Friday, December 19, 2014

The Rise of a New Wave of Feminism Through Social Networks


Feminism in Electronic Medias


At the beginning of the 20th century, the Suffragettes were the first to give a voice for women and fight for their rights. Certainly, women owe much to Suffragette's battle and their courage have inspired many of their feminists descendants. Thanks to all these brave people who stood up against society, women of today – at least in Western countries- now have the exact same rights as their male colleagues. But gender inequality persists, and the fight is still going on. However, it is a fight of a very different nature, using different tools. We are possibly witnessing in our society a shift from third to four-wave feminism. The Internet and social networking services (SNS), being in a considerable part responsible of that shift. Indeed SNS have allowed digital-native young girls to get involved in a new form of feminism.

First of all, we should examine the actual changes that SNS have operated in feminism today and how it affects feminist activism. Many thought “feminism” was kind of an outdated word, not relevant anymore. But Internet and SNS have revealed the existence of a large, world spread feminist community, still very lively and filled with ebullient young women who stick together. It has been difficult to translate national and regional successes into positive outcomes for women’s rights at the international level, but communication between feminists from all around the world have been improved greatly. For instance, the Feminist Network Project (feministnetworkproject.wordpress.com) have created a Google Map where feminist activists and organizations are located around the world, showing that feminist activism is growing in every country around the world. This tool also increases the networking, visibility and voice of feminists around the world. SNS are also non-authoritative and decentralized places where dialog can happen more easily from people-to-people directly. Social media is inherently progressive, the user decide to take action and then it goes from person to person through connections.
SNS are a more easy and accessible way to get involved in feminism than it used to be when you had to check out for the nearest association. One of the easiest way to record how social medias and feminism are intrinsically related is to pay attentions to all the feminist blogs and vlogs flourishing on the Internet. If you type “feminist blog” on Google browser, 15 400 000 results will appear. Also, many videos on YouTube show young women taking position as a feminist and explaining why. It is a great way to promote “feminist coming out” when people mocking you for showing interest in these matters are still out there. And it is very true that the word is spreading trough SNS. Kasari Govender, the executive director of West Coast Legal Education and Action Fund (a women’s rights group in Vancouver) certified that SNS have increased access to information about gender issues. She herself promotes gender quality via Twitter. And she is not the only one to do that: according to Twitter, conversations about “feminism” has increased of about three hundred percent over the past three years. This is an impressive number illustrating how feminist's visibility is now at stake in the web.
One of the most important change that social medias have brought, is permitting an instant mobilization and response when a sexist attack is committed. Digital natives feminist know how to use SNS to propagate campaigns to a maximum of people in a minimum of time. The time where flyer's had to be made and distributed with uncertainty as for the result is definitely over. A striking example is “The Rush Limbaugh case”. When Rush Limbaugh called Georgetown University law student Sandra Fluke a “slut” and “prostitute”, a strong feminist protest exploded. The campaign was almost instantaneous, coordinated by no individual or organization, and entirely free of cost. Anyone can launched it's own petition or campaign, digital natives feminists do not have to wait and rely on their eldest organizations to take up the cause.

As we have just seen, major shifts have taken place in the way digital natives deal with feminism today. Not only these changes have transformed feminism they have also allowed young girls and women to feel a new sense of self-empowerment, that -as digital natives- they do not fear to spread through SNS. Behind common issues women can now attach and vindicate their own personal stories via SNS, without fear of being judged by their peers. A sensitive subject like rape, often kept quiet, has been revealed on Twitter with the hashtag #IdidNotReport, throwing light upon the massive number of rapes committed and unreported. Also on Twitter street harassment has been evoked and women have been allowed to testify about this for of harassment often denied by society. Feeling that the Internet can be a safe way to express themselves, marginalized women tend to talk more making society acknowledges their very own existence.
With self-empowerment, people and especially women are more able to notice gender stereotyping and fight it with the help of SNS, what used to be discussed within small circles are accessible to the mass. An advertising made by Always: “#LikeAGirl” was a huge hit on the SNS and showed how now digital native generation re-appropriates gender stereotypes. These kind of campaigns are most likely to be seen by young girls, especially because numbers show that women are the one using the most SNS and are the most likely to share links or sign on line petitions. So it is comprehensive that they will turn to subjects that concern them: such as feminism. But most importantly, by making their voices heard digital natives are throwing lights upon sensitive subjects, campaigns like #HobbyLobby or #YesAllWomen illustrate this phenomenon.
But all this self-empowerment can sometimes be controversial, through SNS it is a kind of “fashion polish” that has been brought upon feminism blurring lines between crave for attention or truly activism. More and more celebrities keep coming out as feminists, relayed by the Internet and the SNS. Beyonce, Lena Dunham or Jennifer Lawrence have all claimed, in a more or less explicit manner, that they were supporting the feminist cause. And that is not all, a blog like Jezebel heralded "we avoid saying misogynist things about women's weight.", mixes up what can be considered as a feminist message with sweet and lights subjects. The tag line is indeed: “Celebrity, Sex, Fashion for Women. Without Airbrushing”. That tends to demote feminist's engagement. Jezebel is not the only one taking advantage of the feminist wave, even traditional medias (paper or on line newspaper for instance) are now always on the lookout for new trendy feminist tags on Twitter because they now that it will bring readers.

