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Inga Savickienė, Laura Raščiauskaitė, Aušra Jankauskaitė and Loreta Alešiūnaitė

Skills in Foreign Language Learning at the Lithuanian University Of Health Sciences. Language, Individual &Society , 10. Rosales, J. (2004). Los Godos. Barcelona. Ed. Ariel. Statkutė de Rosales, J. (2007). Didžiosios Apgavystės . Vilnius. Baltijos kopija. Švietimo ir mokslo ministerija (2013). Valstybinė švietimo 2013–2022 metų strategija. Recursos de Internet http://www.todoele.net/atlas_lituania.html . (Consultado el 23-10-2018). https://www.efe.com/efe/usa/blog-tribuna/2018-el

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Daiva Verikaitė-Gaigalienė and Loreta Andziulienė

Summary

CLIL (Content and Language Integrated Learning), as an approach to bilingual education in which both content and a foreign language are taught together, started to be employed in secondary schools of Lithuania more than a decade ago; however, there still exists a diversity of opinions towards its benefits and flaws. The studies on CLIL in the European countries have shown that the success of CLIL very much depends on the existing policy documents on the national level regulating CLIL implementation and providing guidance to schools and teachers. It also depends on the amount of research conducted on CLIL in a particular country. Therefore, the aim of the present study is to analyse the current state of affairs of CLIL in Lithuania in terms of the existing policy documents, implemented projects and conducted research that would serve as a theoretical background highlighting the necessity for further analytical investigation. The results of the analysis have shown that no coherent national policies in terms of teaching CLIL have been developed or legal government regulations have been issued in Lithuania until today. The present study has revealed that systematic approach towards investigation of CLIL in Lithuania has not yet been adopted which resulted in the lack of comprehensive analyses on an overall situation of CLIL in Lithuania as well as on factors ensuring efficiency of CLIL implementation in particular. The findings of the study point towards the need for such analyses in the future.

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Jurgita Vaičenonienė and Jolanta Kovalevskaitė

Literatūros sąrašas Ambrazas, V. (2006). Lithuanian grammar. Vilnius: Baltos lankos. Bielinskienė, A., Boizou, L., Rimkutė, E. (2017). Lietuvių kalbos morfologiškai ir sintaksiškai anotuoti tekstynai. Bendrinė kalba [elektroninis išteklius], 90, 1–30. Boizou, L., Kapočiūtė-Dzikienė, J., Rimkutė, E. (2018). Deeper error analysis of Lithuanian morphological analyzers. Human language technologies - the Baltic perspective: proceedings of the 8th international conference Baltic HLT. Amsterdam/Berlin: IOS Press, 18–25. Brezina, V. (2018

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Oksana Smirnova and Sigita Rackevičienė

://www.degruyter.com/downloadpdf/j/rela.2011.9.issue-1/v10015-011-0004-2/v10015-011-0004-2.pdf Depecker, L. (2015). Handbook of terminology. Volume 1. H. J. Kockaert, & F. Streurs (Eds.). Amsterdam/Philadelphia: John Benjamins. Gaivenis, K. (2002). Lietuvių terminologija: teorijos ir tvarkybos metmenys. Vilnius: Lietuvių kalbos institutas. IATE handbook. (2016). Retrieved from https://iate.cdt.europa.eu/iatenew/handbook.pdf. Janulevičienė, V., & Rackevičienė, S. (2014). Formation of criminal law terms in English, Lithuanian and Norwegian. LSP

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Indrė Nugaraitė

Language. In C. Llamas, L. Mullany & P. Stockwell (Eds.). The Routledge Companion to Sociolinguistics, p. 133-139. London: Taylor & Francis Group. Paužienė, E. (2011). Metodinė priemonė „atvira visuomenė - lietuvos ateities sąlyga” skirta darbui pagal mentorystės veiklų mokymo programą. Europos fondo trečiųjų šalių piliečių integracijai Lietuvoje metinė (2010 m.) programa. Raila, E., & Subačius P. (2012). Language Standardization and Forms of Ideological Education. Lituanus. The Lithuanian Quarterly Journal of Arts and Sciences, 58, 18

