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This dissertation defines aspects of Russian culture which bear the marks of French influence and explores the historical origins of that influence. While it is generally acknowledged that Russia’s culture has been influenced by France, no systematic history of the origins of this influence has been written. Previous research has dealt only superficially with the topic, focusing almost exclusively on the Francophile preferences of society’s elite. The present study examines Russian society more broadly and explores those elements of French cultural influence still relevant today through an historical analysis of the Russian language. French loanwords found in dictionaries from the time of Peter the Great to the present are analyzed chronologically and topically, yielding the conclusion that the most significant period of long-lasting French influence was the turn of the nineteenth century and was primarily cultural in nature—including the areas of fashion, cuisine, the arts, interior design and etiquette—but was also in areas related to technology and official administration. Following this lexical analysis, other primary sources—archival documents, military memoirs, and periodical publications from the resultant period—are searched for influences in these areas, especially during the period’s two major Franco-Russian events: the wave of immigration to Russia following the French Revolution and Russia’s war with Napoleon. The former facilitated deep cultural enrichment as native Frenchmen and French women, engaged in various occupations, acted as cultural mentors to the Russian nobility. The latter facilitated broad cultural immersion as tens of thousands of Russian troops—noble and common alike—marched into France and experienced French culture firsthand. This dissertation concludes that both of these explosive events, though by no means the beginning of French influence, were unique in the depth and permanence of their mark upon Russia’s culture.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 258-270).

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-21T18:09:02Z No. of bitstreams: 1 TeseOK.pdf: 6806967 bytes, checksum: dd7e68018dff62394f4772a21155cb98 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-21T18:09:09Z (GMT) No. of bitstreams: 1 TeseOK.pdf: 6806967 bytes, checksum: dd7e68018dff62394f4772a21155cb98 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-21T18:09:15Z (GMT) No. of bitstreams: 1 TeseOK.pdf: 6806967 bytes, checksum: dd7e68018dff62394f4772a21155cb98 (MD5) / Made available in DSpace on 2017-08-21T18:09:23Z (GMT). No. of bitstreams: 1 TeseOK.pdf: 6806967 bytes, checksum: dd7e68018dff62394f4772a21155cb98 (MD5) Previous issue date: 2017-03-30 / Não recebi financiamento / After verifying a shortage of teacher qualification courses concerning the cultural contents approach conveyed by foreign language teaching and learning, we decided to design a project for teacher qualification course to deepen this subject. The extension course was outlined for foreign language teachers of Public Schools of São Paulo State, on Saturdays, with bimonthly meetings interpolated between online meetings by Moodle’s platform. Using this platform, an initial survey, a final presentation, a self-evaluation, and recordings (video and audio), we should collect data for this thesis. We intended to observe if the theoretical arguments, during the course, about cultural contents, would motivate the reflection of the participants in the course in relation to implicit cultural contents in textbooks, and practical approach of teachers/participants in foreign language classrooms of