For now on we have only cover actions taking place on the Internet, and one could argue that sharing, tweeting, clicking, is not enough commitment to such an important cause. But despite what we could think, digital natives feminist using SNS also have a real political influence. Issues that used to be society taboos are now going mainstream, and a shift is happening in what we consider normal. Again, rapes and street harassment is now at the core of debate when it used to be completely ignored. Women never talked about domestic violence,happening to themselves or to others, now they dare have a saying. TMZ released a damning video of Baltimore Ravens running back Ray Rice beating his girlfriend (now wife) unconscious. The response was swift: commentators called the NFL response an “epic breach of trust.” and Rice was even cut from the team. Justice can be done when the voice of people find a way to be loud enough. Indeed, burst of anger started on SNS can have an impact on reexamining issues. Institutions can be shaken by what is happening on line. When abortion was threatened is Spain, many hashtags were created on line but it also lead to street protest. With #Aufschrein for the first time German society is shaken at it's roots by something started on the Internet.
But despite this concrete political activism there are still some downsizes to 2.0 feminism. On SNS people are looking for entertainment, it can lead to a form “infotainment” minimizing the importance of discussing feminism and gender equality. A meme of Judith Butler has been created simplifying it's main ideas and putting her at the same foot with kittens. Incomprehension and simplification is the main risk here. One last danger is the exclusion of the non digital natives feminists. Communicating only trough SNS creates a gap between generations, building a sort of digital wall between people wanting the same thing though. It is the duty of the digital-natives who want to get involved in feminism to seek other ways to get involved.

To put it in a nutshell, a new form of feminism, a fourth wave feminism, have indeed rise today thanks to SNS. Because it is simpler, faster, it can reach the masses and allow self-empowerment, SNS are the tools feminism have to deal with now. And because it is not just virtual activism but also real political leverage, SNS have to be taken seriously and be considered as an ally in gender equality struggle, despite the downsizes that come with them.

Ressources:
Bennett, J. (2014). Behold the Power of #Hashtag Feminism. Time. Retrieved from http://time.com/3319081/whyistayed-hashtag-feminism-activism/

Sadler. V. (2013). Social Media Bolsters Feminism, Not Derails It. Huffington Post. Retrieved from http://www.huffingtonpost.co.uk/victoria-sadler/social-media-feminism_b_3981098.html



Linguistic discrimination in Europe

Linguistic discrimination in Europe
Nowadays, discrimination of others is an important topic amongst our society. It is mostly related to nationality, gender or religion, but linguistic discrimination also exists and happens every day at the workplace, at school and on the streets. It is the unfair treatment of individuals whose use of language is different. It can be based on a person’s sound of voice, their pronunciation or lack of formal dictionary. How did this phenomenon come about, where does it most significantly appear and what are the reasons? The research is focusing on Europe as it is interesting to see how a system said to be unifying can still be and is discriminating towards otherness.
Kratzer, H. (2012, December 30). Deutsch können nur die anderen. Retrieved from http://www.sueddeutsche.de/bayern/mundart-als-anlass-fuer-diskriminierung-deutsch-koennen-nur-die-anderen-1.1561015


The article is talking about the current situation of dialects in the German media. The author says that TV presenters and comedians have made it a norm to ridicule every German dialect and guests, who appear on television shows, are asked to speak standard German or they get subtitled. Mr. Kratzer also mentions Mr. König, the publicist of the book “dtv-Atlas Deutscher Sprache”, who says that there is no “real” German language and all varieties are equivalent.


For my study, I found it relevant how the author mentions specific cases of language discrimination in Germany. Mr. König finds it interesting that although economy and education is proven to be the best in the South, the rest of the German population, according to a poll, thinks that Southerners are not able to speak “real” German. In the 19th century this dialect was still spoken by university professors and scientists, nowadays children are taught to speak in the standard, “Northern” dialect which puts the students under big pressure. The author of the article also talks about the history of standard German. It first appeared in the South as a dialect, from where it was brought up North from Martin Luther and popularized by theatre and the big German dictionary, the Duden.


Kontra, M. (2005). Mi a lingvicizmus és mit lehet ellene tenni? Retrieved from http://web.unideb.hu/~tkis/kontra_lingvicizmus.htm#_ftn1
Milroy, J., & Milroy, L. (1999). Authority in Language: Investigating Standard English (Third ed.). London/New York: Routledge.


