In this dissertation, I explore to address the problem of the identity of Paul’s interlocutor(s) in Rom 1–3 and the subsequent issue of whether Paul only includes non-Jewish Gentiles as recipients of his gospel teaching. In order to deal with the research question in a linguistically informed manner, I draw from Systemic Functional Linguistics and use two related notions of cohesive chains and grammatical metaphor (nominalization). By applying both methods to the text, I identify twenty-three active cohesive chains and five most important instances of nominalization in the text. Based on the linguistic data elicited solely by examining the interaction patterns among the chains and by explicating the various textual effects that nominalization brings about, I conclude that the linguistic evidence points to the possibility that the interlocutor is an ethnically Jewish man and Paul thus does not exclude his fellow Jews from his presentation of the gospel in Rom 1–3.

Det är viktigt att ha god språkförmåga och ett brett ordförråd för kunskapsinhämtning och kommunikation. Idag ställs det höga krav på språkförståelse, därtill förståelse av metaforer. Metaforer är en typ av figurativt språk vars tolkning inte är bokstavlig. Därtill behövs det mer kunskap om figurativt språk hos gruppen ungdomar med cochleaimplantat (CI). Syftet med examensarbetet var att undersöka metaforkunskap hos svensktalande ungdomar med CI i relation till ålder när deltagarna fick sitt första cochleaimplantat (CI1), expressivt ordförråd och pragmatisk förmåga. I studien ingick 17 svensktalande ungdomar med CI i åldern 12 – 20 år. Deltagarna rekryterades via mottagningen för hörselimplantat vid Karolinska universitetssjukhuset. Sexton deltagare hade bilaterala CI och en hade bimodal hörsel (ett CI och en hörapparat). Genomsnittlig ålder för CI1 var 15 månader. Metaforkunskap bedömdes med hjälp av en norsk metaforuppgift översatt till svenska, expressivt ordförråd med Boston namning test (BNT) och pragmatisk förmåga med ett föräldraformulär (CCC-2). Deltagarnas svarsmotiveringar av metaforuppgiften transkriberades och analyserades med en kvalitativ svarsanalys. Resultaten visade att ungdomar med CI uppvisar metaforförståelse. Dock varierar den inom gruppen avseende antalet korrekt valda svarsalternativ. Ytterligare fynd indikerar att det finns ett måttligt negativt statistiskt signifikant samband mellan ålder vid CI1 och resultatet på metaforuppgiften. Ju yngre ålder vid CI1, desto bättre resultat på metaforuppgiften. En slutsats är att det finns en stor variation gällande metaforkunskap inom gruppen ungdomar med CI. Den kvalitativa analysen visar på en hög grad av diskrepans mellan val av rätt svarsalternativ, och otillräcklig eller felaktig motivering av det aktuella svarsalternativet. Tidig ålder vid CI tycks ha en gynnsam effekt på högre språkliga förmågor som metaforkunskap. Dock behövs det fler liknande studier, i större kohorter och med hörande kontrollgrupp. / It is important to have good language skills and a broad vocabulary for knowledge acquisition and communication. Today, there are high demands on language comprehension, which includes the understanding of metaphors. Metaphors are one type of figurative language whose interpretation is not literal. Therefore, more knowledge about figurative language in the group of teenagers and young adults with cochlear implant (CI) is needed. The aim of the study was to investigate metaphor knowledge in Swedish - speaking teenagers and young adults with CI in relation to implantation age of the first CI (CI1), expressive vocabulary and pragmatic ability. The study included 17 participants with CI between the ages of 12 and 20 years. They were recruited by the Hearing Implant Clinic, Karolinska University Hospital. Sixteen participants had bilateral CI and one had bimodal hearing (one CI and one hearing aid). The average age at CI1 was 15 months. Participants' metaphor knowledge was assessed using a Norwegian metaphor task translated to Swedish, expressive vocabulary with the Boston Naming Test (BNT), and pragmatic ability with a parent questionnaire (CCC-2). The participants' motivations in the metaphor task were transcribed and analyzed using a qualitative response analysis. The results showed that young people with CI exhibits metaphor understanding. However, it varies within the group regarding the number of correctly selected responses. Further findings indicate that there is a moderate negative statistically significant relationship between age at CI1 and the results of the metaphor task. One conclusion is that there is a large variation regarding metaphor knowledge within the group of teenagers and young adults with CI. The qualitative analysis shows a high degree of discrepancy between the choice of correct answer option and insufficient or incorrect justification of the given answer. Early age at CI1 appears to have a beneficial effect on higher language abilities such as metaphor knowledge. However, further studies are needed, preferable in larger cohorts and with a hearing control group.

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This thesis examines translation strategies for translating figurative language with a focus on metaphors, idioms, and phrasal verbs. Translators often state that figurative language presents challenges in the translation process. This is mainly because the translator must consider the language’s pragmatic, cognitive, and aesthetic functions. This analysis combines a modified translation approach based on Liu and Zhang (2005), Newmark (1988) as well as Lakoff and Johnson (2003). Using the strategies literal translation, transference, meaning translation, omission, and addition to reduce the loss between the source and target texts, this paper seeks to map how frequently these strategies are applied in the translation of metaphors, idioms, and phrasal verbs in the source text. This paper also discusses any potential problems arising in conjunction with these strategies. The findings of this analysis show that literal translation is the most commonly used translation strategy, in line with Liu and Zhang’s recommendations (2005). Overall, the second most frequently used strategy is transference, followed by meaning translation. This analysis also highlights interesting research gaps regarding omission and addition and encourages further research on these subjects. Greater knowledge and application of these strategies could lead not only to a better and more efficient target text but also a target text that is closer in word count to the original, thereby reducing the expansion of the source text.

