Studies in Logic, Grammar and Rhetoric最新文献

{"title":"Translating Prepositions from Russian Legal Texts Into English: An Analysis of the Corresponding Interference Zones for Teaching Purposes","authors":"K. Chiknaverova","doi":"10.2478/slgr-2021-0002","DOIUrl":"https://doi.org/10.2478/slgr-2021-0002","url":null,"abstract":"Abstract Various aspects of prepositions translation have been primarily investigated in the framework of translation theory. Applied research is mostly focused on translating particular groups of prepositions against the background of plain language. Legal translation researchers have not yet comprehensively analysed peculiarities of translating Russian prepositions used in legal texts into English. The paper is an attempt to investigate the difficulties which Russian learners can encounter when translating prepositions from Russian commercial contracts into English. Methods employed include language typology comparison, continuous sampling technique, language corpus data analysis as applied to language error forecast and prevention. The material selected for analysis – Russian commercial contracts – is chosen in accordance with the principles of professionalism, globalization, specialisation as well as graduates’ employment opportunities. The author develops a classification of prepositions drawing upon their structural, grammar and semantic functions in the texts of Russian commercial contracts. The findings reveal negative interference zones that can potentially cause preposition errors. Feasibility of the forecast is confirmed by the analysis of real learners’ errors. The research concludes that modelling legal translation teaching which takes into account potential interference zones for students can contribute to shifting focus to problem zones while teaching, raising students’ awareness, and therefore acting as propedeutics of the corresponding errors.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"245 1","pages":"9 - 23"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68920294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to Write (Science) Better. Simplified English Principles in a Skill-Oriented ESP Course","authors":"Monika Śleszyńska","doi":"10.2478/slgr-2021-0008","DOIUrl":"https://doi.org/10.2478/slgr-2021-0008","url":null,"abstract":"Abstract Teaching writing to doctoral students or academics at a technical university is a challenging task. Because they need to publish their research findings in English to pursue academic careers, they are usually highly motivated and expect a lot of the class. Their language competences, however, very often lack enough proficiency and may contribute to manuscript rejection. The paper focuses on language issues based on the rules of controlled natural languages (CNLs) and guidelines of Plain English. It shows how employing these issues improves grammatical quality and readability of science-oriented written texts. The paper describes four principles: removing nominalisation and using the so-called strong verbs to make the message simpler and more direct; combining nouns in strings to express complex ideas economically; applying grammatical consistency for coordinate elements in sentences to make them less chaotic; and reducing wordiness to obtain a more precise and comprehensible piece of writing. Sample phrases and sentences from authentic student writing as well as their improved versions are provided to each of the guidelines so that a reader has a deeper insight into how the principles work in a specialist context. Because problems with, for example, research papers, grant proposals or reports are common to various disciplines and at various levels, the Author of the paper draws conclusions that these principles should be implemented not only in a technical but also legal, medical and business writing course offered by English teachers to both young researchers and experienced scientists.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"115 - 133"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Instructional Framework for Technology-Based Classroom Tuition of ELP Students","authors":"Anastasia Ignatkina","doi":"10.2478/slgr-2021-0004","DOIUrl":"https://doi.org/10.2478/slgr-2021-0004","url":null,"abstract":"Abstract In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"45 - 60"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie","authors":"Ondřej Klabal, Michal Kubánek","doi":"10.2478/slgr-2021-0005","DOIUrl":"https://doi.org/10.2478/slgr-2021-0005","url":null,"abstract":"Abstract It is a well-acknowledged fact in legal translation studies that when searching for terminological equivalents, translators should make use of comparative conceptual analysis (e.g. Sandrini 1996; Chromá 2014; Engberg 2015). Thus, legal translation trainees should be equipped with the necessary tools to carry out such analysis, but the question remains: are they? This paper is a follow-up to a study published in 2017 (Klabal, Knap-Dlouhá and Kubánek 2017), where modified think aloud protocols were used to explore the following research question: to what degree are university students doing a course in legal and economic translation able to apply the methods of comparative conceptual analysis to translation of terms not accounted for sufficiently in legal dictionaries or terms with no straightforward equivalents. The results showed that major issues involve non-linearity of the analysis carried out and insufficient use of the resources available. The present study involves a different group of 29 BA students of the same course two years later, who were assigned the same task. As the retrospective protocols fail to simulate real-life conditions, this study uses screen recording and keystroke logging to track the processes leading to the identification of the conceptual equivalent in a more detailed and less subject-dependent manner. The results suggest that the steps most challenging for students include identification of relevant (essential) features defining the source and target language concepts, comparison of these features and selection, or creation, of an equivalent term reflecting the results of the analysis. Students also frequently show Google-driven searching, which influences the order of the steps performed in their analyses and the sources used. To address these challenges, translation training should include a range of tailor-made exercises focusing on the critical steps of the analysis as well as on improving web searching skills.