Miklós Kontra is a professor at the University of Szeged and a member of the Hungarian Academy of Sciences. This text is originally from a speech he has given in Kishegyes and later written down by him. The text explains the situation of linguists in Hungary and how uncertain the population is concerning standard language use.


In the article I found another approach of linguicism, namely the wrong use of Hungarian language and its discrimination. Kontra mentions Milroy and Milroy who say that linguists generally think of people who can not use standard language as people who are just unable to learn the right way. Milroy and Milroy talk especially about their experience in Britain, but Kontra also makes examples of this way of thinking in Hungary. His group also made a poll which measured if people with higher education are able to speak gramatically more correct Hungarian. Anthony Kroch says that the worst type of linguicism is when people of the elite” make up their symbols for outcasting the rest of the population, for example symbols like language use. Kontra’s article also ends with a solution to language discrimination.


Jánk I. (2014, August 15) Nem-e magyart tanítunk? – A társadalmi beidegződés. Retrieved from http://www.nyest.hu/hirek/nem-e-magyart-tanitunk-a-tarsadalmi-beidegzodes


Jánk István starts his introduction with mentioning John Myhill, who differentiates between three kinds of correctness in language use: textual, prescriptive and prestige-based. The last one, according to Jánk leads to language discrimination. He also says that education and culture are strongely bound together. Education is accomodating to the classes’ cultural background and the school’s behaviour with foreignness is going to effect the students as well.


Jánk says that because language is a part of the culture, next to values, norms, beliefs, symbols and technologies, schools should accept and treat other language varieties just like the standard. Unfortunately, Hungarian society still has a normative mind concerning these issues, which the school system encourages rather than diminishes. We often hear Hungarian people say „grammar: failed” or „you missed the grammar lessons, didn't you?” when someone messes up a grammatical phrase. Jánk says, that we should stop this kind of discrimination in schools, so that it does not continue later on.


Thursday, December 18, 2014

Broadcast revolution: podcasts

Broadcast revolution: podcasts

In today's rushing world, people do not have the time to turn the television or radio on at the live broadcast time of their favourite program. They became used to the fact that this does not mean they going to miss their favourite show. Just as television changed over the last decades, allowing for their customers to record their favourite shows and then watch it whenever they like, radio had to change as well. In this essay I will explain how podcasting has revolutionized broadcasting, allowing the audience to only tune in for the best parts of a show, without the commercials and music bits.
The definition of a podcast according to the Oxford Dictionary is the following: “A digital audio file made available on the Internet for downloading to a computer or portable media player, typically available as a series, new instalments of which can be received by subscribers automatically”. (Oxford Dictionaries)  Its name came from the success of Apple's portable media player the iPod and the word 'broadcast' blended together. (Online Etymology Dictionary)
A podcast is very similar to a complete radio show, but there are some key differences: podcasts can be downloaded automatically from the internet and one can listen to them anywhere and anytime (given the device is charged) on a Smartphone or an mp3 or mp4 player. The freedom of choice to when and where you listen to your favourite show revolutionised how people use electronic media. There are several types of podcast. On Apple's music manager, iTunes, there is a whole Podcast section with millions of Podcasts with millions of episodes. The most common type of podcast is audio podcasts. This can be a live show, recorded, or a radio show's best moments. For example, one of the most popular audio podcasts in the UK is BBC 5 Live radio channel's Mark Kermode and Simon Mayo's Film Reviews, which I subscribed to myself for years. The full show is broadcast live on Fridays, but it has music and commercials. The podcast version only contains the actual film reviews, plus additional content the hosts record before and after the live show especially for the podcast, like listener's emails and additional reviews that did not fit into the live show's time.
The other popular type is video podcasts. These can vary greatly; there are video podcasts like vlogs, or bits of comedy pieces or cartoons. The time of these video podcasts varies greatly but it tends to be around 4-5 minutes so it is not overwhelming for the viewers. Video podcasts are usually delivered in a regular pattern, although it is common that the creators just upload whenever they like. For instance, the famous TED Talks video podcast are very irregular, sometimes there are podcasts every day or every weekday, but there are often no uploads for 3-4 days.
There are also enhanced podcasts that are usually audio podcasts, containing extra material like hyperlinks, which the listener or viewer can click on and find extra material, or illustrations fitting the audio material. Podcast novels are a new literary format that combines standard podcasts with audiobooks. These are usually serialised stories, available to download every week. These serialised audiobooks can be brand new works from new authors, classic fiction or extra material from well-known famous authors.
This new type of media allows anybody to be a broadcaster. Only a microphone is needed and you can talk to your listeners. There are also easier ways of communication between a podcaster and a simple radio broadcaster. This feature is very appealing to professional journalists as well. (Hammersley, 2004) The various uses of podcasts include education, music, politics, publicity, health, social interests and marketing. For example, in the case of podcast novels, a new author without a publisher can promote his or her work, making it available to download for free, earning audience and fans, which can get the attention of publishing companies. Also in long-form content marketing, they make the listeners fans of the podcasters and what they are doing or using, making them more interested in certain branded products, which they will eventually buy in the shops.
Obviously podcasts are a way of entertainment as well. Starting with book and film reviews, through cooking shows and technological advice, podcasts about travelling and languages, there are even comedy shows and comics presented through podcasts to us. News programs should not be forgotten either; these are usually news program's digest podcasts, or there are programs like Clippet News, that deliver the most important news from around the world every day in 1 minute clippets that the audience can download and listen to on the go. The same applies to sports; there are sport commentary podcasts that often include interviews with the sportsman or coaches.
To conclude, although podcasts appeared a decade ago now, I believe a lot of people are still not aware what it really meant for broadcasting. In this essay I explained what podcasts are and presented their various types and uses. It is probably more popular today than listening to the radio while driving, and video podcasts are a great way to spend the long minutes waiting at bus stops or during travelling.

