Language of Science

Este trabajo revisa las principales dificultades asociadas con el vocabulario de la química. Esta revisión ha permitido clasificar esta terminología en dos grandes grupos: términos técnicos y palabras no técnicas. El principal rasgo que hace difícil el lenguaje de la química es su polisemia. Para esta ciencia no sólo existen significados técnicos y cotidianos para un mismo término sino que además muchas palabras científicas han experimentado una evolución histórica en su acepción. Términos matemáticos y conceptos duales son barreras adicionales que los estudiantes de química deben superar. Además, muchas palabras académicas no técnicas se encuentran presentes en los discursos científicos, tanto en los de tipo descriptivo como en los argumentativos. Estos términos normalmente se desconocen por parte de los estudiantes en los primeros años de estudio de la química, lo que provoca nuevos obstáculos en el aprendizaje de esta disciplina. Palabras clave: Lenguaje de la química; Clasificación de los términos científicos; Términos polisémicos; Vocabulario académico; Obstáculos de aprendizaje en química. This paper reviews the main difficulties associated with the vocabulary of chemistry. This task has enabled to classify those terms in two main groups: technical terms and non-technical words. The main feature that makes difficult the language of chemistry to students is its polisemy. Not only are there both everyday and scientific meanings corresponding to the same term, but also many scientific words have experienced an historical evolution in their meaning. Mathematical terms and dual concepts are additional linguistic barriers that chemistry students must overcome. Furthermore, many academic nontechnical words are present in both descriptive and argumentative scientific discourses. These words are usually unknown by students in their first encounters with chemistry, which produce new obstacles in their learning of this scientific discipline.

En: Kikirikí : cooperación educativa Sevilla 2002, n. 64, marzo-mayo ; p. 51-55 Muy a menudo los profesores de las distintas materias se quejan de que los alumnos no saben leer, ni expresar sus ideas oralmente ni por escrito. En este artículo se discute sobre cómo afrontar estas y otras cuestiones, argumentando la necesidad de promover el desarrollo de la comptencia comunicativa del alumnado para el aprendizaje de las propias competencias de cada área de conocimiento y se analizan algunas propuestas en el aula con dicha finalidad, p. 55

The present study takes a cognitive approach to metaphor and investigates how conceptual metaphors underlying the metaphorical expressions are used in English diplomatic discourse and explores how they are translated into Arabic. The objective of this study is to uncover the peculiarities and the major types of metaphor represented in diplomatic speeches as well as translation decisions between two unrelated languages and cultures, namely English and Arabic. The theoretical framework relies mainly on Lakoff and Johnson's (1980/2003) groundbreaking Conceptual Metaphor Theory (CMT) and Mandelblit's (1995) Cognitive Translation Hypothesis (CTH). The study is carried out employing a contrastive analysis by identifying the most frequent conceptual metaphors underlying metaphorical expressions in the source text and their equivalents in the target text, and comparing them on the basis of the two schemes proposed in Cognitive Translation Hypothesis, so as to determine whether the translator preserves and/or transforms the conceptual mapping of metaphors of the source text while translating them to the target text.

This paper discusses the notions of sleeping and waking metaphors, the activation of metaphoricity, and deliberate metaphor use in the poem of Parmenides of Elea. In Parmenides’ fragments, I analyze linguistic expressions of the conceptual metaphor AN ARGUMENT DEFINES A PATH, showing that these can be viewed as "sleeping metaphors" which Parmenides "wakes up" at the outset of his philosophical discourse. By identifying rhetorical devices that signal Parmenides’ deliberate activation of these metaphors, I demonstrate how—and to what ends—deliberate metaphors serve as powerful tools in his philosophical argument.

This chapter is concerned with verb collocations in the specialized language of science. I pay attention to their semanticity, since my main objective is to discover the topics evoked in terms of their integrating elements. The methodology applied is as follows: first, I compile a specialized corpus of research articles; second, I automatically extract a list of collocation candidates, which is manually revised; third, the selected collocations are semantically classified. As this work is motivated by a previous study on noun collocations, I perform a comparative analysis. The findings are that noun and verb collocations share similar semantic frames, although the method employed in each study yields different, but complementary, results.

