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Pier Paolo Pasolini's I racconti di Canterbury (The Canterbury Tales) (1972), a reinterpretation of Geoffrey Chaucer's The Canterbury Tales, is undeniably the most controversial – and perplexing – film in his Trilogy of Life. Marked by a cacophonous filming process, one in which English and Italian actors attempted to retell a collection of stories written in a form of English that has been extinct for centuries, the triumphs of I racconti di Canterbury have seldom been recognized. Pasolini's reinterpretation of Chaucerian dialect is especially understudied, despite how Chaucer was the first English writer to differentiate his characters through written language. My article first focuses on the dialect in Chaucer's 'The Reeve's Tale' (c.1400) and then, its reimagination in Pier Paolo Pasolini's film I racconti di Canterbury. My research highlights Pasolini's commendable fidelity to his source material and his success in replicating Chaucer's representations of class difference. [ABSTRACT FROM AUTHOR]

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July 21, 2023, Department of English Philology, Samara University, Social Sciences the humanities institute and the entire linguistic world of the Samara region suffered unrecoverable loss - a candidate of philological sciences, professor, professor of the department passed away English philology Antonina Aleksandrovna Kharkovskaya. It was she who stood at the origins development of English studies in Kuibyshev / Samara. She created her own scientific school and made it known not only within the Russian Federation, but also far abroad.

This paper addresses the issue of agency that could be traced in the performance of advanced Polish learners of EFL, students of English philology. The study presented in the paper set to investigate the students' self-reports on learning goals, behaviours and strategies typical of their language-based practices. The students were instructed to describe and reflect on all the learning activities they were involved in in both formal and informal settings by writing their reflective learning journals throughout a week's time. The examination of the data has provided a picture of the students' engagement in an interplay of academic and self-directed practices, which helped them meet different goals and ultimately contributed to the improvement of their language proficiency. The students demonstrated an awareness of language learning processes and an ability to reflect on aspects of their agency, referring, among others, to their intentions and motivations in pursuing their objectives. [ABSTRACT FROM AUTHOR]

Celebrating the importance of pedagogy in the founding editor's original vision for Modern Drama, this article begins and ends with a memoir of A. C. Edwards, who taught Marvin Carlson, the author's future doctoral mentor, and later the author himself at the University of Kansas. "In our days," Edwards wrote in the Foreword to the first issue of this journal in May of 1958, "it is too often assumed that research is the handmaiden of publication, whereas, as we all know, scholarly research may be done only in order to improve one's teaching." He practiced in his classroom what he preached. Trained as a medievalist in Old English philology at the University of Iowa, Edwards taught the dynamic relationship between written and spoken words, not only in Chaucer and Shakespeare but also in modern drama. A key technical challenge for modern dramatists, philologically understood, is how to represent unspoken thought. At this Henrik Ibsen excelled, and others have followed. Reading for "subtext," therefore, becomes both a compelling pedagogical approach and a rehearsal method, as demonstrated here by three first-hand accounts of faculty-directed student productions of plays by Ibsen and Suzan-Lori Parks. [ABSTRACT FROM AUTHOR]

As happened in the conflict between von Wilamowitz-Moellendorff and Nietzsche, even today there are philologists who do not believe that philosophy is a respectable science. One of them is Tom Shippey, a scholar of English and Germanic philology. In this paper I want to argue two things: 1) that in the golden age of philology, the major philologists were directly influenced by the philosophers; 2) that in a reform of the faculty of Arts and Humanities it would be possible to improve the syllabus of Philology linking it to philosophical texts, and to improve the syllabus of Philosophy by immersing it in the history of philosophy and its texts. [ABSTRACT FROM AUTHOR]

Higher education students in English medium instruction in non English-dominant countries use L2 to share ideas and demonstrate learning thorough the medium of English and are often required to enhance their ability to communicate in this language while studying. However, the conditions provided for these students in university courses may or may not be conducive to the development of their skills to effectively communicate in speech in academic contexts. This exploratory study presents preliminary results of a larger research project, conducted to design, implement and evaluate a theoretically-driven, genre-based L2 speaking course for academic communication. Drawing on skill acquisition theory and activity theory, in order to understand how aspects of the learning activity enable or hinder the development of genre-based L2 speaking, this study captures the experiences of ten participants – Polish undergraduate English Philology students – with various facets of the course. The results bring to the fore the teaching and learning strategies that the students most value and most frequently use within their educational context. Additionally, the study, being part of a broader design-based research project, offers draft principles for course design. [ABSTRACT FROM AUTHOR]