Works cited:
Hammersley, B. (2004, February 12). Audible revolution. Retrieved December 18, 2014, from http://www.theguardian.com/media/2004/feb/12/broadcasting.digitalmedia

Podcast. (n.d.). Retrieved December 14, 2014, from http://www.oxforddictionaries.com/definition/english/podcast

Podcast. (n.d.). Retrieved December 18, 2014, from http://www.etymonline.com/index.php?term=podcast

How does foreign language anxiety affect learners performance?



How does foreign language anxiety affect learners performance?

 

Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system(Phillips,1992). Numerous studies argue that irrespectively of low or high ability language students being analyzed, anxiety in second language learning does matter.  Although it generates promblems in various fields of language learning and test performance ,it affects learners oral performance in particular. On the basis the following three resources I am trying to give you a more specific explanation of what second language anxiety is and what specific speech characteristics it generates.

1.        Piniel, K., & Csizér, K. (2013). L2 motivation, anxiety and self-efficacy :The interrelationship of individual variables in the secondary school context. SSLLT, 3 (4), 523-550.

Individual differences are primary factors in the second language learning process and they significantly contribute to it’s success. Such personal characteristics are; motivation, self-efficacy, language aptitude, and language anxiety. There is systematic interaction between these ID variables.(Piniel,523)

First,  L2 motivation is to be examined and that will instantly indicate how it influences many of the other factors. Let me begin with the second language situation in Hungary which is of a very special kind. Hungarian educational institutions face numerous problems in relation with language teaching. Several schools fail to provide alternatives for L2, most often they only have one option and that is English. Teachers do not support students with enough motivation, learners are expected to be motivated from the very beginning. This situation is a very expressive sample for the cyclical process in the perceived language experience. (experience-> motivation->anxiety->  self-efficacy). We can differentiate between two contrasting notions of anxiety : facilitating (beneficial, enhances performance) with which higher level of self-efficacy can be associated and its counterpart debilitating anxiety (negative effect ,generates feeling of fear)that indicates low level of self-efficacy.
Many studies investigate the connection between motivation and anxiety in the language classroom context, from the perspectives of test-anxiety, negative evaluation as well as oral performance. Here we have to clarify a few terms in order to understand the whole picture. Appraisal theory: positive encouraging factor, elicitor of negative emotions, should be applied by teachers; Stressor: the experienced situation of stress that affects motivation and therefore performance likewise; Academic achievement: acting on the situation, ability of problem solving, the effort put in the L2 learning process (increases self efficacy). Motivation can be divided into two subgroups; it might be avoidance oriented( behaviour generated by the fear of possibility, object, etc.) negative experience, lowers self-efficacy, or approach oriented (behaviour motivated by a positive stimuli – possibility, event etc.) discrepancy between the current state and the desired state decreases and that means an enhanced level of self-efficacy. (Piniel, 543-546)
Therefore we can conclude that high levels of self-efficacy decreases language anxiety – conversely likewise.
Why I choose this study at first hand is because this is a very recent piece of research that was conducted in Hungary by two of the best professors of Applied Linguistics at our university. Therefore, it provides us with adequate findings about the apparent Hungarian classroom milieu . What I found mainly interesting and also corresponding to my research question is that there are many other central factors in L2 learning beside motivation and anxiety. In this summary I was focusing on these two and self-efficacy, as well as the relationship between these three in particular.

2.        Phillips, M., E. (1992) . The effects of language anxiety on students’ oral test performance and attitude. The modern language journal, 1 , 14-26.