В дополнение к уже привычной «эпистемологии концепций» в статье предлагается вариант «полевых» эпистемологических исследований. Поскольку известный подход Б. Латура затруднительно применить в отечественных традициях, предлагается начать с самого доступного – с изучения технонаучных текстов, которые существуют в огромном количестве и широко доступны. Возможно преодолеть трудности, возникающие при чтении гуманитарием технических текстов, поскольку любой текст, в том числе и технонаучный, обладает риторическими характеристиками. Одной из характеристик технонаучного текста является его «объективность», обезличенность. В статье приводятся примеры таких текстов из журналов высокого уровня. Делается вывод, что техноученые используют в статьях позитивистский язык с его понятиями объективности, точности и фактов. Авторы статей помещают себя в воображаемую позицию «беспристрастного наблюдателя». Такой язык не позволяет ученым развивать современную внутринаучную коммуникацию, обсуждать такие проблемы технонауки, которые ранее считались «внешними» и без понимания которых современная наука не может развиваться. Превращение позитивистского языка в ритуализованный язык «здравого смысла» ученых, возможно, связан с общей тенденцией к бюрократизации науки и влиянием государства. Огромную роль в передаче правил и стандартов играет массовое высшее образование. Еще одним вероятным источником стандартизации упрощенного языка описания могут быть издатели научных журналов. Сами техноученые нечасто, но высказывают озабоченность существующим положением вещей, поскольку обнаруживают, что появляющиеся перед ними серьезные проблемы не только не поддаются пока решению, но и не могут быть понятно сформулированы. Эпистемологи, обладающие своими традициями и методами исследований, могли бы во взаимодействии с техноучеными помочь понять последним, какой именно «прозой» они пишут, разговаривают и в какие стороны можно развивать профессиональные языки и картины мира технонауки. Такие взаимодействия помогут и развитию самой эпистемологии. – Статья дополнена панельной дискуссией. - In addition to the already familiar “epistemology of concepts”, the article proposes a version of “field” epistemological research. Since the well-known approach of B. Latour is difficult to apply in domestic traditions, it is proposed to start with the most accessible – with the study of technoscientific texts, which exist in huge quantities and are widely available. It is possible to overcome the difficulties that arise when a scholar in the humanities reads technical texts, since any text, including technoscientific, has rhetorical characteristics. One of the characteristics of a technoscientific text is its “objectivity”, impersonality. The article provides examples of such texts from high-level journals. It is concluded that technoscientists use positivistic language in their articles with its concepts of objectivity, accuracy and facts. The authors of the articles place themselves in an imaginary position of an “impartial spectator”. Such language does not allow scientists to develop modern intra-scientific communication, to discuss such problems of technoscience that were previously considered “external” and without understanding of which modern science cannot develop. The transformation of the positivist language into a ritualized language of “common sense” of scientists is probably connected with the general tendency toward bureaucratization of science and the influence of the state. Mass higher education plays a huge role in the transmission of rules and standards. Another possible source of standardization of simplified language of description may be the publishers of scientific journals. Technoscientists themselves, although infrequently, express concern about the current state of affairs, since they find that the serious problems that arise before them not only cannot be solved, but also cannot be clearly formulated. Epistemologists, who have their own traditions and methods of research, could, in interaction with technoscientists, help the latter understand what kind of “prose” they write and speak and in what directions the professional languages and worldviews of technoscience can be advanced. Such interactions will also help the development of epistemology itself. – The paper is followed by the panel discussion.

This paper explored the integration of science and language instruction during a unit on plate tectonics in a 7th grade transitional bilingual classroom. As not many studies have explored engaging bilingual learners in the Next Generation Science Standards practices of argumentation and explanation, we sought to analyze emergent bilinguals' construction and communication of scientific arguments and explanations in oral and written forms. We collected both classroom video data and student written work. We first analyzed student work associated with the unit's culminating task as evidence of the students' developing proficiency with science ideas, cognizant of what emergent bilinguals at varying levels of language proficiency are able to do with respect to producing the language functions of explain and argue. For video data, we created event maps of all classroom interaction and then narrowed our focus to key moments of interaction to shed light on the relationships among...

From the beginning of philosophy of science, neo positivism proposed physicalism as the basic, common language to all scientific disciplines. We all know of its difficulties and failures. I will analyze the language used in a case of applied-and also basic-research in clinical medicine, so as to evaluate if it is possible an unique language in science, or if it is an unreachable dream. Even when our analysis is structuralist, this case allows us to reconstruct in a natural way the medical clinical theory by means of its exemplars, and not by mathematical models. When we finish our analysis, it will be evident that the old dream of neo-positivism is carried out, and that the language of science-more precisely, the language suitable to reconstruct scientific theories-is a kind of physicalist-and also nominalist-one.

The notion of successful literary translation and the destiny of metaphors have been a constant concern to translators and scholars in cognitive science. Studies of cognitive linguistics indicate that conceptual metaphors of any language are highly dependent on the cultural models of that language. A great deal of such studies has been devoted to the cultural conceptualization of body parts in different languages as the metaphoric embodiment of thoughts and emotions experienced by the speakers of that language. From the perspective of cultural metaphors, however, each metaphoric conceptualization is also indicative of specific subsets within a text, presenting the translator with even more challenges. However, cognitive theory of metaphor appears to be equipped with an extensive set of compatible ideas for coping with such challenging situations.