The present paper presents the results of a study which examined fluctuations in the levels of foreign language anxiety (FLA) in the virtual world Second Life (SL) and factors accounting for such changes as reported by a female student of English philology. The student participated in 14 sessions over the period of one semester. Using data gathered by means of a set of collection instruments, the study found that the participant's FLA was subject to some changes both during her visits to SL and from one session to the next. These ups and downs in FLA levels were affected by a host of negative (e.g. conversations with strangers, the lack of sufficient language, negative experience) and positive (e.g. conversations with familiar interlocutors, interesting topics, language progress) factors. [ABSTRACT FROM AUTHOR]

We are certainly living in the age of growing isolation, atomization and dehumanization of various forms of human existence and activity. This generalization applies in equal measure to present academic life, and the process has been greatly accelerated by the disappearance of many traditionally rooted forms of university life, as well as detrimental effects of all-pervading Covid-19 epidemic, both on university teaching, but also on the process of popularization and exchange of scientific knowledge. In contrast to present point-hunting nature of academic life where success is measured by the number of vaguely-defined and subjectively granted points the figure of Professor Jacek Fisiak stands out as the symbol of multidirectional academic success in various socio-political systems in which he happened to be active, both in Poland and on the international academic scene. [ABSTRACT FROM AUTHOR]

The objective of the paper is to show how important it is not to assume that the reading skill remains stable after being learned. Hayashi (2017) emphasises that "if you don't have the reading skills and if you learn history, physics or chemistry, you won't understand the definitions," which is why developing and monitoring reading skills well into 6th and 7th grades are required in a super-smart society. Pointedly, reading skills must be regularly practised and recycled to keep abreast with the influx of information a reader needs to process. One of the components of the reading skill is word knowledge (both form and meaning). As the present study strives to illustrate, defining and enumerating what it involves constitutes a major problem, even for English philology students. Therefore, programming languages of Web 3.0 are discussed in terms of mediating between academic (specialist) and pop-cultural (non-specialist) discourses, helping the reader to refine the content of the text they are exposed to. As the research shows, the algorithmic element of Semantic Web is helpful in taming the density of specialist texts, and it may ultimately serve a human to connect the dots of data and facts to create a base for knowledge as it offers openly accessible tools to determine inconsistencies of terminology to a wide audience of both specialist and non-specialist readers who can use appropriate skills, media and activities to evoke their personal response to science (research findings) which would otherwise be undecipherable due to its highly specialist lexis. [ABSTRACT FROM AUTHOR]

This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course "Constructive Classroom Conversations: Mastering Language for College and Career Readiness," hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer's narrative intentions, and the reader's expected reception. The suggested method also demonstrates students' progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings. [ABSTRACT FROM AUTHOR]

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows. Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users. This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

L2 classroom is a place and process that undergoes an array of incessant and concurrent changes affecting its main agents, i.e. the teacher and students in a non-linear and unpredictable manner. Various aspects of their cognitive and affective potential fluctuate and intensify or weaken depending on what is going on in a particular L2 learning/teaching environment at a particular point of time. The present paper, drawing on the idea of complexity, multifariousness and spatiotemporal situatedness of a language classroom, is intended to examine the likelihood and dynamics of the reciprocal co-occurrence of a range of practical English learning activities, learning styles and changes in motivation. In the first, theoretical part the authors will present literature review with a special regard to the complex dynamic systems perspective on motivation. The second part is devoted to a discussion of findings from the qualitatively and quantitatively oriented research conducted on two groups of English philology students. Data gathering instruments included the questionnaires investigating the subjects' while-class and after-class involvement, the learning style survey, the teacher's evaluation of conducted classes and participant observation. Obtained results revealed certain patterns of motivational variability in relation to the students' general learning preferences. [ABSTRACT FROM AUTHOR]

Examines the meaning of -wif compounds in the poem `Beowulf.' Description of Grendel as an agl...ca; Definition of the noun agl...ca in `The Dictionary of Old English'; Use of wif to refer to a woman.