The majority of second language students claim that they are mostly interested in developing their oral skills in the target language. The most problematic field influenced by anxiety though is communicative skills. (Phillips,14)
Some research focuses on the so called trait anxiety, in relation to which oral performance showed quite a stable tendency to be analyzed. Other studies - on the other hand – have focused on state anxiety that is a situation-specific anxiety. In other words, it is different from the former because it exhibits anxiety
only in certain situations. Irrespectively of what form of stress we investigate , studies always come to the result the shows positive outcome of little anxiety and debilitating affect of too much anxiety.
Very often only the most common variables are take into account when analyzing the progress of second language acquisition (e.g. age, gender, aptitude, motivation ,etc.) ; however, there are other numerous moderators to be considered ,too (e.g. competitiveness, risk-taking , personality types ,etc.) There have been several studies conducted in order to find out the representations of language anxiety in oral test performances. Significant trends have revealed in these researches, e.g. that students who had more stress said less at the exams and used less of independent clauses. Negative correlations were found between students’ performance and their feeling of comfort at the examination as well as between performance and their familiarity with the task types, i.e. although they were made feel comfortable during the test and were familiar with the exercises, requirements, too, they still were negatively influenced by the pressure. Such studies are most often qualitative  therefore we may as well highlight a couple of words that were mentioned by the interviewees,e.g. intimidated, panicky, nervous ,etc.
It may seem a proper explanation for second language oral performance  being different in each and every case but indeed anxiety is only one factor contributing to negative grades.

3.        Elaine, K., Horwitz, Michael, B., Horwitz, & Cope, J., (1986). Foreign Language Classroom Anxiety. The Modern Language Journal. 70 (2), pp.125-132.


Regarding second language oral performance we should definitely apply a psychological term that is specific anxiety reaction. It is supposed to differentiate people who are generally nervous from those who only react with a nervous manner when they are in a specific situation.  Anxiety in this respect is no different from any of its other kinds; it evokes psycho- physiological symptoms, negative responses ,leads to loss of motivation and avoidance behaviour. A related phenomenon should be highlighted at this point; overstudying. Many of those frustrated learners tend to spend much more time preparing for class but even so, they do poorly when they are in the stressful environment again. The opposite of this is the before mentioned loss of motivation, when students start skipping classes, postponing  homework and feeling anxious in evaluative situations. (Elaine, 127)
The results of studies that were conducted to reveal the effects of language anxiety demonstrate that students with debilitating frustration have to be identified and treated more sensitively since they feel constantly tested, under pressure and consider every language correction as failure.

Learning Sign Language As A Second Language

I decided to choose sign language learning as my topic, because I have been interested in how it differs from learning any other language. I was able to find relevant articles to my topic, concerning infant, deaf and adult sign language learning. The first article also gives a background to sign language teaching at schools, and how it was not supported in the past.

Rosen, R. (2008). American Sign Language as a Foreign Language in U.S. High Schools. The
Modern Language Journal, 92(1), 12-15. Retrieved from http://www.jstor.org/stable/25172990
          The article discusses the procedure of American Sign Language accepted as a foreign language in American secondary schools. At early stages, it was believed that the placement of deaf students in classrooms with hearing students would provide an opportunity for the deaf students, so they could learn the hearing and speaking communication skills they need to interact with hearing students. This movement – of course - created a barrier between the signing students and the hearing students. Public education schools found it difficult to ignore sign language because the interest toward ASL by hearing students and by teachers was growing. The demand of ASL has led to state recognition of ASL as a foreign language (38 states in 2004).
          The article was helpful, because it showed us the background of sign language and how it made its way to education. It also showed us how sign language was treated in the past, and that nowadays it is considered as an important language.

Mayberry, R. (2006). Learning Sign Language As A Second Language. San Diego: Elsevier
          Sign languages are natural languages, so they are often learned as L2. Babies whose parents use sign language with them, often learn two languages simultaneously. They can acquire both a spoken language and a sign language. Sign languages as L2 are popular amongst adults and teenagers, as well. The first stage of adult L2 learning is dominated by the iconic features of the signs. It helps the learners to remember the vocabulary items. All sign languages have phonological structure that consists of meaningless articulatory units. L2 learners of sign languages need to master morphology and syntax as well.
          With the help of the article above, one can learn about babies and the way they learn sign language. The article also compares infant sign language learners with adult sign language learners. It is useful for my research project because I get to learn the differences between two groups of sign language learners.

Schowe, B. (1958). Some Observations On Sign Language. Educational research Bulletin,
37(5), 120-124. Retrieved from http://www.jstor.org/stable/1475030
          The article presents studies concerning deaf people, mostly deaf children. The interest in sign languages at educational level is high. Deaf children who learn to use sign language at early stages will learn to speak more easily than the ones who did not use the sign language at infancy. Signing is a dominant force in language development.
          The article is relevant to my topic, because it concerns deaf children and their way of learning sign languages. I get to know a different point of view on learning sign language. The experience of deaf learners is different from the experience of adult and young learners.