Este trabajo clasifica las dificultades que manifiesta el alumnado relacionadas con el lenguaje cientifico. Se analizan los aspectos problematicos asociados con: la gramatica de los textos de ciencia, los terminos que utilizan los libros de texto de ciencias, los problemas que se emplean para la evaluacion, las dificultades del alumnado para desarrollar capacidades de alta demanda conceptual, las escasas oportunidades que se proporcionan a los estudiantes para argumentar cientificamente y las actitudes del profesorado ante estos problemas linguisticos de aprendizaje. Finalmente, se presentan una serie de recomendaciones para integrar efectivamente la ensenanza del lenguaje de la ciencia en el aprendizaje de los contenidos cientificos.

: In this paper we attempt to make a review of the Renaissance metrical system - with special attention to the system of weights and dry/liquid measures- and to analyze its lexicographic studio. Most of this vocabulary is present in some works about mathematics, specially practical arithmetics. This great importance has been stressed by present-day scientific historians. The territorial and temporal diversities of the measures appear in those dictionaries which constitute an essential source for its study, namely Autoridades and Terreros, among others. In so doing, it is our aim to make a little contribution to the study about metrical lexis in the Renaissance Con nuestro trabajo procuramos realizar un repaso del sistema metrológico en la época renacentista, con especial atención a las pesas y medidas de capacidad, y analizar su tratamiento lexicográfico. La mayor parte del léxico analizado aparece recogido en obras matemáticas, especialmente en las aritméticas de tipo práctico, cuy...

En: Aula de Innovación Educativa Barcelona 2008, n. 175, octubre; p. 29-32 Se propone la escritura en la clase de ciencias como método didáctico para estimular y motivar al alumno en la descripción y explicación de fenómenos observados, siendo capaces de redactar, de forma coherente, causas y efectos de procesos y experimentos físicos o químicos que se producen en el medio natural. El objetivo se basa en que el alumno aprenda y comprenda la ciencia a través de su escritura., p. 32

Es gehört zu den grundsätzlichen Aufgaben der Geisteswissenschaften, sich über ihre eigene Situation klarzuwerden. Vor allem ist dies vonnöten, wenn ein Universitätsund Hochschulsystem wie das deutsche eine grundlegende und höchst problematische Umwälzung über sich ergehen lassen muß. Insbesondere für die Geisteswissenschaften sind die neuen Studienordnungen im Zeichen von "Bologna" und die sogenannten Exzellenzinitiativen eine Herausforderung, von der man nicht gerade behaupten kann, daß sie mit Bravour gemeistert worden wäre. Im Gegenteil. Schon seit Jahren zeichnet sich ab, daß auch von Geisteswissenschaftlern die aus völlig anderen Wissenschaftsbereichen stammenden Drittmittelanwerbungen verlangt werden (und zwar paradoxerweise auch von Geisteswissenschaftlern selbst), obwohl diese wie andere Kriterien auch, nicht zwangsläufig für bessere Forschung stehen. Entgegen einer lange Zeit herrschenden Vorstellung, die Geisteswissenschaften befänden sich in einer Krise, könne,...

The study analyses and compares the Polish, German and French translations of Lakoff and Johnson’s book Metaphors We Live By. Being a specialist publication in linguistics, it requires particular precision in translation. Special attention is paid to the ways of rendering meta-
phors in the target languages (TLs), simultaneously preserving the underlying concepts and making them sound natural to TL readers. As the results show, the translators managed to preserve most of the metaphors making the necessary changes, so the TL examples of metaphors can be said to be both equivalent to the SL ones and adequate in the TL.

This essay deals with the translation of certain metaphors in a journalistic political essay. It focuses on metaphor as a conceptual and rhetorical device, and on the translation of metaphors that make use of the source domains NATURAL FORCE and ILLNESS. The aim of the essay is to investigate to what extent the two source domains are transferred to the target text in translation, and to show how the fact that metaphors are both conceptual and rhetorical is reason for why they should be transferred when possible. The study is quantitative in that it looks at frequency of source domain transfer into the target text and at the frequency of a few metaphor translation methods, and it is qualitative in that it explains how the metaphors are both conceptual and rhetorical choices on behalf of the author, and in that it explains and analyses the processes leading to certain metaphor translation strategies. The study finds that four different methods are used when translating the metaphors in questions and that it is by far most common to directly translate them. The second most common strategy allows for the source domain to be transferred to the target text but for the actual lexemes or phrases belonging to it to be exchanged for other lexemes or phrases within the same source domain.

