Literatures, Cultures and Languages

Sofia Coppola's Lost in Translation and Isabel Coixet's Map of the Sounds of Tokyo choose to represent the difficulties of intercultural communication and the consequences of the encounter of the Self and the Other. This paper applies the parameters of the Conceptual Metaphor Theory to identify the underlying metaphors and how those metaphors change throughout the films as both directors intend to redefine concepts such as self or sUbject, two components of the person according to Lakoff and Johnson (1999). For this purpose, a comparative analysis is conducted of Tokyo and of the characters in both films. This paper compares Sofia Coppola's film Lost in Translation (2003) and Isabel Coixet's Map of the Sounds of Tokyo (2009 a) and their dramatization of intercultural communication from the point of view of the Conceptual Metaphor Theory. These films narrate the drama of intercultural communication in a distinctively and paradigmatically exotic city: Tokyo. This compa...

This article is a comparative analysis of Sofia Coppola’s films Lost in Translation (2003) and Isabel Coixet’s Map of the Sounds of Tokyo (2009). I argue that repetition is an important resource to metaphorical mappings as a result of the cinematic style of both directors. The repeated presence of food items and activities and also of Tokyo as a city are transformed from metonymic elements of the film’s background to personifications or sources mapped on the concept of Self (Lakoff and Johnson Philosophy) or of national identity. In these films Coppola and Coixet attempt to break away from the Hollywood cinema style by using all the resources to represent and communicate emotional states onto their audiences. Resume Le present article est une analyse comparative des films Lost in Translation (Sofia Coppola, 2003) et Map of the Sounds of Tokyo (Isabel Coixet, 2009). L’auteur pretend que la repetition est une source importante de metaphores liee au style cinematographique des deux cin...

This article is a comparative analysis of Sofia Coppola's films Lost in Translation (2003) and Isabel Coixet's Map of the Sounds of Tokyo (2009). I argue that repetition is an important resource to metaphorical mappings as a result of the cinematic style of both directors. The repeated presence of food items and activities and also of Tokyo as a city are transformed from metonymic elements of the film's background to personifications or sources mapped on the concept of Self (Lakoff and Johnson Philosophy) or of national identity. In these films Coppola and Coixet attempt to break away from the Hollywood cinema style by using all the resources to represent and communicate emotional states onto their audiences. Résumé Le présent article est une analyse comparative des films Lost in Translation (Sofia Coppola, 2003) et Map of the Sounds of Tokyo (Isabel Coixet, 2009). L'auteur prétend que la répétition est une source

This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the classroom. A discussion of the relevant literature shows that several scholars are beginning to challenge the monolithic view of the native speaker as the model to which the language student must aspire. The paper focuses on the specific area of teaching German language and culture, noting today's more diverse and contested approach to the teacher-learner transmission of language. It discusses issues of globalization, cultural diversification, and interdisicplinarity in conjunction with new language teaching methods, where the native speaker is asked not only to pose as a linguistic authority, but also as the cultural expert. By questioning this conflation, the paper argues for a replacement of the native speaker paradigm with the "cultural informant," who is equipped with advanced-superior proficiency and high grammatical competence. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Digital dissertations have been a part of academic research for years now, yet there are still many questions surrounding their processes. Are interactive dissertations significantly different from their paper-based counterparts? What are the effects of digital projects on doctoral education? How does one choose and defend a digital dissertation? This book explores the wider implications of digital scholarship across institutional, geographic, and disciplinary divides.

The challenge of the migrant on the alien we need a philosophy of emigration to be unsettled - one first has to be settled planning the unplannable from guest to guest worker thinking about nomadism nomads building houses "How goodly are your tents - Jacob" ex-perience reunification or networking? does the French nation still exist? exile and creativity conversation between Vil em Flusser and Patrick Tschudin.

This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the classroom. A discussion of the relevant literature shows that several scholars are beginning to challenge the monolithic view of the native speaker as the model to which the language student must aspire. The paper focuses on the specific area of teaching German language and culture, noting today's more diverse and contested approach to the teacher-learner transmission of language. It discusses issues of globalization, cultural diversification, and interdisicplinarity in conjunction with new language teaching methods, where the native speaker is asked not only to pose as a linguistic authority, but also as the cultural expert. By questioning this conflation, the paper argues for a replacement of the native speaker paradigm with the "cultural informant," who is equipped with advanced-superior proficiency and high grammatical competence. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.