cultural contents throughout the textbook’s adaptation used by them. Besides that, for further work we outlined research questions. The theoretical foundation helped us for reflection and for discussion of the obtained data. Therefore, using a historical journey (LARAIA, 1986; AUGER, 2000, 2003; DURANTI, 1997), we observe the development of cultural concept that helped us to answer the first research question. And, we focused on the relevance of development of extension course (CANDAU, 1997; AUGER, 2005; IMBÉRNO, 2009), on intercultural education (AUGER, 2005), and on textbook adaptation (PRABHU, 1998; Tomlinson, 2012). These theories helped us to answer the second research question. We followed the interpretativist-qualitative research (MOITA LOPES, 1994) and the research-action. In general, we concluded that teacher’s awareness on cultural contents, developed on extension course, helped them for the adaptation and/or development of foreign language teaching materials in order to approach “cultural potentials”. The activities developed by the teachers motivated the students to research cultural contents, to engage in cultural reflections and to recognize (or not) the other culture. / A constatação da escassez de cursos de formação continuada de professores a respeito da temática da abordagem dos conteúdos culturais veiculados ao ensino-aprendizagem de língua estrangeira (LE) nos conduziu à criação de um projeto de um curso de extensão sobre esse tema. O curso de extensão foi delineado para professores de LE da rede pública do estado de São Paulo, aos sábados, com encontros presenciais quinzenais intercalados com encontros online via plataforma Moodle. Por meio dessa plataforma, do questionário inicial, do trabalho final, da autoavaliação e de gravações (vídeo e áudio), pudemos coletar dados para a presente tese. Objetivamos observar se a emersão teórica durante o curso, em torno dos conteúdos culturais, possibilitaria que os participantes refletissem sobre conceitos culturais implícitos em materiais didáticos e adaptassem esses materiais na sua abordagem prática dos conteúdos culturais em sala de aula de LE. Além disso, para um aprofundamento na análise dos dados gerados pelo curso, delineamos duas perguntas de pesquisa: 1.Como se apresentou a compreensão inicial dos participantes sobre o conceito de cultura? e 2. A partir de uma proposta de formação continuada focada na sensibilização cultural por meio da análise e da adaptação de atividades do material didático, observamos: a) Como os participantes abordaram (ou se abordaram) os potenciais culturais? e b) Como os participantes justificaram suas escolhas? A fundamentação teórica nos auxiliou para a reflexão e a discussão dos dados gerados. Mediante um percurso histórico (LARAIA,1986; AUGER, 2000, 2003; DURANTI, 1997), observamos o desenvolvimento do conceito de cultura que nos auxiliou a responder à primeira questão da pesquisa e apontou a importância da promoção de cursos de extensão (CANDAU, 1997; AUGER, 2005; IMBÉRNON, 2009), da didática intercultural (AUGER, 2005) e da adaptação de materiais didáticos (PRABHU,1998; Tomlinson, 2012), que nos auxiliaram a responder à segunda questão da pesquisa. Seguimos a metodologia de caráter qualitativo-interpretativista (MOITA LOPES, 1994) e pesquisa-ação. De modo geral, concluímos que a sensibilização dos professores/participantes às questões culturais no curso de extensão os auxiliou na adaptação e/ou desenvolvimento dos materiais de LE a fim de abordarem os “potenciais culturais”. As atividades desenvolvidas por eles motivaram os alunos a pesquisar os conteúdos culturais, a participar das reflexões e a se identificarem ou não com a outra cultura.