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surround it. It is based on Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of analysing texts: description, interpretation and explanation. In addition to analysing the advertisement at hand in terms of these three levels, the study includes semistructured interviews conducted with English language teacher candidates. The purpose is to explore the social function of advertising not only from sounds, sights and language of the text, but also assess the impact of these on teacher candidates' views. To this end, three teacher candidates were interviewed; they were asked to explain how they related the advertisement to their own context. Findings from the inductive content analysis of interviews point to the fact that there is a close connection between the advertisement discourse and the "teacher" image in the minds of participants. The core results imply that integrating discourse analysis activities in teacher education programs can be fruitful in regard to gaining insight into how to question ideologies critically and resist manipulations. Thus, teacher candidates will be able to teach their future students how the use of language influences our understanding of social or moral issues transmitted through media.

Arabic poetry has long taken precedence over other literary forms. It is the oldest form of literature known in the Arabic language, dating back to year 400 A.D. In the context of translation, poetry poses a few daunting hurdles in attempting to reach equally metaphorical meanings in the target language. This article seeks to illustrate the cultural problems witnessed in translating culture-bound metaphor. For this purpose, poetry by prominent Arab poet Nizar Qabbani is the main reference and the selected case study in the article for the poet’s place and contribution in Arabic poetry. The theoretical framework adopts two translation models— Newmark’s Semantic Translation and Den Broeck’s literal, paraphrase and substitution. In addition to illustrating difficulties emanating from translating culture-bound metaphor, the article will present a comparative analysis of two translations of one poetic text, thereby hopefully serving as a valuable contribution to the area of cultural meta...

Wissenschaftssprachen im Wandel der Zeiten Die grossen Wissenschaftssprachen im Überblick Zur Eingrenzung des Themas, zu dem ich eingeladen wurde, beschränke ich mich auf die Stellung und Funktion von Wissenschaftssprachen-den Umfang und die geographische sowie fachliche Ausrichtung ihres Gebrauchs-und verzichte weitgehend auf Ausführungen zu ihrer Struktur im eigentlich linguistischen Sinn. Dabei befasse ich mich mehr mit Wissenschaft im engeren Verständnis und weniger mit Technologie und konzentriere mich auf die zur jeweiligen Zeit vorherrschenden Wissenschaftssprachen. Wissenschaft verstehe ich in diesem Kontext in der Weise, dass ihr Interesse sich hauptsächlich auf die Optimierung von Wissen richtet-im Gegensatz zum in der Technologie vorherrschenden Interesse an der Optimierung menschlichen Handelns (Erleichterung oder Beschleunigung von Arbeitsvorgängen etc.). 1 In der Beschränkung auf Sprachen mit hauptsächlich wissenschaftlicher Funktion schließe ich auch solche Sprachen aus meiner Darstellung aus, die in erster Linie religiösen Zwecken dienten oder dienen. Als vorherrschende Wissenschaftssprachen verstehe ich vor allem diejenigen, die über ihre Muttersprachgemeinschaft hinaus für die Kommunikation von und über Wissenschaft gebraucht werden, tendenziell im gesamten Kommunikationsraum der jeweiligen international kommunizierenden Gemeinschaft von Wissenschaftlern. 2 Aufgrund dieser Spezifizierungen kommen vor allem viele frühe Schriftsprachen, mit denen sich die Altertumswissenschaften befassen, für meine Ausführungen nicht in Betracht, z.B. Sumerisch, Aramäisch oder Alt-Tamilisch. 3 Innerhalb des so begrenzten Horizonts bleiben die folgen

Division ofReligious and Theological Studies Boston University A number of prominent popular science writers have recently argued for the active appropriation of scientific language in the formulation of modern ideologies and ethical systems. A critical examination of scientific narratives in light of contemporary theories of metaphor and relevance suggests that scientific language indeed harbors the same emotive potential that is traditionally ascribed to religious language, and can exhibit potent transformative effects in shaping human thought. Also highlighted through this approach are the challenges of constructing scientific metaphors that are generally meaningful, accurate, and ethically responsible.

Türk halklarının ortak olarak kullana bileceği bir iletişim dilinin olması bu günümüz için çok önemli bır konudur. Dil birliğine giden yolda bu gün Türkiye Türkçesi en yaygın, kabul gören bir dildir. Ayrı-ayrı Türk devletlerinde üniversitelerin ve okulların açılması, televizyon programlarının yayınlanması, kurultay veya sempozyumların sık sık organize edilmesi bu işi daha da hızlandırmaktadır. Türk dilinin Türk dünyası için ortak dil olacağı getdikçe daha çok gerçekleşiyor. Bu, büyün Gazi Mustafa Kemal Atatürkün vasiyeti, Türk halkının öz diline ve
önderine olan saygısının sonucudur. Türkiye Türkçesinin hem dünya dili, hemde Türk dünyası için ortak iletişim dil olma sürecinde onun kendi dahilindeki bazı sorunlarının çözülmesi günümüz içi önem taşımaktadır. Küreselleşen dünyada politik, ekonomik, medeni ilişkileri en üst
düzeyde kurmak için Türk dilli halkarın ortak bir konuşma (iletişim) diline ihtiyacı vardır. Bunun için Türkiye Cumhuriyetinin konştuğu Türk dili günümüzde tüm Türk dünyası için ortak iletişim dili gibi kullanmak mümkündür ve gereklidir. Araştırmamızda Türkçenin bilim dili olmasından
ve Türk dünyasında ortak iletişim dili olma imkanlarından ve sorunlarından bahsedeceğiz.

