Correspondences and Contrasts in Foreign Language Pedagogy by Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa

By Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa Kościałkowska-Okońska (eds.)

The booklet constitutes a range of 18 papers on overseas language pedagogy (11 papers) and translation experiences (9 papers). the 1st a part of the e-book is dedicated to international language pedagogy. The articles during this half concentrate on concerns reminiscent of English as lingua franca, overseas language instructor education, the position of person learner adjustments in language studying and educating in particular with appreciate to techniques of language studying in addition to mental and socioaffective elements. The half concentrating on translation stories includes articles dedicated to numerous subject matters. It locations quite a lot of readings in the context of various translation domain names equivalent to translation competence, literary translation, translation techniques, translation educating (including ideas of dictionary use) and translator education. the combo of the above facets intends to underline the really interdisciplinary nature of translation.

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Metaphor in context. Cambridge, MA: MIT Press. Strugielska, A. 2008a. The teacher, the learner, and the classroom as reflections of contemporary cultural models: A study in metaphorical conceptualizations. Acta Universitatis Nicolai Copernici, English Studies XV: 99–110. Strugielska, A. 2008b. Coherence relations and concept dynamics in learners’ personal theories. Vigo International Journal of Applied Linguistics 5: 107–129. Strugielska, A. 2010. Metafora konceptualna—mie˛dzy kategoria˛ klasyczna˛ a modelem potocznym [Conceptual metaphor—between an expert taxonomy and a folk model].

Johnson. 1980. Metaphors we live by. Chicago: The University of Chicago Press. Martínez, M. , N. Sauleda and G. L. Huber. 2001. Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education 17: 965–977. Musiał, A. 2002. Exploring teacher trainees’ metaphors of language teaching. In PASE papers in language studies, ed. D. Stanulewicz, 463–470. Gdan´sk: Wydawnictwo Uniwersytetu Gdan´skiego. Nerlich, B. 2007. A Review of Zoltán Kövecses. 2006. Language, mind and culture: A practical introduction.

Firstly, they are generalizations over natural language. Secondly, metaphorical patterns are less ambiguous since the target item needs to be incorporated within the pattern. Nevertheless, since patterns are abstractions over real data, a number of important linguistic (and conceptual) details are overlooked. Thus, it is postulated that de-contextualized expressions are poor candidates for establishing the metaphoricity/conventionality distinction. Moreover, as Kemmer (2005) argues, the more a particular linguistic cluster is interpretable to the reader, the less additional context is needed for its comprehension.

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