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"61 - 81"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46260002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Law School Learning Outcomes: Legal English Course Contribution","authors":"E. Vyushkina","doi":"10.2478/slgr-2021-0009","DOIUrl":"https://doi.org/10.2478/slgr-2021-0009","url":null,"abstract":"Abstract Standards of professional legal education are developed by different organizations: in some countries these are governmental bodies, in others these are professional associations. Apart from a country these standards include Learning Outcomes which shape law schools’ curricula. Both American and European standards mention, to different extent, written and oral communication in the legal context, but a number and contents of subjects directed at developing and mastering professional communicative competency differ a lot. There are disciplines totally devoted to the competency named (e.g. legal writing) as well as courses in which communicative skills are an integral constituent for their successful completion (e.g. basis of negotiations/mediation/client consultation). The article goal is to find a place and role of a Legal English (LE) course in achieving learning outcomes connected with professional communicative competence. The methodology incorporated desk and field studies. The literature review is aimed at identifying current state of affairs in American law schools, as they provide first-class legal education recognized all over the world, and in Russian law schools, as the author works in this system and is interested in its development. A questionnaire was designed to explore Russian law school graduates’ assessment of practicality of subjects they had studied for their professional activities. The analysis of literature and Internet sources allowed to specify the ways of teaching written and oral communication in American law schools and to highlight the situation in Russian legal education. It shows that the Russian system is characterized by predominance of teaching theory of substantive and procedural rules of law and lack of curriculum disciplines aimed at cultivating skills and competencies. A survey of Russian law schools’ recent graduates indicates that most of communicative, in a broad sense, skills, which they use in their everyday work, were obtained within their LE classes. So, complementing a LE course with modules devoted to different aspects of legal writing and specific patterns of lawyer-client, lawyer-lawyer, lawyer-judge communication will definitely contribute to achieving learning outcomes which are put forward by legal education standards.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"135 - 146"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45764742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Legal English with “Modified Clil”","authors":"John Terry Dundon","doi":"10.2478/slgr-2021-0003","DOIUrl":"https://doi.org/10.2478/slgr-2021-0003","url":null,"abstract":"Abstract This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute (LEI), a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes (as opposed to explicit language classes) to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"25 - 44"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44201378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quantitative Distribution of Verbal Structures with Reference to the Authorship Factor in Legal Stylistics","authors":"Edyta Więcławska","doi":"10.2478/slgr-2021-0010","DOIUrl":"https://doi.org/10.2478/slgr-2021-0010","url":null,"abstract":"Abstract The paper aims at describing the findings and conclusions formulated in the analysis of the authorship factor in legal discourse. It is hypothesised that verbal structures show systemically varied distribution across legal discourse and the relevant distinctions run through the authorship categories. When it comes to the aim of the research it draws on the tradition of sociolinguistic methodology targeting issues related to language variation which follows the basic assumptions of functional grammar. From the point of view of the material covered by the analysis it contributes to the research on legal discourse and specifically on its specialised domain referred to as corporate, company or business discourse. It provides additional empirical data pointing to the non-homogeneity of the legal style and formal distinctions originating from rich contextual background. The study is conducted on the material of a custom-designed corpus of English legal texts, classified as secondary genres. Methodologically, the study makes use of the tenets of supervised search of digitalised corpora and automatic data extraction based on discrete units, subsequent identification of recurring longer contiguous and/or non-contiguous sequences, if any, built around the axis of specific verbal structures and finally qualitative comparative analysis (characterisation) of the material. The discussion presents sample data and focuses on the most salient categories, both quantitatively and qualitatively. The inductive approach confirms the formal divergencies in the communicative situation covered by the analysis. The findings encapsulate patterns and tendencies in the quantitative distribution of verbal structures depending on the authorship category. It may be concluded that authorship is a factor delineating distinctions as regards (i) the repertoire of grammatical instruments exploited (verbal structures), which contributes to the specific stylistic profile of given authors. This shows that the thesis posed is verified positively and the study shows further, more detailed distinctions running through groups of subcategories distinguished within the authorship categories specified upon the start of the research.