Phraseological units present great interest for linguacultural studies as they reveal the worldview of the people speaking a given language. The present article is an attempt to apply the Theory of Conceptual Metaphor to the analysis of idiomatic phraseological units denoting fear in the Romanian and English languages. It has already been established that most of the idioms reflect in their form some cultural and historical information that is known to the native bearers of the language. At the same time, we believe that there is a group of idioms that can be analysed taking into account the conceptual metaphor that is of a universal nature. To this end, the notion of cognitive analysis will be introduced and finally, we will carry out a comparative culture-oriented analysis of English and Romanian phraseological units denoting fear trying to identify the conceptual metaphor underlying the idiom.

El proceso enseñanza-aprendizaje es tan complejo y depende de tal cantidad de variables que no se puede encontrar una simple receta para el éxito. Henry Bent (1975), en un artículo que titulaba You cant win (usted no puede ganar) refiriéndose a la enseñanza de la Química, describía las ventajas e inconvenientes de cada técnica, medio o método utilizado y terminaba concluyendo, con una terminología muy química, que por cada equivalente ganado en la utilización de un método determinado había siempre un equivalente perdido.

This dissertation explores ELs’ writing experiences in major science writing
tasks and their awareness of science register through interviews, writing samples, and classroom observations. A situational analysis of five writing tasks provides an ethnographic description of writing across four high school science courses. Another component of this dissertation is an
examination of ELs’ personal experiences with science writing tasks. Lastly, ELs’ developing understanding of scientific writing and register is investigated using a comparative method grounded in corpus-based register studies.
The findings indicate that science courses integrate short writing daily and few extended writing tasks throughout the year. Limited EL engagement in science learning and writing was a critical finding as an impact of ELs’ developing language proficiencies as well as remote learning during the recent Covid-19 pandemic. In coping with the writing tasks, ELs brought
some critical assets to science writing situations such as translanguaging and technology use for translation. However, ELs struggled with sentence constructions and precise language use. Patchwriting was common in writing tasks, which required the use of teacher-provided resources
(e.g., teacher notes, scientific articles). ELs’ understanding of scientific writing practices and register demonstrate their struggles with writing and certain misconceptions regarding disciplinary practices and language use in science classrooms. ELs also show high sensitivity to vocabulary, a characteristic of science register, compared to other register features such as grammatical structures. ELs’ writing and learning experiences influence register perspectives. Some teachers were more dedicated to knowing ELs better and engaging them in science through multiple forms of actions (e.g., after-school meetings, texting).

Internationalisierung ist heute als erklärtes Ziel in Strategien von Universitäten und Bildungsministerien unterschiedlichster Länder verankert. Zu Internationalisierungsbestrebungen gehören z. B. die Förderung der Mobilität von Studierenden und Hochschulpersonal oder die Schaffung vergleichbarer Studienabschlüsse. Im Streben nach Spitzenforschung sind Lehr-und Forschungspersonal sowie Doktoranden gehalten, in internationalen Projekten zu forschen und in begutachteten internationalen Foren zu publizieren. Was aber ist eine internationale Publikation? Welche Rolle spielen Sprachen im Prozess von Internationalisierung der Universitäten und Hochschulen? Welche Konsequenzen haben Internationalisierung und Englisch als Lingua franca der Wissenschaften für die Inhalte der Forschung? Für Doktoranden und Forscher stellt sich die Frage kurz und knapp so: In welcher Sprache sollte ich publizieren?

English language teaching has newly been introduced to preschool curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to preschool children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction) and control groups (traditional instruction) equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1) PBL was rarely adopted in EFL classes in Turkey, (2) PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3) young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

English language teaching has newly been introduced to preschool curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to preschool children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction) and control groups (traditional instruction) equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1) PBL was rarely adopted in EFL classes in Turkey, (2) PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3) young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

