה". מאמר זה בוחן את התקבלותם של שני הרומנים הראשונים שתורגמו לצרפתית במדיה הכתובה הן זו המיועדת לתפוצה בקנה מידה מצומצם והן זו המיועדת לקנה מידה נרחב, אם להשתמש במונחים שטבע בורדיה. למרות הקושי העומד בפני פנים חדשות מן הפריפריה לעורר עניין בשוק התרגומים הבין-לאומי, ובמיוחד במקום מרכזי כמו פריז, הצליחה צרויה שלו לזכות בהכרה ספרותית ובתשומת הלב של המדיה הכתובה המיועדת לקהל הרחב. בעוד שהתקבלות הרומן הראשון, חיי אהבה, היתה אפופה בניחוח שערוריתי, התקבלות הרומן השני, בעל ואשה, אוששה את ההכרה בערכה הספרותי. המאמר יבדוק את הליכי ההתקבלות על פי ארבע נקודות מבט : גישה מוסרית, שאלות סגנון וצורה, פרספקטיבה הסטורית ואזכורים ספרותיים. חקר מקרה זה הוא חלק ממחקר רחב יותר על התקבלותה של הספרות הישראלית וכלל הספרות הזרה בצרפת .

The given article presents one of the famous English essayists William Hazlitt. His stylistic achievements and variety of interests reflected in his essays could become a subject for a close reading at English classes.