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"66 1","pages":"147 - 165"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communicating with Elderly People in Suicidal Crisis in the Light of Helpline Worker Experience","authors":"A. Czabański, E. Baum","doi":"10.2478/slgr-2020-0040","DOIUrl":"https://doi.org/10.2478/slgr-2020-0040","url":null,"abstract":"Abstract The increase in suicidal behaviour among elderly people makes it necessary to take action in the field of broadly understood prevention. This includes helplines, which play an essential role in anti-suicidal measures. The aim of this study was to obtain information about the experience of Polish helpline workers in communicating with older people in suicidal crisis. The study was conducted among 106 helpline workers from various helpline centres across Poland. It proved that helpline workers in Poland have considerable experience in communicating with elderly people in suicidal crisis, albeit the majority of respondents feel they need additional training in the area of broadly understood suicidology.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"64 1","pages":"59 - 75"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47457536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correspondence Analysis in the Assessment of the Influence of Lifestyle on Infertility of Various Origins","authors":"A. Zanko, Karolina Milewska, R. Milewski","doi":"10.2478/slgr-2020-0038","DOIUrl":"https://doi.org/10.2478/slgr-2020-0038","url":null,"abstract":"Abstract Approx. 60–80 million couples globally are affected by the problem of infertility. The issue is important both for the couple trying to conceive and for the whole society in which the couple lives. Lifestyle, including nutrition, may have both a positive and a negative impact on the outcomes of infertility treatment. The aim of this paper is to assess the relationship between knowledge in the area of fertility diet and its actual use, and types of fertility disorders among women undergoing treatment in a fertility clinic. A group of women was analyzed statistically, divided into 3 groups according to their couple’s cause of infertility – the causes of infertility were described as: the male factor, the female factor, and the idiopathic factor. The study group answered questions that comprised a fertility diet knowledge test; the frequency of consumption of particular food products in a individual groups was also analyzed. Correspondence analysis showed differences between the groups in the number of points scored in the fertility diet knowledge test, as well as in the consumption of sweets, crisps and sticks, and nuts and seeds. Women among whom the main cause of infertility was defined as the male factor scored the highest numbers of points in the fertility diet knowledge test, women with the idiopathic cause of infertility scored slightly lower numbers of points, while women whose main cause of infertility was defined as the female factor scored the lowest numbers of points. Women from couples with idiopathic infertility consumed sweets, crisps and sticks the most often, followed by women with the cause of infertility identified on their side, with the lowest frequency of consumption of sweets identified among women whose partner was infertile. Nuts and seeds were consumed the most frequently by women whose partners were infertile, followed by women with the cause of infertility identified on their side, while women with the idiopathic cause of infertility consumed nuts and seeds the least frequently. These examples show that correspondence analysis is well suited to the assessment of the influence of lifestyle on fertility; in addition, it makes it possible to recognize certain correlations that may not be observed in standard statistical tests.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"64 1","pages":"27 - 34"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46355332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interreligious Dialogue in the Renaissance: Cusanus, De Pace Fidei","authors":"L. Rizzo","doi":"10.2478/slgr-2020-0047","DOIUrl":"https://doi.org/10.2478/slgr-2020-0047","url":null,"abstract":"Abstract The paper examines the Dialogue De pace fidei written by Nicolaus Cusanus in 1453 to settle disputes arising from events that triggered religious unrest, such as the fall of Constantinople in May 1453, the invasion and massacre of the Turks led by Sultan Mehmed II and the defeat of the Christians. Following the disintegration of medieval Christianity, Cusanus, instead of promoting a crusade, as Cardinal Bessarione did, proposed a more suitable way to make the major exponents of different religions interact in a fruitful dialogue, hoping for the peace of a single universal faith. The arguments through which Cusanus claimed the concept of a concordance and pacification of the faith reveal the originality and topicality of the message communicated by the humanist, founded on the doctrine of peace in the faith, overcoming inter-confessional barriers and religious divergences. The author contrasts the divergences, massacres and wars with a doctrinal comparison among different religions through dialogue. The paper invites reflection upon the religious struggles that still spread discord in the world.","PeriodicalId":38574,"journal":{"name":"Studies in Logic, Grammar and Rhetoric","volume":"65 1","pages":"71 - 82"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48896244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}