| 1. |
- Aida Niendorf, Mariya, et al.
(författare)
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Investigating the use of the verbs ”naru” in Japanese and ”bli” in Swedish through translation
- 2013
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Ingår i: Nordic Association of Japanese and Korean Studies (NAJAKS).
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Konferensbidrag (refereegranskat)abstract
- This study investigates how use of the Swedish verb “bli” corresponds to the Japanese verb “naru” using translated materials as a corpus. Japanese is said to be a situation-oriented language, while English is person-oriented. e.g., Mariko wa kekkon surukotoni NARImashita. (It became so that Mariko will be married.) ‘Mariko will get married’ in English. The Swedish verb ”bli” usually means ’to become’ or ’to be (as an auxiliary verb),’ yet is used more widely than these English meanings. e.g., Det blir 100 kronor, tack. (100 kr ni NARI-masu.) ’It makes/will be 100kr.’ Examples like this lead to the observation that ”bli” is used in a context more similar to the Japanese verb ”naru.” than English verb “become.” Comparison of some translated materials also shows that “bli” is often translated into Japanese as “naru” while it is more likely to be replaced by a transitive or intransitive verb in English. However, erros such as *okoru ni NARU (verb ‘to be upset’+naru) [okoru: a verb] *annshin ni NARU (noun ‘feeling at ease’ +naru) [annshin suru: a verb derived from a noun]which are made by Swedish learners of Japanese indicate that the translation of “bli” into Japanese is not so straight forward. In this study, we examined the following questions:How is ”bli” translated into Japanese/English?If ”bli” is translated into ”naru” in Japanese, in what grammatical context(s) does it occur?How are these variations related to the errors students make in translating ”bli” into Japanese? In order to examine the above research questions, we conducted two separate studies: Study I: Examining how Swedish bli is translated into Japanese in literature translation Using children´s novels “Sommerboken” by Tove Jansson and “Pippi Långstrump” by Astrid Lindgren as the data source, all the sentences that contain bli were extracted along with their translations into English and Japanese. The extracted sentences were, then, categorized according to the various types of usage of the verb bli, and the translation into Japanese for each of those categories was analyzed. Study II: The translation of various uses of bli into Japanese by Swedish students Study I above showed usages of the verb bli in various context. In Study II, we tried to see if some of these usages cause more problems than the others for the Swedish students. The students in the Japanese-English translation course at Högskolan Dalarna (Sweden) were given 7 Swedish sentences containing various usages of bli, and were asked to translate them into Japanese. Then the accuracy of the translation and the translation techniques used were analyzed. The results from Study I showed that there were numerous usages of the verb bli, such as describing conditions, describing the changes of conditions, indicating certain emotional status, and so on, which naturally led to the variety in Japanese translation. Furthermore, apart from the most literal translation, which is to use the verb naru, various types of compound verbs (main verb – help verb combinations) were used in order to express different nuances. In some of the usages identified above, translation shifts were obligatory when translated into Japanese; i.e. the literal translation was impossible, and the translator has to make minor changes from the ST (source text) to the TT (target text), such as changes of grammatical categories or of voice (e.g. passive to active). The results from the Study II show that the sentences which require more complicated translation shifts tend to cause more errors when students translate them into Japanese. Clarifying how the use of “bli” correlates with the use of “naru” will not only help Swedish students understand the use of the somewhat difficult concept of “naru,” but also help translators deal with this issue. Finding a more systematic way to translate “bli” into Japanese using more tokens from various genres would be necessary in order to achieve this.
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| 2. |
- Aronsson, Mattias, 1971-, et al.
(författare)
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Fan Activities in Online University Education
- 2018. - 1
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Ingår i: Fandom as Classroom Practice. - Iowa City : University of Iowa Press. - 9781609385675 - 9781609385682 ; , s. 70-82
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Bokkapitel (refereegranskat)
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| 3. |
- Edfeldt, Chatarina, 1963-, et al.