Wednesday, December 17, 2014

Moral integrity and shady practices – Exploring what made #Gamergate explode


The video game industry made a huge leap, not just in terms of technology, but in the process of defining itself as a narrative of storytelling. Many questions were asked about whether video games can be called art, whether art and business are mutually exclusive, and whether it is the consumer or the journalist who makes the call about which game stays on radar, and which game becomes a financial failure. From the discussion of this last question was spawned the hashtag “#Gamergate”, at least, the part which concerns itself with corruption in the games media; and after the publishing of a quite bold and daring article on the website Gamasutra, half of the internet went mad. This article attacked the gaming culture from an angle that nobody knew even existed. It stated the following:

 “‘Game culture’, as we know it, is kind of embarrassing -- it’s not even culture. It’s buying things, spackling over memes and in-jokes repeatedly, and it’s getting mad on the internet. ‘Gamer’ is just an old demographic label that most people increasingly prefer not to use. Gamers are over. And that’s why they’re so mad.” (Alexander, 1)

The so-called gaming culture responded by shouting corruption back in the face of journalists all around the globe, and once Hollywood actor Adam Baldwin has coined the hashtag #Gamergate, the discussion continued on the rather limited platform of Twitter. This aforementioned corruption in professional journalism has manifested itself in many ways in the past, but for the sake of clarity: let us focus on the two most pertinent ones.
Geoff Keighley, as an internet meme

The first controversy has occurred two years ago, when the video game called Halo 4 was about to be published. Publisher Microsoft Studios spent an absurd amount to ensure that the whole of the internet knew about the worldwide release of the product. This promotional campaign involved, among many things, game journalists trying to raise awareness, and getting paid for doing so. However, Geoff Keighley, considered one of the leading figures in video game journalism, struck a deal with Microsoft to promote not just Halo 4, but also the game’s shareholders, namely, Dorito and Mountain Dew. The end result was a lengthy video, in which Keighley was sitting in a chair, a table of Mountain Dews on one side, a table of Doritos on the other, with the standee of Halo 4’s protagonist, Master Chief somewhere in the corner, while Keighley himself was accepting phone calls from consumers who were interested in the promotion. 

After this video became the very symbol of what game journalism stands for, an article appeared on Eurogamer, written by Rab Florence, criticizing Keighley for having no standards whatsoever: 

“He is one of the most prominent games journalists in the world. And there he sits, right there, beside a table of snacks. He will be sitting there forever, in our minds. That's what he is now. And in a sense, it is what he always was.” (Florence, 1)

However, what caused the real upheaval is that shortly after the article went viral, it was immediately censored, and Florence was fired from Eurogamer. Later, it was made public that Keighley’s colleagues at Gametrailers.com were the ones who rattled enough cages to neuter Florence’s article. Since then, Florence became the fallen voice of the people, and these people did not forget.

Jim Sterling and his popular show of satire

The other problem pointed out by Escapist journalist Jim Sterling is that as video games have grown in budget over the years, publishers have had to make more and more brand deals to maximize competitiveness when they launch on the market. This also applies to review scores: blockbuster titles need to get high scores to please shareholders, but as publishers pushed for higher and higher scores, the decimal system became completely unreliable. Sterling stated the following, 

“The review score system has gotten so thoroughly screwed that 8 out of 10 just doesn't cut it anymore. It's now become Hate out of 10.” (Sterling, 1) 

Stating that a game is great (which translates to an 8/10) simply upsets the average consumer, who wants better and better quality products, and, as a direct result, better scores. This phenomenon reached the point by the end of 2011, that Warner Bros.’s Batman: Arkham City was awarded by an 11 out of 10.
It should come as no surprise that after the gaming press being bought thousands of times in the past, gamers, if they can be called as such, have a lot of ammunition. They can take an easy shot at video game journalism, and the only rebuttal that the media can conjure up is the denial of the existence of video gaming culture. Thereby, attacking the consumers themselves, and making #Gamergate personal for everyone involved in video games.




Works Cited

Alexander, Leigh. “Gamers don’t have to be your audience. Gamers are over.” Published at Gamasutra, August 28, 2014
Florence, Rab. “Lost Humanity 18: A Table of Doritos” Censored and re-published at Eurogamer, October 24, 2012
Sterling, Jim. “Hate out of Ten” Published at The Escapist Magazine, November 14, 2011