Wer den Festreden, die zur Würdigung verdienter Wissenschaftler, insbesondere aus dem Anlass der Übergabe von Festschriften, öfter einmal gelauscht hat, dem werden gewisse Ähnlichkeiten nicht entgangen ein. 1 Das kann bei ritualistischen Veranstaltungen nicht anders sein. 2 Um 1 Es gibt verschiedene (a) Wissenschaftskulturen, (b) Wissenschaftsdisziplinen, (c) Milieus, (d) Habitusvarianten des Geehrten usw.; und die "Üblichkeiten" können je nach Situation anders ausfallen. Im Fall des vorliegenden Textes kann es also nur um eine mittlere Lösung gehen, die zugleich wenig einfallsreich ist, aber für mittelmäßige Veranstaltungen einigermaßen typisch sein dürfte. Die Typisierung bringt es natürlich auch mit sich, dass wir im Beispielfall von einem männlichen Wissenschaftler sprechen, und die Mehrzahl der hier vorgestellten Module atmet zudem den Geist der alten (bildungsbürgerlich-humboldtianisch geprägten) Wissenschaftsauffassung, sodass sich in der Festrede Honorigkeit mit Pathos und Langeweile vermischt. (Es handelt sich ja bei einer Festrede im Verein mit einer anstehenden Pensionierung/Emeritierung um die ältere Generation.) Einen anderen Schwerpunkt würde man setzen, wenn es sich um ein technokratisch-positivistisches Milieu handelt, wie es etwa in den Ingenieurwissenschaften der Fall ist; dann würde man einen stärkeren Akzent auf die Erfindungen, Patente und dergleichen legen, da sich "wissenschaftliche" Leistungsfähigkeit in diesem Falle, dem Selbstverständnis entsprechend, auch monetär und industriepolitisch stärker niederschlagen muss. 2 Es handelt sich ohne Zweifel um ein Ritual, und deshalb sind bestimmte Aspekte zwingend; so wäre es peinlich, wenn beispielsweise auf die Anverwandten, insbesondere die in der ersten Reihe sitzende Ehefrau, nicht Bezug genommen würde: Das gehört sich

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The construction of the first lexicographic works in Spanish and other languages says a lot about how later dictionaries were built from a methodological perspective, especially those published by the Real Academia. After a revision of the origins of the first largest dictionary of Spanish, known as Diccionario de Autoridades (1726-39), we aim at providing examples about the criteria followed by its collaborators in the task of adding words to it, which it was justified by the language use of well known writers and works (auctores). We focus on the study of one of the auctoritates, Fuero Juzgo, a medieval codex of Spanish laws (13th century). The methodological treatment of this dictionary comes from the lexicographical Italian and French traditions (Vocabolario della Crusca and Dictionnaire de la Académie Française), although there were differences in the way of selecting the words. The concern for gathering as many words as possible leaded to the inclusion of terms of different tr...

Independent learning has gained a special attention in English Language Teaching (ELT) for fairly forty years. And in recent years, the prominence of autonomous learning as well as the active participation of students in leading their studies, not only in but also out of the classroom, has been dramatically acknowledged. Typically, the traditional teaching style is missing this attribute and the students are not engaged in the learning process. Though, confirming that students are prepared to undertake this responsibility as well as maintaining them in such a role is often said not to be clear in rehearsal. Thus, it is indispensable to explore the English language teachers' conceptions of learner autonomy and find out if they have the means for fostering it in their classrooms. Hence, the current study examined the EFL teachers' conceptions of learner autonomy and to what extent their understanding was applied in their actual teaching practice. To do so, 36 English language teachers were the participants in this study. Utilizing a mixed method, the researcher used a questionnaire and semistructure interviews to collect the required data for the current study. The results showed that the teachers' actual teaching practices contradicted with their theoretical conceptions about learner autonomy.

In contemporary western countries, scientific report were published in Latin previously, but later on the scientist started to produce in their national languages. In Turkey, we avoid using Turkish al a language of science, disfavor it, oppose the idea of creating new terms, and take stand against instruction in the mother tongue, but still claim that we do science in this way. Teaching foreign languages, teaching a subject in a foreign language, and publishing a scientific report in a foreign language are all different matters. Therefore, widespread use of a given language never necessitates setting Turkish aside. We should pay attention to our mother tongue, make effort to teach it, and especially the unnecessary efforts to teach through a foreign language instead of overcoming in adequacies in teaching foreign languages. We should give up the baseless opinion that Turkish is not a language of science; we should see the fact that it isn't Turkish, which is insufficient, but those who avoid using it themselves. We give our academicians, scientists higher points in their academic promotions, reward them in this way for their publications of their reports written in a foreign language in internationally well-known journals, but we consider publications in Turkish inferior. Every responsible scientist living in this country must use the scientific knowledge he produces primarily for the prosperity of this nation and country. He must be a careful and attentive researcher who uses not only every single statement or phase but also every single letter mindfully. In addition, he must be a good citizen, a patriot who loves Anatolian territories, Turkish flag, conventions, and traditions.