(författare)
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Fan Culture : The Use of Informal Learning Environments by Dalarna University Language Students
- 2014
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Ingår i: NGL 2014: Next Generation Learning Conference. - Falun : Högskolan Dalarna. - 9789185941582 ; , s. 17-17
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Learning outside the academic institution, or affinity-based informal learning, has been studied by various scholars (e.g., Paul Gee and Henry Jenkins). One place where this type of learning can occur is in online participatory fan culture activities, where fans create, for example, works of literature, films, and translations, as well as comment on one another’s work and teach one another.In Sweden, very little research on fan culture as a place for collaborative learning has been conducted and existing research has mainly focused on high-school students (Olin-Scheller); therefore, our examination of fan culture activities and learning processes among university students will serve as in important contribution. The general purpose of our project is to find out more about informal learning activities that exist among our own students so that we can then apply that knowledge to our teaching and pedagogical methods as university teachers. We are interested to see how the practitioners themselves experience informal learning activities and how they benefit from these.As such, a two-step project was designed: first, a questionnaire was distributed to all students of ten language departments at Dalarna University (2432 students). The questionnaire contained questions about the level of awareness of online fan activities and the degree of student participation in these activities. The second part of the project comprised qualitative interviews (in the autumn of 2013) of some of the students who responded to the survey. Here, we examine the kind of fan culture activities that they are consuming and the reasons for their participation. As well, we examine whether they think they have developed any language, cultural, or other skills and knowledge through the communities. In our paper we present the results of this study.
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| 4. |
- Fjordevik, Anneli, et al.
(författare)
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What do they learn, why do they learn? A study on university students' participation in fan activities
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- At the Dalarna University (Sweden), which is specialized in online education, there has been a three-year research project called “Informal Learning Environment”, which explored the educational aspects of fan activities and possible ways to apply them in foreign language and literature courses. One part of the project was a study, conducted in two stages. First, an online questionnaire survey on the language student’s awareness about online fan activities, as well as their participation in those, was carried out. In the second stage, seven students that were actively participating in various fan activities were interviewed. The interviews examined the qualitative aspects of the participants’ involvement in fan communities with four different question areas: In what kind of fan activities do they participate?; Why do they participate, and what makes participation attractive to them?; What kind of knowledge and skills (such as language or cultural or other skills) do they think they have developed through participation?; and do they think it is possible to apply this mechanism of informal learning to the university courses? We also asked whether they see any connection between informal learning in the fan communities and their learning at university / college.During the project (which includes the actual application of some fan activities to the courses), various educational elements of fan activities have become clear. In this proposed paper we do the final analysis of the aforementioned study with a focus on the curiosity and playfulness that we could see in this informal learning. Based on the interviews, we will analyze the motivation / mechanism for the intensive learning processes that seem to take place outside the classroom.
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| 5. |
- Inose, Hiroko
(författare)
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Atsuko Suga: Vivir en el viaje entre dos mundos
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Atsuko Suga –Vivir entre dos culturas y dos idiomasAtsuko Suga (1929-1998) es la autora/traductora japonesa, que merece el título de un viajero entre Europa y Japón más que nadie en el tiempo moderno. Su primer viaje a Europa fue en 1953 para estudiar en Francia. La época era después de la Segunda Guerra Mundial, y ella era de la primera generación de las mujeres japonesas que estudiaba en Europa.Sin embargo, su conexión más fuerte con Europa era con Italia. Después de haber vuelto a Japón en el año 1955, se trasladó a Roma, primero para estudiar Sociología pero después cambiando el campo de estudio a literatura. Sin embargo Suga no era una estudiante extranjera cualquiera, como su interés estaba en uno de los movimientos sociales en Italia en esta época, Liberalismo Católico. Siendo católica ella misma, su interés yacía en la búsqueda del punto donde la religión podía fundirse con el activismo social. Se acercó a David. M. Turoldo (1916-1992) que representaba el círculo de la Librería Corsia dei Servi, que fue muy activo en el movimiento.Su matrimonio con uno de los líderes del círculo, Giuseppe Ricca, en el año 1961 parecía ser un movimiento que concretara su vínculo con Europa. Sin embargo, la muerte trágica de Giuseppe después de solo X años de matrimonio dejó Atsuko otra vez en la posición entre Europa y Japón.No solo en su vida privada, sino en su vida profesional también, Suga se puso entre dos culturas y dos idiomas, empezando a traducir una serie de las obras de la literatura moderna japonesa al italiano, incluso los autores más famosos como Yasunari Kawabata y Shozo Unno. Algunas obras fueron traducidas por la primera vez en Europa. Después de la muerte de su marido, ella seguía con las traducciones, hasta que decidiera a volver a Japón en el año 1971.Una vez traslada a Japón, empezó a traducir numerosas novelas y poesía italiana al japonés, presentándolas a la audiencia japonesa por la primera vez. Sus traducciones incluye las obras de Italo Calvino y Antonio Tabucchi entre otras. Suga empezó a escribir sus propias obras que son entre la novela y el ensayo sobre su vida en ambas culturas, cuando tenía ya más de 60 años.En la ponencia, se presentará las obras y la vida de esta figura más especial que vivía entre Europa y Japón.