No description available.

Text in English / This study examines and discovers the translation strategies as employed in the Sesotho sa Leboa translation of Mandela's Long Walk to Freedom. Mandela's Long Walk to Freedom was published in 1995 and was translated into Sesotho sa Leboa by S M Serudu in 2001. The Sesotho sa Leboa translation of the life history of Mandela, Leetotelele go ya Tokologong (Long Walk to Freedom) is one of the four completed translations to date that form part of the assignment to translate the original text into the official languages of South Africa. The aim of this study is to investigate the translation strategies used to transfer linguistic and cultural items in the translation of Mandela's autobiography. The study is mainly qualitative and examines the strategies employed by Serudu. For data collection, the source and target texts of Mandela's Long Walk to Freedom as well as the semi-structured face-to-face interviews with four translators into Sesotho sa Leboa, isiZulu, isiXhosa and Afrikaans were used. The study is based on the Descriptive Translation Studies Theory, Bassnett and Lefevere's "cultural turn" as well as the domestication and foreignization strategies. In this case, it investigates if Serudu has domesticated and/or foreignized his translation. The findings revealed that Serudu domesticated his translation by using metaphors, similes, personification, euphemism, hyperbole, proverbs, idioms and the use of descriptive words. Foreignization was also found when the translator dealt with the borrowing and loaning of words where most of the concepts were transferred, Sotholised, retained and transferred, as they were, especially culture specific items. / African Languages / D. Litt. et Phil. (African Languages)

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The aim of the study is to survey the usage of closure as it is reflected in Northern Sotho Narratives. Chapter one This chapter introduces the objectives of the research and definition of the concepts narrative and closure. Reference is made to different scholars to substantiate the argument. Chapter two Plot serves as the basis of the study of closure in a novel. The interconnectedness of the elements of plot expressed by the presence of different closural patterns supports this. Major mutual relationships are distinguished, namely between author and reader as well as between author, reader and text. Chapter three The principles of brevity and single effect which differentiate a short story from other narratives play a major role in the study of closure. The five signals of closure and the mode of approaching the end also influence how closure is approached in this genre. Chapter four The study of folktales is divided into traditional and modern approaches. Despite their difference, opening and closing are commonly based on the syntactical position occupied by the opening and closing phrases. In the traditional approach the position is fixed while in the modern approach it is controlled by the presence of motifemes. This chapter embarks on the usage of closure in narrative poetry. The ending is doubly determined, based on structural elements and linguistic principles. Repetition and cessation of the idea expressed in a verse llne, are major poetic devises to illustrate closure. Chapter six This chapter summarizes the findings of the previous chapters and proposals for future research. / African Languages / D.Litt. et Phil. (African Languages)

<p>Language-play can briefly be described as the wilful manipulation of the peculiarities of a linguistic system in a way that draws attention to these peculiarities themselves, thereby causing a communicative and cognitive effect that goes beyond the conveyance of propositional meaning. Among the various phenomena answering this description are the different kinds of puns, but also more strictly form-based manipulations such as rhymes and alliteration, in addition to a host of other, sometimes even fuzzier, subcategories.</p><p>Due to its unusual nature, and especially its frequently strong dependence on the idiosyncrasies of a particular language, language-play can generally be assumed to constitute a significant challenge in a translation context. Furthermore, given its non-negligible effects, the translator is not free to simply ignore the language-play (provided it has been recognized as such in the first place) without having taken an active stance on its treatment. However, the difficulties in finding a suitable target-language solution are possibly exacerbated if the source text is a complex multimedia product such as a film, the translation of which, normally in the form of dubbing or subtitling, is subject to additional constraints.</p><p>In view of these intricacies, it has been the aim of this study to analyze and measure how language-play in film has actually been treated in authentic dubbing and subtitle versions. As a prerequisite, the concept of language-play has been elaborated on, and more than a dozen subcategories have been described, developed, and employed. For the purpose of carrying out a meaningful analysis of the dubbing and subtitling of language-play, a corpus has been compiled, comprising 18 family films and 99 of their various target versions, most on DVD, and yielding nearly 800 source-text instances of language-play and thousands of translation solutions.</p><p>The results indicate that especially two sets of factors, among the many that are likely to influence a translation, play a prominent role: the type of the language-play, and the identity and working conditions of the translator. By contrast, the mode of translation (dubbing vs. subtitling), the target language, or the general properties of the films, could not be shown to have a sizeable impact.</p>

My thesis examines how metaphors of globalization shape the global governance of the Internet. I consider how, in a short span of time, discussions of the Internet’s globalizing potential have gone from the optimism of the global village to the penchant of the global marketplace to the anxiety of the global war on terror. Building upon Rorty’s theory of metaphors and Foucault’s notion of productive power, I investigate how the shifts in these prevailing metaphors have produced and legitimated different frameworks of global governance. In considering how these patterns of governance have been shaped in the context of a familiar example of globalization, I demonstrate that globalization has an important discursive dimension that works as a constitutive force – not only in Internet governance, but in global governance more generally. By illuminating globalization’s discursive dimensions, this thesis makes an original theoretical contribution to the study of globalization and global governance. It demonstrates that globalization is more than a set of empirical flows: equally important, globalization exists as a set of discourses that reconstitute political legitimacy in more ‘global’ terms. This recasts the conventional understanding of global governance: rather than a response to the challenges posed by the empirical transcendence of territorial borders or the visible proliferation of non-state actors, the aims, institutions and policies of global governance are shaped and enabled by discourses of globalization, and evolve as these discourses change. In short, this thesis provides further insight into globalization’s transformations of state-based political order. It links these transformations to the discursive processes by which systems of global governance are produced and legitimated as sites of power and authority.