The work deals with understanding the language of the older generation by young people and vice versa - how the old generation understands the present-day youth; how the old generation is versed in expressions commonly used by the young. The work is divided into a theoretical and practical parts. The theoretical part at first deals with lexis in general and then briefly presents word formation and vocabulary enrichment. The following chapter discusses structures of the national language, which was also a base for the practical part as the questionnaire contained a task proving knowledge of literary expressions. The questionnaire as a whole deals with issues of standard and non-standard levels of Czech. The last chapter of the theoretical part covers the term "youth" and age limits of this social group. Special attention is then paid to features of young people's language. The practical part deals in detail with results shown in questionnaires prepared in regard to the topic of this bachelor thesis. It thoroughly compares results in each task both with the young and the old generations. Each task for the individual age categories of respondents is shown in the form of a chart. The last part of the work presents a tabular summary of success rates for each age group of respondents in particular tasks. In this work, I also decided to compare the results of my survey via questionnaires among secondary school students in a grammar school, a vocational school and a training school. The results concerning students of secondary technical and vocational schools are shown in the diagrams at the end of the practical part. There are also tables comparing the success rate in individual tasks with students of all the three types (grammar school - vocational school - training school) of secondary schools.

Made available in DSpace on 2015-05-14T12:42:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1622747 bytes, checksum: 3de4893220bd0a35f485e1feb4a1c3b3 (MD5) Previous issue date: 2011-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is consisted of a specific reality of the historical context of Paraíba and the relationship of language-culture-society and lexicon, from the perspective of Discursive Tradition: ads. Based on the ideas of Coseriu, Kabatek, Oesterrecher, Schiliben-lange, among others, the work aimed at identifying, from the study and analysis of the ads of and on fashion, the textual presence of social historic cultural aspects of the language and lexicon, as marks of the movement of social construction in periodicals from Paraíba state. The nineteenth century was established as a time marker of the research, observing the classification and categorization of the topic (issue), specifically by means of fashion with the selection and study of the ads, in particular, the period from 1862 to 1895. The corpus is formed by ads of and on fashion - clothing and accessory - collected from thirteen newspapers from Paraíba state of the determined period: A Imprensa (JI), O Publicador (JPU), O Despertador (JD), O Conservador (JC), Jornal da Parahyba (JJP), O Liberal Parahybano (JLP), O Mercantil (JME), Gazeta da Parahyba (JGP), O Estado da Paraíba (JEdaP), O Estado do Parahyba (JEdoP), O Parahybano (JP), A União(JU) e Gazeta do Comércio (JGC). Such advertisements were collected by employees of the Casa José Américo Foundation and researchers from the Federal University of Paraíba (UFPB), cataloged and published under the organization of Aldridge & Nicolau (2009) at Quem o pretender comprar dirija-se a... coletânea de anúncios paraibanos do século XIX, as part of the History Project of the Brazilian Portuguese (PHPB), which catalogues and studies the history (tradition) of various genres from the colonial era in Brazil. During this particular study, some changes in the ads under the socio historical factors were observed, however, many features have been maintained (retained), for this reason this genre was considered as a discursive tradition. Therefore, the understanding of the construction of the central question of this work was to understand how the ads related to fashion construct meanings, circulate social discourses and show (reveal) cultural and ideological values, a new way of living and thinking. The textual structure and the discursive aspects of the corpus has allowed us to identify the socio-historical-cultural and lexical-semantic relevant aspects to the society of Paraiba state at that time. / Este estudo é constituído de uma realidade específica do contexto histórico da Paraíba e a relação língua-cultura-sociedade e léxico, a partir da perspectiva da Tradição Discursiva: anúncios. Fundamentado nas idéias de Coseriu, Kabatek, Oesterreicher, Schliben-Lange, entre outros, o trabalho teve como objetivo geral identificar, a partir do estudo e análise de anúncios de e sobre moda, a presença textual dos aspectos sócio-histórico-culturais da língua e do léxico, como marcas do movimento de construção social em jornais paraibanos. O século XIX foi estabelecido como demarcador temporal do trabalho, observando-se a classificação e categorização do tema, especificamente por meio da moda com a seleção e estudo dos anúncios, em particular, do período de 1862 a 1895. O corpus é formado por anúncios de e sobre moda vestuário e acessório , coletados a partir de treze jornais paraibanos do século XIX: A Imprensa (JI), O Publicador (JPU), O Despertador (JD), O Conservador (JC), Jornal da Parahyba (JJP), O Liberal Parahybano (JLP), O Mercantil (JME), Gazeta da Parahyba (JGP), O Estado da Paraíba (JEdaP), O Estado do Parahyba (JEdoP), O Parahybano (JP), A União(JU) e Gazeta do Comércio (JGC). Tais anúncios foram coletados por funcionários da Fundação Casa José Américo e pesquisadores da Universidade Federal da Paraíba (UFPB), catalogados e publicados sob a organização de Aldrigue & Nicolau (2009) em Quem o pretender comprar dirija-se a... coletânea de anúncios paraibanos do século XIX, como parte do Projeto História do Português do Brasil (PHPB), que cataloga e estuda a tradição de vários gêneros desde a época colonial do Brasil. No período determinado desta pesquisa, foram observadas algumas mudanças nos anúncios decorrentes dos fatores sócio históricos, porém muitas características foram mantidas, razão pela qual tal gênero foi considerado como uma tradição discursiva. Portanto, a compreensão de construção da indagação central do trabalho foi entender como os anúncios relativos à moda constroem sentidos, fazem circular discursos sociais e revelam valores culturais, ideológicos de um novo modo de viver e pensar. A estrutura textual e os aspectos discursivos do corpus permitiu identificar aspectos sócio-histórico-culturais e léxico-semânticos relevantes na vida da sociedade paraibana da época.