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| 6. |
- Inose, Hiroko
(författare)
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BEYOND REALIA –CULTURAL ASSOCIATIONS IN THE ENGLISH TRANSLATION OF THE NIGHT IS SHORT, WALK ON GIRL BY MORIMI TOMIHIKO
- 2022
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Konferensbidrag (refereegranskat)abstract
- Several novels by Morimi Tomihiko (1979-) have been translated into other languages. However, readers of the original Japanese must wonder how such texts, heavy as they are in cultural associations, can be translated without losing the key elements that characterise the author’s works. Morimi is a prize-winning author of both essays and novels, many of which feature Kyoto, the ancient capital of Japan. His contemporary stories feature preposterous characters and settings that are rich in cultural reference. As well as realia, which represents both material culture and specific concepts (e.g., Mayoral 1999), and intertextuality, there is a wealth of cultural associations apparent from expressions, vocabulary, orthography, and classical verb and adjective conjugation. By carefully selecting these cultural elements, the author constructs a literary style that is reminiscent of modern Japanese literature from Taisho (1912-1926) and early Showa (1926-1989). His style also effectively creates a universe that exudes traditional Japanese aesthetic associations expressed by both cultural objects (e.g., food, art, music, decorative objects) and legendary beings (e.g., gods, monsters). Morimi’s abundant humour twists these associations: for example, he uses classical orthography and ancient vocabulary to describe trivial incidents, and he places traditional Japanese ornaments in unexpected settings. This serves to presuppose the diversity of Japanese cultural knowledge on the part of the reader.The present study analyses both Morimi’s novel The Night Is Short, Walk on Girl (2006), and its English translation. Comical and fantastical, it has two narrators: a male university student in Kyoto and his object of love kurokami no otome (“dark-haired maiden”), who recount various episodes to the readers while making full use of the cultural elements described above. It has been adapted into an animation film in 2017, which won an international award and possibly led to the translation of the novel. Its English translation was published in 2019 (translator: Emily Balistrieri) without any translator’s notes, which suggests use of other translation techniques for cultural elements. The study identifies the different types of cultural elements present in the source text while considering their literary effects and analyses how – and how often – they are translated into English.
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| 7. |
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| 8. |
- Inose, Hiroko, et al.
(författare)
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Fan activities applied to online university education
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation discusses a possible way of adapting internet fan activities to the academic level online education. At the Dalarna University (Sweden), which is specialized in online education, there was a three-year project called “Informal Learning Environment”, which explored the educational aspects of fan activities, and the possible ways to apply them in language (French, German, Japanese, Portuguese) and literature courses.The educational effects of fan activities are mentioned by various authors (e.g. James Paul Gee), and we focused on two activities, Fan Fiction and Scanlation.In the Fan Fiction exercise, the students in French and German Literature had an introduction on Fan Fiction, then were asked to choose one of the literary works studied during the semester, and write a short fictional story based on it. Each student uploaded his/her text to the learning platform and then received peer-feedback from others.In the Scanlation exercise, a group work was designed for the Translation course (Japanese-English translation). Students formed groups of threes and fours and each group translated two different chapters from Shisso Nikki, a manga by Hideo Aduma. They had two weeks to work together, and then the translations were uploaded to the learning platform. Each student then gave comment and feedback to the chapters translated by other groups.In all courses, students were asked to evaluate the activities afterwards. The evaluation focused on if they enjoyed the activity, what they learned, and what the peer-feedback meant to them. Since we teach only online courses, the web-based interaction becomes very central. This is also the case in fan communities. Therefore, our hypothesis is that connecting fan activities with web-based teaching may be a way to develop and improve the formal academic learning environment.