Is True Translation Possible? – An Annotated Bibliography

As someone who is translating on a daily basis, I am curious whether true translation is possible. By true translation I mean that every aspect of the original work is conveyed in the translated work. The translation must reproduce the exact same meaning, it must evoke the same feelings, and envision the same pictures. It is by no means a verbatim translation, because the structure of most languages do not allow that. There certainly are bad translations, good and even better ones. This skill can be improved, but I would like to research whether it can or cannot be perfected. If true translation exists, it would imply that machine translation is possible because it would no longer be a subjective problem, but an objective task.
Benjamin, W. (1997). The translator’s task. TTR: traduction, terminologie, redaction, 10(2), 151-165.
Walter Benjamin was a philosopher, and he approached the topic from a theoretical viewpoint. He considers written texts as forms of art, and pieces of art are not created for the receiver, but for the sake of beauty. Therefore, the task of the translator is “to set free the language imprisoned in the work”, and “to contribute to the service of pure language”. Translators should work as accurately as possible. However, it does not mean that fidelity overrides freedom of form. The form or structure should be graceful, matching the language and culture, but it should not be so free that it is not accurate anymore.
In practice it is problematic to find the golden mean between fidelity and freedom. In some cases it might be more important to stay as close as possible to the grammatical form, but sometimes it would be a severe mistake. Therefore, it is basically up to the translator to decide what kind of translation he will produce. There certainly are bad translations, there may be good and better ones; however, to say that someone has achieved the best translation possible would be arrogant in my opinion.
Bassnett, S., & Lefevere, A. (1990). Introduction: Proust’s grandmother and the thousand and one nights. The culture turn in translation studies. In S. Bassnett and A. Lefevere (Eds.), Translation, History and Culture (1-13). London: Pinter.
This introduction takes into consideration that languages change, which is an influential factor of translation. New expressions and words are invented over time; in different eras language is used in different ways because the culture always changes. Therefore, the meaning of both original texts and translations also changes. Sometimes works need to be interpreted even from our mother tongues. The authors emphasize that languages exist in a cultural background. Without the culture, the language would not exist. Consequently, the translator’s task is to convey the same meaning from the original language to the receiving culture.
Knowing both cultures is essential if we want to produce a good translation. However, it is debatable if one can know every aspect of a culture. And that is not enough; a translator should know at least two cultures perfectly well if he wants to create a true translation. Hypothetically, this person knows two cultures entirely, but the problem of temporality still remains. Often the meanings of words change, and even if someone produced a true translation at one moment in history, it will not remain so.
Gerschenkron, E., & Gerschenkron, A. (1966). Illogical Hamlet: A note on translatability. Texas Studies in Literature and Language, 8(3), 301-336.
In this article, the authors compare a lot of different translation of four lines from Hamlet, analysing each word and their meanings and annotations.  Although they have inspected a hundred translations in sixteen languages, they found a problem with each of them. Shakespeare’s original words were in Act II Scene 2:
“Doubt thou the stars are fire;
Doubt that the sun doth move;
Doubt truth to be a liar;
But never doubt I love.”
According to the article, most translators had problems with the third line. For example, in 1949, Gide translated it to French as (retranslated into English) “[Doubt] whether truth lies, but, my soul,” thus it seems like Hamlet is speaking to himself and not to Ophelia. Or in some cases, translators leave the ‘liar’ out, as Bulhao Poto did in his 1879 translation: “Doubt even that truth be truth.” Most of the translations tried to preserve rhyme and rhythm, but Kanshin (1902) did not, and made the same mistake as Poto. Arthur Masriera’s Catalan translation is also interesting: “Doubt what is certain, believe what is dubious”. There were several kinds of mistakes with different characteristics, but somehow they were all wrong, all 100 translations.

Literary works, such as poems, are so compact and brief that the reader has to pay attention to every little detail, every feeling, inkling and whisper. The closer the reader looks, the harder the translator’s task is. Therefore, it is only wise to look at translations of poems because careful readers examine every word very closely, so the translation must be good if it wants to evoke the same feelings. Since languages are not identical in their vocabulary, it is difficult to imagine that one is able to find the suitable words in a poem, even if he disregards rhymes and rhythm. Consequently, in my opinion, it is impossible to provide a translation of a poem that is objectively the best possible translation.

Monday, December 15, 2014

Facebook: Its Advantages and Disadvantages

Facebook: Its Advantages and Disadvantages

Facebook, over the past few years, has become a large part of our daily lives. There are over a billion people who regularly use Facebook (Protalinski). We share everything from photographs to news with our friends and family using this social media, and for many people Facebook has enriched their lives. Certainly there are many advantages in using Facebook; however, there are also many disadvantages. This essay will briefly explore both. 

          There are many advantages of using Facebook. Most importantly, it is a way to share one's life with friends and family all over the world. Unlike in the past, modern social circles are often geographically diverse and distant, and social media such as Facebook is the best way to keep in contact with friends and family all over the world. One can now share photos at a snap in an easy-to-use system, so for instance you can share a photo of your holiday in Bali with your grandparents in Budapest at an instant. The growing number of older people using Facebook also makes it easier to keep in touch with older family members (Segan), and for most users, the ability to control who you share information with is extremely important, making it more private than social media that are fully open such as Twitter. Moreover, as Facebook crosses all platforms, from photos to news, from opinions to video, it is more useful than item-specific social media like Instagram (photos), YouTube (videos), and so forth. In many ways, Facebook best resembles how one interacts with friends and family in a virtual way. 