This paper gives an overview of 71 persons who tried to obtain the right to give lectures on philology at the Faculty of Philosophy at the Jagiellonian Universityin the years 1862-1939. Out of them, 60 persons received the venia legendi, but 11 were denied that right. While the article takes into account a small group of scholars, some conclusions and generalizations can be made, such as, for example, that it is certain that philology schools were founded in Cracow. Thus, it is easier to capture the master-student relationship. Most of the privat-docents (docents), after obtaining the venia legendi, still remained "in school" and received university chairs not only at the Jagiellonian University but also at other universities. A Cracow's docent, who could not count on a chair at the Jagiellonian University - not because of inadequate qualifications but because of budgetary reasons - received a professor's chair at one of the other universities of the Second Polish Republic (not counting Lwow): in Vilnius, Warsaw or Poznań. [ABSTRACT FROM AUTHOR]

The years 1850-1918 were a period of intense development for the Jagiellonian and Lviv Universities. This process was especially visible when it comes to philological studies. On their example we can see the impact of reforms which stimulated the emergence of depatments and evolution of interests in scholarly research - from classical languages to modern philologies. The universities took up a conscious and independent process of building departments in the field of Romance and English languages, which added to their prestige. In the field of classical philology, after the first generation of German universities graduates, native scholars appeared. The Germanic departments were still entrusted to scholars from the German language areas, whereas for the Romance and English studies, they were given over to the alumni of Galician universities. Apart from the field of classical philology, the universities did not build up any major research programs. The scholars pursued their own broad interests, and because they had a great general humanistic foundation and knowledge of a few to dozen foreign languages, they developed numerous detailed studies, comparative studies and syntheses, and disseminated current research in textbooks and dictionaries. [ABSTRACT FROM AUTHOR]

The major objective set to this paper is to investigate the problem of how lexical fields may be applied in vocabulary teaching at various proficiency levels of formal education, namely the primary and secondary school. The analysis of several lexical fields, such as ANIMALS, SPORTS, TRANSPORT, and HOSPITAL indicates that word groupings may be delimited by the age of the students, proficiency level as well as cognitive skills. Rather unsurprisingly, teaching materials are more complex for older students but, at the same time, children may also be provided with lexical affinities, be it synonyms, antonyms or basic collocations. The experiments conducted among two different English philology groups were aimed at viewing CLOTHES and UNDERWEAR as multidimensional and thought-provoking fields which may successfully stimulate students to identify relationships between particular lexical items. The experiment proved to be beneficial for the didactic process owing to the fact that grouping has long been recognised as one of the most effective ways of introducing lexical items. The participants exemplified a variety of subcategories, and although some of them seem fairly obvious, it must be concluded that lexical fields as such encouraged the language learners to think critically and carefully since particular elements may be perceived as politically incorrect and inappropriate in actual teaching practice. [ABSTRACT FROM AUTHOR]

The concept of equivalence in translation is largely understood as the relationship existing between a source text and a target text, redefined for each and every act of translation. In contemporary translation theory it is accepted that translemic equivalence does not pursue ‘perfect’ but rather ‘acceptable’ renderings. On the other hand, the presence of metaphor in a source text proves problematic to the translator. Many efforts have been devoted in translation studies to the analysis of the variables that may have a bearing on the translation of metaphor. The present study is an attempt to gauge the impact of conceptual metaphor in translation studies and translation teaching of students of English philology. [ABSTRACT FROM AUTHOR]

The article reflects on the 2015 Annual Conference of the Belgian Association of Anglicists in Higher Education, held at the Vrije Universiteit Brussel and cosponsored by the Research Centre for Literary and Intermedial Crossings, which was devoted to the theme of adaptation. Topics mentioned include role of adaptation in the afterlife and institutionalization of art works, personal and cultural determinants of adaptations, and the politics and ethics of adaptation.