On the basis of corpus research and by taking into account the results of a quantitative and qualitative analysis, the monograph presents a survey of 20 German slogans in newspaper articles. Particular attention is paid to the slogans' variants and modifications, which can be creatively exploited further, as well as to their contextual functions. The theoretical and descriptive part of the monograph is followed by a lexicographic section.
COBISS.SI-ID: 69908834
The article revisits a long-standing question in the psycholinguistic and neurolinguistic literature on comprehending morphologically complex words: are prefixes and suffixes processed using the same cognitive mechanisms? Recent work using Magnetoencephalography (MEG) to uncover the dynamic temporal and spatial responses evoked by visually presented complex suffixed single words provide us with a comprehensive picture of morphological processing in the brain, from early, form-based decomposition, through lexical access, grammatically constrained recomposition, and semantic interpretation. In the present study, we find that MEG responses to prefixed words reveal interesting early differences in the lateralization of the form-based decomposition response compared to the effects reported in the literature for suffixed words, but a very similar post-decomposition profile. These results not only address a question stretching back to the earliest days of modern psycholinguistics, but also add critical support and nuance to our much newer emerging understanding of spatial organization and temporal dynamics of morphological processing in the human brain.
COBISS.SI-ID: 70601058
Translation and interpreting are separate although related activities performed under different constraints, such as time and resources availability. It is therefore not surprising that the pedagogies of translation and interpreting are distinct fields, each with their own theoretical and practical issues in line with the translator and interpreter competence development. Nevertheless, there are specific types of translation in which the two modalities are brought together, such as sight translation. This paper explores trainee translators’ performance and attitudes towards a sight translation and a written translation task. The results show that, while written translation yielded more successful solutions for lexical items, the output of the two modalities was of similar quality for pragmatic elements. Potential reasons for these differences, such as duration and the availability of resources, are examined. The findings also reveal that the participants’ attitudes towards the sight translation task were overwhelmingly positive. Our findings suggest that translator training can benefit from the synergies between the oral and written modalities.
COBISS.SI-ID: 69874530
The linguistic reference to the source of information is called evidentiality, a category that is obligatory and grammaticalized in some languages (eg Quechua), while in most European languages (including in Spanish and Slovenian) is expressed through certain lexical expressions, including through some systems of evidential markers in different stages of grammaticalization. From this point of view, evidentiality is consolidated as a universal semantic category and, above all, as a pragmatic strategy that enables the speaker to manipulate the message and its attitude towards what it says. The main purpose of this paper is, first, to show how the evidential sense appears codified in Spanish-Slovenian and Slovenian-Spanish bilingual dictionaries, secondly, to see to what extent the evidential information clarifies and favours the pragmatic development and, finally, to contrast the results of the analysis of dictionaries with those of contrastive analysis, based on a selected corpus of literary texts. The study focuses especially on two Spanish particles (al parecer and por lo visto) and two Slovenian particles (menda, baje), which are all able to indicate the evidential meaning.
COBISS.SI-ID: 70331234
This article reports on findings from interviews with students from the University of Ljubljana. The study is based on fourteen questions about subjects’ habits of dictionary use, their look-up abilities, and their perceptions of the utility and quality of definitions and illustrative examples. Students were given nine contexts containing a clearly-marked common word used in an infrequent sense; they had to locate the relevant sense in the online Merriam–Webster Learner’s Dictionary (MWLD). A think-aloud method enabled the researchers to follow the students’ look-up process and record their problems as well as their suggestions on how to improve the content and presentation of information in the dictionary. Recommendations are provided on: the improvement of drop-down menus; the inclusion of the form(s) of a target word; illustrative examples; the use of italics, boldface, and colors as well as what types of information should be displayed or available if needed.
COBISS.SI-ID: 25169382