Review, J. Ready, The Homeric Simile in Comparative Perspectives: Oral Traditions from Saudi Arabia to Indonesia (original) (raw)
Comparative Perspectives on the Composition of the Homeric Simile (2012)
To show their competence as performers, oral poets make use of a figurative spectrum of distribution: they deploy both idiolectal similes unique to their performances and dialectal and pan-traditional similes shared with other poets. Moreover, when presenting idiolectal similes, they at times generate similes that come down squarely on the idiolectal end of the figurative spectrum of distribution and at times turn to similes that move from one end of the spectrum to the other. With these facts in mind, we can sharpen our understanding of Homer's compositional practices when it comes to similes.
A Comparison & Contrast Of The Most Commonly Used Similes In English And Persian
This article is about a comparison and contrast of similes and metaphors frequently used in English and Persian. From time to time these are confusing for those who use them in the non-native language. In both languages we correspond some attributes and qualities to certain animals or things. It stands to reason that these correspondence in English and Persian are most of the times different and just in rare cases we encounter the same word in both languages to describe something; that is to say for these differences we make mistakes when we want to use them in the second language. When we want to use a simile in the second language (for us English) we should avoid using the words which we use in the similes in our own language. Such misuses of the similes in the second language may sometimes be extremely insulting; for instance in Farsi owl is the symbol of ominousness but in English it is symbol of wisdom so when someone whose mother tongue is English and want to say a Farsi speaker that he is very wise may address him as an owl and in Persian it considered to be very insulting. So it seems necessary to compare the most frequently used similes in both languages to avoid making such a mistake. It seems that no book has yet been published to deal with this matter and since the similes are most of the times used wrongly this article which includes some of the most commonly used ones can be useful especially for the students of the English language whose mother tongue is Farsi and vice versa.
Strategies of Translation in Live Metaphors in Sumatera Folklores Into English
2018
The research dealt with Strategies of Translation in live metaphors in the Sumatera Folklores. The aims of this study were to analyze the strategies applied in the translation live metaphors in the Sumatera Folklores, to describe the realization of translation strategies in the translation live metaphors in the Sumatera Folklores, and to explain the reason for translation strategies realization in the Sumatera Folklores. The research was conducted by using qualitative design. The data of this study were live metaphors in the Sumatera Folklores. The source of data were 15 folklores in Sumatera. The data were collected through documentary technique and the instrument for collecting the data was documentary sheet. The technique of data analysis was descriptive. The findings of this study revealed that: (1) The live metaphors in the Sumatera Folklores were translated by applying four translation strategies, namely: Keeping the metaphorical image (77.55%), Translation into simile (14.28%...
is an original work and I have duly acknowledged the works of others cited or used in writing my article.
. Animal Similes in Assyrian Royal Inscriptions
Orientalia, 1977
A study of the animal similes used in the Assyrian royal inscriptions starting from Shalmeneser I (1274-45) till the time of Assurbanipal (668-27). These similes were used as literary devices to relate movements on and off the battlefield, to portray actions of the king, his army and his foes. The animals are classified according to the following categories: a) wild animals, b) domestic animals, c) birds, and d) insects, reptiles, and fish. The usage of these similes in context is studied and the symbolic significance for each animal is discussed. In analyzing the structure of these similes it is observed that certain animals usually appear together with certain verbs (e.g. “raging [nadāru] like a lion [labbu] or trampling [dâšu] like a wild bull [rēmu]). This finding can on occasion be helpful in translating difficult passages (so the simile kīma šūbe ušna’’il cannot be translated “I cut down like sheep,” rather “I cut down like emmer”). The similes occur in fixed patterns, using either a noun with the adverbial iš or āniš (e.g. labbiš “like a lion”) or a noun with the preposition kî or kīma (e.g kīma labbi “like a lion”). Animals occurring with iš endings immediately precede or follow verbs (e.g. asliš unakkis or unakkis asliš “I cut down like lambs”). Similes in kīma-clauses, which represent over 80% of the similes, occur in three syntactic patterns: a) kīma-clause, phrase, verb; b) phrase, kīma-clause, verb; and c) kīma-clause, verb, phrase. It is extremely rare for a kīma-clause to end a sentence. The relative consistency of these patterns can serve as a tool for textual interpretation, and examples are illustrated from the annals of Tiglath-Pileser I (1114-1076) and from the annals of Sennacherib (704-681).
Idiomatic Language and Proverbs in Traditional Greek Tales
Open Journal for Studies in Linguistics
Stereotyped language of fairy tales in Greek traditional storytelling is examined in a selection of geographical regions of the Greek Islands and the close areas of other varieties of climatic and morphological areas of languages and dialects in Greek. The social issues of cultural components that may appear at language of tales is examined in a case of using storytelling as a methodological tool in teaching language at school. Storytelling and proverbs can adjust on different subjects of teaching at school such as History, Physics, Religion, Philosophy for Children. Values and attitudes are in school language textbooks involved through folk tales and other folk traditional stories. Our study presents some of these language examples of fairy tales and folktales to search the architecture of works that may be important to compare to other Countries and Language examples of tales.