La réhabilitation de la littérature en classe de langue lui a conféré un appareillage didactique qui prend désormais en compte sa dimension communicationnelle. Le discours littéraire est ainsi envisagé dans une approche pragmatique et est aussi intégré dans la perspective actionnelle dont l’objectif est la formation d’un acteur social à travers la pédagogie du projet comme c’est le cas pour la presse écrite. La littérature, en tant que document authentique, rejoint également l’article de presse dans l’apprentissage d’une langue-culture et dans la pratique d’un dialogue interculturel. Ces objectifs s’appuient, entre autres, sur la compréhension écrite de ces deux supports par les apprenants. Il serait ainsi judicieux de s’intéresser aux méthodes qui aident à l’accès aux sens. Confronter le texte littéraire et l’article de presse quand ils relatent un même sujet peut-il faciliter cet accès ? Pouvons-nous également affirmer que le texte littéraire a un rôle formateur et que l’apport de l’article de presse est indispensable ? Ces questions se trouvent au centre de notre recherche. Une étude de terrain menée au Liban auprès de lycéens de la classe de seconde est proposée comme méthodologie de travail. / The rehabilitation of the literature in the language classroom has given it a didactic apparatus which takes into account the communicative dimension. Thus, the literary discourse is considered a pragmatic approach which is also integrated in the action-oriented whose main purpose is the formation of a social actor through the pedagogy project as in the case with print media. As an authentic document, the literature joined the press article as well, in studying a language - culture and to practice in an intercultural dialog. Those aims are based, among others, on the writing understanding of both aids by learners. It would be wise to pay attention to the ways which help the accessing to the senses. Putting them together, the literary text and the press article, when they have the same subject, could it facilitate such an access? Are we able to say as well, that the literary text has a formative role and the contribution of the press article is essential? These questions symbolize our research center. A study on the field in Lebanon for the students in the second class is proposed as a methodology work.

The study of Japan has too often been premised upon a crude presupposition that any intellectual or artistic production is predetermined by the structure of Japanese language or culture. This rather culturalist assumption can be sustained only by a refusal to entertain theoretical critiques. This article shows that the typical culturalist argument about Japanese literature is based upon a misconception of translation and the accompanying essentialist view of language.

Lugha ni chombo muhimu sana cha mawasiliano kilichoundwa na sauti za nasibu za kusemwa na kutumiwa na jamii ya utamaduni fulani. Jinsi ambavyo zipo jamii nyingi za tamaduni mbalimbali duniani, vivyo hivyo ziko lugha mbalimbali zilizoundwa kukidhi haja ya mawasiliano ya tamaduni mbalimbali. Maingiliano ya jamii zenye tamaduni na lugha mbalimbali yanayotokana na mashirikiano katika shughuli za biashara na nyinginezo za kijamii, huzusha haja ya kuwepo kwa lugha moja itakayoweza kuwaungaanisha watu hao wenye tamaduni na lugha mbalimbali. Maingiliano kama hayo yanaweza kuwa katika viwango mbalimbali.

Die Arbeit prüft, inwieweit die Übersetzungstheorien von Otto Kade et al., Werner Koller und die Skopostheorie das Problem der kulturgebundenen Farbwortvielfalt bei der Übersetzung zu lösen versuchen. Im ersten Teil wird hierfür der Grundstein gelegt, indem interdisziplinäres Wissen auf die Bildung von Farbbezeichnungen, ihrer Herkunft und ihrer biologischen und physikalischen Grundsätze angewendet wird. In diesem Zusammenhang wird auch die Sapir-Whorf-Hypothese diskutiert. Die Etymologie bestehender Farbbezeichnungen verschiedenster Sprachen bildet dabei das Zentrum, sowohl für die Erklärung der Farbwahrnehmung und die Kulturgebundenheit ihrer Bezeichnungen als auch der Neuschöpfung von Farbbezeichnungen in den Übersetzungssituationen. Anhand fiktiver Übersetzungssituationen aus dem Alltag wird der Übersetzungsprozess für jede Übersetzungstheorie simuliert und aus ihrer Sicht verfolgt. Im Abschluss werden die Ergebnisse gegenübergestellt und diskutiert.