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Vaida Misevičiūtė

and Procedures of the Republic of Lithuania. (2018). Petras Baršauskas violated the law on the Adjustment of public and private interests in the civil service. Retrieved from http://www.etika.gov.lt/2018/01/2018-01-17-petras-barsauskas-violated-the-law-on-the-adjustment-of-public-and-private-interests-in-the-civil-service/ . Miliūnaitė, R. (2014). Mokytojai Apie Informacinių Technologijų Poveikį Mokinių Raštingumui. Bendrinė Kalba , 87, 1–16. Prodromou, L. (1995). The backwash effect: from testing to teaching. English Language Teaching Journal , 21

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Rūta Eidukevičienė

. Münster: Unrast. Ruzaitė, J. (2017). Diversity of attitudes to English in non-professional public discourse: A focus on Lithuania. English Today 131, Vol. 33, 15–24. doi.org/10.1017/S0266078417000153. Ryan, S. (2008). The ideal L2 selves of Japanese learners of English . PhD Thesis, University of Nottingham. Internetzugang http://eprints.nottingham.ac.uk/10550/1/ryan-2008.pdf . Ulrich, A. (2015). Die Stellung der deutschen Sprache in der Welt . Berlin: De Gruyter.

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Aurelija Daukšaitė

Summary

This research intends to find out whether Lithuanians studying English as a foreign language make certain mistakes because of the influence of their native language. It focuses on negative transfer in writing in English and is qualitative rather than quantitative. The article discusses the errors and illustrates them with examples that come from a corpus for which the data was obtained from 34 Moodle forum posts written by English B2 students, native speakers of Lithuanian who were in year one or year two of their studies in various study programmes but also studied English at Vytautas Magnus University as an obligatory subject. The students participated in this forum in October 2018 and reflected on the week of presentations they had recently had: they were asked to write what they liked or did not like in the presentations their colleagues had given in class, what went well and what did not, what they should improve in the future, etc. This study identified the types of errors (based on Camilleri, 2004) that occurred most frequently and their source (based on Camilleri, 2004; Brogan & Son, 2015). Most frequently the students made errors in the cases where there was a specific grammatical category in English, but it was non-existent in Lithuanian, while sometimes the source of errors was literal translation from the native language. The error analysis shows that in the English classroom specific attention should be given to the verb forms “is” and “are”, “was” and “were”, “has” and “have”, articles, collocations, tense agreement, quantifiers, the sentence structure of the English language and the importance of word meanings.

Open access

Milda Bikmanienė

Summary

Translations serve as a right to the international existence as they allow the national literature to reach wider audiences. Moreover, they allow readers to get acquainted with literature of other cultures. For these reasons, translators have an important role in the literary world. Translators’ prefaces are the main link between readers and translators. However, there is a lack of analysis of this specific genre. This research aims at analysing translator’s preface as a genre and examining differences and similarities of genre features in Lithuanian and English prefaces. 30 Lithuanian and 30 English translators’ prefaces are analysed according to genre elements, such as the format, genre moves and functions. The analysis covers a wide range of examples of both Lithuanian and English fiction books. For this reason, the analysed translators’ prefaces are published in different years, are translated by different translators and are published by different publishing houses. It may be noted, that the analysis reveals that Lithuanian translators tend to be more invisible in their prefaces than English translators. They focus on the author and provide little of their own evaluation and explicit explanations on translation issues. However, English translators focus on the translation process and the subjective analysis. The analysis also demonstrates that the basic format of prefaces is beginning with a title and ending with a signature.

Open access

Julija Korostenskienė and Miglė Pakrosnytė

Summary

The present study examines humour in the tenth season of the TV sitcom Friends and its translation from English into Lithuanian. With humour often believed to be culture-specific, humour translation presents a notorious issue in translation practice, as jocular content in the target language is often criticised for being poor and vague. Grounded in Raskin’s (1985) theory of verbal humour and adopting Schjoldager’s (2008) inventory of translation microstrategies, the article examines the components and mechanisms of humour in the source language and analyses the strategies applied to humour translation, focusing on whether the intended humorous effect is preserved in the target language. The article also seeks to establish to what extent humour as used in Friends is culturedependent. The study was conducted at two levels. First, we briefly presented the essence of Raskin’s model of humour, which centres around the notions of script and incongruity, and later applied it to the selected series to identify and analyse the data in the source language. We then supplemented the findings with the identification of jokes in the target language and assessment of translation microstrategies employed in rendering humorous instances in Lithuanian. The findings of the study are believed to further the theoretical and practical domains of translation from English into Lithuanian in particular and, more broadly, contribute to the discussion on the culture-specific worldview.