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| 9. |
- Inose, Hiroko, et al.
(författare)
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Fan Culture as an Informal Learning Environment : Presentation of a NGL project
- 2012
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Ingår i: NGL 2012 NEXT GENERATION LEARNING CONFERENCE February 21–23, 2012 Falun, Sweden : CONFERENCE PROCEEDINGS. - Falun : Högskolan Dalarna. - 9789185941476 ; , s. 105-112
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Konferensbidrag (refereegranskat)abstract
- Fan culture is a subculture that has developed explosively on the internet over the last decades. Fans are creating their own films, translations, fiction, fan art, blogs, role play and also various forms that are all based on familiar popular culture creations like TV-series, bestsellers, anime, manga stories and games. In our project, we analyze two of these subculture genres, fan fiction and scanlation.Amateurs, and sometimes professional writers, create new stories by adapting and developing existing storylines and characters from the original. In this way, a "network" of texts occurs, and writers step into an intertextual dialogue with established writers such as JK Rowling (Harry Potter) and Stephanie Meyer (Twilight). Literary reception and creation then merge into a rich reciprocal creative activity which includes comments and feedback from the participators in the community.The critical attitude of the fans regarding quality and the frustration at waiting for the official translation of manga books led to the development of scanlation, which is an amateur translation of manga distributed on the internet. Today, young internet users get involved in conceptual discussions of intertextuality and narrative structures through fan activity. In the case of scanlation, the scanlators practice the skills and techniques of translating in an informal environment. This phenomenon of participatory culture has been observed by scholars and it is concluded that they contribute to the development of a student’s literacy and foreign language skills. Furthermore, there is no doubt that the fandom related to Japanese cultural products such as manga, anime and videogames is one of the strong motives for foreign students to start learning Japanese.This is something to take into pedagogical consideration when we develop web-based courses. Fan fiction and fan culture make it possible to have an intensive transcultural dialogue between participators throughout the world and is of great interest when studying the interaction between formal and informal learning that puts the student in focus
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| 10. |
- Inose, Hiroko
(författare)
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Human, This Ever-changing Creature : Oshiko’s Default Standard by Yukiko Motoya
- 2023
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Ingår i: Electricdreams – Between Fiction and Society II.
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Konferensbidrag (refereegranskat)abstract
- Human, This Ever-changing Creature: Oshiko’s Default Standard by Yukiko MotoyaAs seen in the classical SF anime film Galaxy Express 999 (1979), relations between human and AIenhanced transhuman, and an AI-controlled dystopian society have always been popular in Japanese imagination. These relations can be confrontational, or alternatively, affectionate as sometimes depicted in shōjo manga. In the novel Oshiko’s Default Standard (Oshiko no deforuto in Japanese original) (2021) by Yukiko Motoya (1979-), however, there is no human-transhuman relations as such, as the story depicts the process of human rapidly transforming into AI-enhanced transhuman – in a seemingly dystopian society. Set in the post-crisis Japan, the novel focuses on an everyday-life sphere - child-rearing and nursery school - in a society in which co-prosperity with the AI had become the main national policy. The lessons at the nursery school aim to raise children with outstanding ”abilities to become homogenous”, as individual differences are now considered vulnerability rather than strength. Many professions have been taken over by white cube-shaped robots produced by a single company, and although there is no description of these robots actively controlling the society, people – especially children and youths - start idealizing them and imitating their functions through implanting devices in all body parts. Oshiko, the protagonist, is a mother of two and has adapted well to this society, in which everyone is connected to internet for 24hours/day and endlessly consume digitized content. The nature, including natural human feelings, has been tamed and trivialized to become mere ”undigitized” or ”raw” content for her. Through the close reading, the present paper analyses some of the issues this controversial novel raises, focusing on the possible changes AI-dominated society make on humans, including borders between normal and abnormal, connection with others and loss of individuality, shifting bodily senses, as well as the human essence which can only exist in the constant state of changes.
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