Muy de vez en cuando, uno tiene la suerte de que le caiga entre las manos uno de esos libros que, sin pretenderlo, de manera desapercibida y tras su lectura, le dejan con ese sabor de boca que Tolkien afirmaba de sus propios libros: "escribir libros que a uno le gustaría leer". Aquí el asunto contrae sólo una pequeña distinción, pues la experiencia es la de leer un libro que, al final de todo, a uno le hubiese gustado escribir. Así no se mide. Antropología de la medición la España contemporánea de Fernando Ros Galiana es, sin duda, un libro de esa especie. Pero además, su empatía contiene la sorpresa que todo buen libro posee de cara al lector. En primer lugar, su sorpresa comparece en el propio tema tratado: "Desde una perspectiva antropológica, presentamos una investigación sobre determinados conceptos, situaciones y procesos, presentes en el complejo hecho social y cultural de medir. Esta obra se propone la descripción y comprensión de los denominados Sistemas Métricos Tradicionales, consuetudinarios o premétricos [en España]; en suma: diferentes al hegemónico Sistema Métrico Decimal" (31). Se trata de un tema aparentemente sencillo, concreto, metodológicamente poco expuesto y con un cariz rallando lo secundario. Sin embargo, tal y como avanza el libro, uno descubre, simultáneamente, que el tema ahonda de modo nuclear en temas cruciales de la epistemología o el trabajo de campo, y, al mismo tiempo, empieza a entender por qué la historia de la antropología se ha hecho en base a la explicación de, por ejemplo, "robos de ovejas en Marruecos" (Geertz), entre otras, o "vacas que sustentan un país" (Harris), y que, en ese sentido, escribir grandes libros no tiene por qué pasar por recoger grandes y pomposos temas.

The research aims to define conceptual metaphor and its types in general, as well as exploring the conceptualization of the metaphorical expressions used in the political speeches of King Abdullah II in English and the translations of the metaphors in Arabic. The study illustrates the techniques and strategies used by the Hashemite Royal Court in translating ST metaphorical expression to the TT. The researcher relies on the Metaphor Identification Procedure (MIP), proposed by the Group (2007) and the Critical Metaphor Analysis (CMA), proposed by Charteris-Black (2004), in identifying the conceptual metaphors that King Abdullah II used in his political speeches. As for categorizing the metaphorical expressions, we rely on the Longman and Oxford Dictionaries to determine the semantic field that the metaphorical expression relates to. The study depends on the method proposed by Al-Zoubi, Al-Ali, and Al-Hasnawi (2007) to examine the conceptual metaphors of the two texts and find out whe...

Although many studies are available in terms of in-service teaching training programmes in the literature, studies on the motivation levels of in-service English teachers are quite scarce. This study aims to find out the effect of in-service teacher training programmes taken by Turkish EFL teachers and what factors influence their motivation under the effect of variables such as age, gender, the highest degree held by teachers, the subject of the highest degree, teaching experience, in-service training course forms, school degrees and school types where teachers work, in-service training course topics, countries where in-service training courses are held and ways of finding in-service training courses. 130 Turkish in-service EFL teachers taking their trainings both in Turkey and other countries took part in the study as participants. A new motivation scale was created and used by combining two different scales: an INSET course participation survey and a motivation to teach scale in ...

The research aims to define conceptual metaphor and its types in general, as well as exploring the conceptualization of the metaphorical expressions used in the political speeches of King Abdullah II in English and the translations of the metaphors in Arabic. The study illustrates the techniques and strategies used by the Hashemite Royal Court in translating ST metaphorical expression to the TT. The researcher relies on the Metaphor Identification Procedure (MIP), proposed by the Group (2007) and the Critical Metaphor Analysis (CMA), proposed by Charteris-Black (2004), in identifying the conceptual metaphors that King Abdullah II used in his political speeches. As for categorizing the metaphorical expressions, we rely on the Longman and Oxford Dictionaries to determine the semantic field that the metaphorical expression relates to. The study depends on the method proposed by Al-Zoubi, Al-Ali, and Al-Hasnawi (2007) to examine the conceptual metaphors of the two texts and find out whe...

Translation is not only an interlingual communication, but a cross-cultural transfer, which involves a comparative study of the SL culture and TL culture. In translating cultural specificities, especially idioms, two criteria are proposed, informativeness and effectiveness, by which three translation methods are thus suggested: 1) literal translation; 2) literal translation with footnotes or explanatory phrases; 3) equivalent or corresponding TL idioms. A skillful use of those methods, subject to different contexts and purposes, serves to promote cultural exchange between English and Chinese. This contribution, in turn, aims to usher in further in-depth study of relations between culture and translation.

