Shadrin Viktor (St Petersburg State University, Russia). Problem-solving strategies in relay interpreting
ABSTRACTS
PLENARY LECTURES
Khomiakova Elizaveta (St Petersburg State University, Russia). Generative value concepts of the Anglosphere
Cognitive linguistic studies have shown HUMAN BEING to be a basic value concept in every culture. The inseparable link between the individual and society is reflected in language by means of a set of related clusterconcepts LIFE, FAMILY, HEALTH, HOME, CHILDREN, EDUCATION, WORK/CAREER, FRIENDSHIP and LOVE generated by the value concept HUMAN BEING. The meanings and structure of these concepts depend on a vast array of ethnic, cultural and social factors as well as personal circumstances predetermining the worldview of the discourse creator.
Nedialkov Igor(St Petersburg State University, Russia). Contrastive features of English and Russian and Russian –English translational transformations
The first part presents the main typological and contrastive properties of English and Russian and shows in what way these properties may condition Russian → English translational transformations of various types. The second part contains the overview of English correspondences of Russian constructions lacking the canonical subject in the nominative case (impersonal proper, indefinite-personal, generic-personal, infinitival constructions, etc.) found in the novel “Anna Karenina” written by Leo Tolstoy. In some cases examples from “Crime and Punishment” written by Fyodor Dostoyevsky and plays by Anton Chekhov are also provided. English correspondences of the following Russian impersonal constructions (ICs) are analysed: ICs denoting natural phenomena, ICs denoting physiological states, ICs denoting situations of sense perception, ICs denoting emotions and feelings, ICs expressing modality. The main ways of translating Russian ICs into English are the following: 1) English personal constructions, 2) English constructions involving dummy it, 3) English constructions involving introductory element there, 4) English constructions involving introductory element one.
Piazza Roberta (Sussex University, UK).With or without Zanzibar: diaspora voices and the memory of the revolution.
This study explores the relationship between identity and place within the context of East African diasporas (Georgiou 2006; Manger and Assal 2006 among many others). The geographical backdrop of the study and the setting within which the interviewees’ narratives are shaped is the small island of Zanzibar. Termed ‘Cuba of East Africa’, Zanzibar had a distinctive story mostly due to the effects of British colonialism and the Arab Omani colonization that impoverished and marginalised the indigenous African population for centuries. The result of this situation and the tense co-existence of a multitude of ethnic groups was the sudden, bloody and extremely short-lived revolution of 1964 that brought to power the Afro-Shirazi Party (ASP) and the small radical Umma Party (UP) supported by the marginal Zanzibar Communist Party (ZCP). This study analyses the narrative voices (De Fina and Georgakopolou 2008) of the people who decided to leave their country in that moment of political upheaval or soon after never to return as well as those who either stayed on or decided to move back to the island. The returnees’ interviews collected in Zanzibar in 2014 were followed by Skype interviews with other Zanzibar-born people who left and established themselves in a number of Western countries. The focus of the study is the relationship the interviewees have with the island and the various ways in which they position themselves vis-à-vis its history and culture. Some differences in the discursive work are visible between the accounts of those who separated themselves from Zanzibar and those who made their home there. Those who never went back to the island except for short periods engage primarily in memory work (Bamberg’s term, personal communication) through extended historical narratives and present themselves as authoritative and trustworthy witnesses able to report many details of those days in 1964 that shaped their life and the life of their country. The identity that they claim therefore emerges from the work they do in narrativising their memories and the very act of telling. By contrast the people who made their way back to Zanzibar do not engage at length with the history of the island and only mention the revolution occasionally and in mini narratives interspersed in the longer recount, as an event that justifies their existential choices. More attention in these ‘small’ narratives (Georgakopolou 2006 and Bamberg and Georgakopolou 2008) is paid to the question of why they returned, who they are and what they are looking for. Common to all accounts however is the speakers’ positioning (Bamberg 1997) towards the others, be they Arabs, Africans, Comoros, Indians or any of the many other communities that populate the island. Similarly, emphasis is given to the issue of belonging either to the island or the countries to which the interviewees fled, which are often associated with such elements as religious practice and mastery of Swahili. Common to most of the speakers is the awareness of being suspended between sense of belonging and not belonging. Many speakers feel different from the other locals and see themselves as ‘mzungu’ (white foreigner, but also used for black people) either on ethnic grounds (if the others are Indians for instance and the speaker is African) or on the grounds of the experience they acquired abroad. In any case, the very decision to stay on or return to the island has endowed the interviewees with various forms of attachment to Zanzibar and a sense of ‘troubled’ or ‘mongrel’ identity (to echo the title of Caldas-Coulthard and Iedema’s book).
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Prieto-Arranz José Igor (University of Balearic Islands, Spain).Identities in process: An analysis of eight ERASMUS narratives
Inspired by both the ‘narrative turn’ in second language acquisition and the still recent rapprochement between this discipline and the social sciences, this paper looks into the ERASMUS+ experiences of 8 university undergraduates through the cultural studies-informed analysis of narrative data obtained from two discussion groups. These were triangulated with additional data obtained from (1) background and language contact questionnaires; and (2) e-journals kept by participants while abroad. Results, obtained from a three-tier analysis covering the micro (participant’s narrative position), meso (participant’s voice) and macro (discursive) levels of the textual evidence, shed light on such key aspects as the participants’ social networking, perceived effects on their target language competence and, especially, identity development. By way of conclusion, several variables are identified which may have had an impact on the results, namely field of study, destination, perceived command of the target language and the discursive landscape participants have been exposed to prior to their Study Abroad experience. Additionally, the paper also points to the complex ways in which such variables may interact.
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Shadrin Viktor (St Petersburg State University, Russia). Problem-solving strategies in relay interpreting
The paper deals with some ways and means of avoiding ambiguity in the process of relay interpreting at multilingual international meetings. Relay interpreting, if not done properly, can lead to serious misunderstandings among the delegates of a conference and informational losses of different kinds. In order to prevent relay interpreters from making mistakes a set of regulations is suggested in the paper in the form of ample advice based on practical experience.
ANGLOPHONE LITERATURES
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