          Nevertheless, there are also many disadvantages of Facebook, often coming from the ease of use and the amount of information that is shared. One of the biggest criticisms of Facebook is its opaque privacy policy that often changes with little notice. Privacy concerns are extremely important, ranging from information being accessed by those you do not necessarily want to have such information -- such as enemies or marketing companies (Bickham). In addition, there is evidence that law enforcement agencies often use Facebook to monitor activities, raiding parties and other social events planned on Facebook (Modine). Also, employers now frequently access information that can be found on Facebook, and one may lose a job offer (or even a job) from Facebook postings (Davidson). Moreover, like anything on the internet, once something is posted it is very likely to be permanent -- so embarrassing photos or questionable comments, even if quickly deleted, may come back to haunt the user especially if they go viral (Egbert). Finally, the increase in advertising on Facebook is extremely annoying, and in many ways a violation of privacy, as Facebook screens postings and crafts advertisements for the interests of specific users as "targeted" ads (Vara). Although Facebook offers much to users, it also opens the door to more problems that would otherwise be avoided.

          Clearly Facebook is something that is enriching the lives of many, helping individuals share their lives with friends and family all around the world. Facebook makes that process much easier and faster. However, that also opens the door to problems such as privacy and over-sharing. For those who use Facebook constantly, the lesson is to be conscious of postings and the intended audience, or else, perhaps it is better to log off just to be safe. 


Svitlana Serogina

Annotated Bibliography on L2 Learners’ Motivation


In this annotated bibliography I would like to focus on the possible relationships between individuals’ belief and their achievements, and on whether it is possible to affect their motivations consciously in order to get better achievements. I would also like to get a clear picture about the theories that are dealing with the psychological background concerning L2 learners’ motivation, moreover, I am also interested in the reliability of these theories. After some research, I was happy to realize that one of the most influential names related to this area of applied linguistics was Dörnyei, a Hungarian linguist, who is the author of two articles out of the three, and, he is also mentioned in and related to the third one, so I believe his name is definitely worth mentioning here.

Dörnyei, Z.(2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. pp. 5-30.
This article is mainly about defining and clarifying what motivation means exactly. It starts with a little psychological background to make the mental processes easily comprehensible, because later these ideas will appear again. It contains a very thorough general introduction about the complexity of motivation concerning (foreign) language learning, moreover, it makes the readers familiar with the most well-known previous and contemporary theories, notions and research related to this subfield of applied linguistics. In order to understand the contemporary concepts and ideas, some related facts about the historical background of language education are also mentioned. Last, but not least, after the introduction of these theories, the article also deals with these questions in practice. Motivational strategies, different approaches, motivating factors, advices about appropiate teacher attitudes and behaviours are also noted in this article.
In my opinion, this article was the most relevant to my interest, because it introduced the topic in details and made the most influential theories easily comprehensible, so I got acquinted with the psychological background of them, which made both the comparison and the analysis of some of the relevant theories easier.

Dörnyei, Z. (2014). Future self-guides and vision. In K Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7-18). Bristol: Multilingual Matters.

This article may not be related to my topic as straightforwardly as the previous one does, however, very interesting ideas that are important to understand where motivation comes from, have been collected here. In contrast with the first article, it is more up-to-date, in a way that it introduces recent theories and concepts. This article is mainly about the definitions of and differences between self-guides and visions, and these terms are introduced in a very thorough and professional way. The readers can get acquainted with the psychological explanations step by step, and as a result, the different sources of motivation can be understood. The article also contains very detailed information about the conditions for the motivating capacity of future self-guides, which indicates how complex is this phenomenon. After defining self-guides, visions and goals, the relationship between them and motivation are explained. The second part of the article contains many technical words, but the ideas that are related to my topic can be easily divided and interpreted.
I chose this article because it deals with the possible outcomes of individual’s positive beliefs. It gives precise definitions about the basic technical words and explains how these psychological processes can affect learners’ achievements in the future, so it is exactly about the possible relationship that I would like to examine.

Oxford, R. L. (1994). Where Are We Regarding Language Learning Motivation. The Modern Language Journal, 512-514.
This article is slightly  different from the others, since it consists of three different parts. It is actually a response article to three contemporary applied linguists’ articles, including Dörnyei. The first article was written in response to Gardner and Tremblay, who are interested in some of the new work on motivation, and were critical of some other other contemporary works, one made by the author herself. It is mainly about the popularity of the question of motivation, and the consideration of new kind of researches on unexplored areas, for example, looking at situational characteristics. The second article is about the possible reasons behind why the field of language learning motivation was not popular before and why it is now. It states that many of the contemporary theories are worth thinking about and the intelligent researchers and their findings also show that many perspectives are still waiting to be explored. Components of language learning motivation are mentioned, indicating its subfields and complexity. It is interesting, that Oxford and Dörnyei reached the same conclusion about how to motivate learners, even though they used different methods and lived in different parts of the world.


          Even though this article is different from the previous ones in content, it still relevant, because it highlights the problems concerning the contemporary theories, which I also mentioned in my introduction. Despite the fact that there are misunderstandings at this area, the author states that applied linguistics is still constantly developing and the theories are reliable and plausible, since the same conclusions could be achieved from different parts of the world.