Yabancı dil öğretiminde kültür aktarımı dil bilgisi kurallarının öğretilmesi kadar önemlidir. Hedef dilin kültürüne uyumda öğretimin gerçekleştiği ülke, çevre, sınıf ortamı; öğrencilerin yaşları ve dil öğrenme amaçları gibi yan etkenler vardır. Bunun yanında kaynak dilin kültürü ile hedef dilin kültürü arasındaki benzerlikler ve farklara odaklanarak kültürel farkındalık oluşturmak dil öğretiminde önemlidir. Dil öğretimi alanında araştırmalar genellikle ders materyallerindeki içeriklere odaklanmakta, bu çalışmalar çoğunlukla içeriklere dair sayısal veriler sunmaktan öteye gidememektedir. Nicel araştırmaların betimleyici yaklaşımlarının çözüm ve yöntem sunma eksikliği nitel araştırmalarla giderilebilir. Bu nitel araştırmada Kırgızistan-Türkiye Manas Üniversitesi Türkiye Türkçesi hazırlık sınıfı öğrencilerinin kültürel farkındalıklarını ölçmek için öğrencilere beş açık uçlu soru yöneltilmiş öğrencilerden soruları yazılı olarak cevaplamaları istenmiştir. Elde edilen bulgular temalara göre sınıflandırılmış, her tema başlığı altında kültürel unsurların arka planları incelenip Kırgızistan-Türkiye Manas Üniversitesi Yabancı Diller Yüksekokulunda Türkiye Türkçesi öğretimi gözlemlerine dayanarak Kırgızistan'da kültürel farkındalık oluşturma ile ilgili başarılı yönler belirtilmiş, karşılaşılabilecek sorunlar üzerinde durulmuştur. Her tema başlığı altında birtakım çözüm önerilerinde bulunulmuştur. Kültürel farkındalık oluşturma genellikle öğretici merkezli olarak ele alınmışsa da yer yer dil öğrenenlerin tutumlarına ve Altın Köprü Türkçe Öğretimi Ders Kitabı temalarına da değinilmiştir. Çalışmada kaynak dilin kültürü ile hedef dilin kültürünün öğretici tarafından bilinmesi, kültürel unsurların oluşumlarının izah edilmesi ve öğretim ortamının da kültürel unsurlarla dizayn edilmesi şeklinde özetlenebilecek bir sonuca varılmıştır.

Yabancı dil öğretiminde kültür aktarımı dil bilgisi kurallarının öğretilmesi kadar önemlidir. Hedef dilin kültürüne uyumda öğretimin gerçekleştiği ülke, çevre, sınıf ortamı; öğrencilerin yaşları ve dil öğrenme amaçları gibi yan etkenler vardır. Bunun yanında kaynak dilin kültürü ile hedef dilin kültürü arasındaki benzerlikler ve farklara odaklanarak kültürel farkındalık oluşturmak dil öğretiminde önemlidir. Dil öğretimi alanında araştırmalar genellikle ders materyallerindeki içeriklere odaklanmakta, bu çalışmalar çoğunlukla içeriklere dair sayısal veriler sunmaktan öteye gidememektedir. Nicel araştırmaların betimleyici yaklaşımlarının çözüm ve yöntem sunma eksikliği nitel araştırmalarla giderilebilir. Bu nitel araştırmada Kırgızistan-Türkiye Manas Üniversitesi Türkiye Türkçesi hazırlık sınıfı öğrencilerinin kültürel farkındalıklarını ölçmek için öğrencilere beş açık uçlu soru yöneltilmiş öğrencilerden soruları yazılı olarak cevaplamaları istenmiştir. Elde edilen bulgular temalara göre sınıflandırılmış, her tema başlığı altında kültürel unsurların arka planları incelenip Kırgızistan-Türkiye Manas Üniversitesi Yabancı Diller Yüksekokulunda Türkiye Türkçesi öğretimi gözlemlerine dayanarak Kırgızistan'da kültürel farkındalık oluşturma ile ilgili başarılı yönler belirtilmiş, karşılaşılabilecek sorunlar üzerinde durulmuştur. Her tema başlığı altında birtakım çözüm önerilerinde bulunulmuştur. Kültürel farkındalık oluşturma genellikle öğretici merkezli olarak ele alınmışsa da yer yer dil öğrenenlerin tutumlarına ve Altın Köprü Türkçe Öğretimi Ders Kitabı temalarına da değinilmiştir. Çalışmada kaynak dilin kültürü ile hedef dilin kültürünün öğretici tarafından bilinmesi, kültürel unsurların oluşumlarının izah edilmesi ve öğretim ortamının da kültürel unsurlarla dizayn edilmesi şeklinde özetlenebilecek bir sonuca varılmıştır.

On the numerous occasionsmainly at social gatheringsthat I have been asked by people who do not speak or write a second language to explain how I translate literature, I have always felt the temptation (or rather the need) to explain literary translation by means of an analogy.