Tatjana Portnova- Doctor of Education
- Lecturer at University of Granada
Tatjana Portnova
- Doctor of Education
- Lecturer at University of Granada
About
19
Publications
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Introduction
Current institution
Education
February 2015 - April 2019
October 2011 - September 2012
September 2007 - June 2011
Publications
Publications (19)
This paper analyzes twelve poems by Federico García Lorca that Marina Cvetaeva received from the Russian Hispanist F. Kel’in and translated in 1941. Out of them, five poems were translated into Russian, five into French (these texts were identified and republished only in 2020), and two poems remained untranslated. In this paper, we analyse Cvetaev...
En este artículo se analizan los errores de competencia gramatical relacionada con el uso del verbo de español como lengua extranjera en el estudiantado nativo de lengua rusa. La muestra se obtuvo del corpus público CEDEL2 y está compuesto de 57 textos de producción escrita del estudiantado adulto (17-40 años) con un nivel correspondiente a B1-B2....
Resumen. La imaginería de las naciones en la obra de Baltasar Gracián se ha estudiado de modo general en lo concerniente al itinerario geográfico. Menos fre-cuente ha sido el análisis de la imaginería de una nación concreta, limitándose ha-bitualmente a naciones geográfica y culturalmente cercanas a España. La presente investigación tiene como obje...
Spanish motifs were frequent in Russian literature at the beginning of the twentieth century. Konstantin Balmont is considered one of the most representative poets who used Spanish topics in his work. In the previous studies, we demonstrated the presence of Spanish motifs in the work of Marina Tsvetaeva. In the present study, we examine Balmont's i...
La vertiente española está presente en la obra poética de la poeta rusa Marina Tsvetáieva desde los primeros textos hasta el último año de su vida cuando realiza la traducción de diez poemas de Federico García Lorca. En la poesía rusa del principio del siglo XX hay tendencia a usar los motivos españoles. En la obra de Marina Tsvetáieva dichos motiv...
В начале ХХ века в русской литературе продуктивно раз-
вивается испанский миф. К экзотическому антуражу Испании в сво-
их произведениях обращаются Ф.Сологуб, К.Д.Бальмонт, В.Я.Брюсов,
А.А.Блок, Н.С.Гумилев, И.Северянин. М.Цветаева также развивает в сво-
ем творчестве образ Испании. В данной работе мы рассмотрим влияние
М.А.Волошина и Черубины де Га...
El aprendizaje de una lengua extranjera implica un paulatino desarrollo de la competencia comunicativa del alumnado con el fin de poder comunicarse con eficacia dentro de un área de interés. La formación de las habilidades lingüísticas, culturales y socioculturales está estrechamente entrelazada con una serie de complejos procesos a nivel cognitivo...
This paper analyzes literary sources of Spanish themes in the poetry of M. Tsvetaeva. The
Spanish theme in Russian culture and Russian-Spanish relations have been fruitfully studied
for a long time, but insights of this scholarship are rarely applied to Tsvetaeva’s works (generally
when speaking about the images of Carmen and Don Juan, or about the...
Background: The present study analyzed the need for cognitive closure and narrative
creativity in adolescents. The aim was to demonstrate a strong relationship between narrative
creativity and the need for cognitive closure. We analyzed a group of participants by applying a lie
scale integrated with the Need for Closure Scale to detect potential re...
Los personajes femeninos tienen una presencia importante en las obras teatrales
de Antonio Mira de Amescua (1577-1644). Dentro de su obra, recurriendo a la denominación
genérica de comedia, como referida a toda producción teatral en el Siglo de Oro,
cabe distinguir entre comedias serias y cómicas, atendiendo al tono general de la obra,
a las peripe...
The aim of the present study was to analyze the impact of narrative creativity on the subject of written foreign languages in secondary school students. A quasi-experimental longitudinal study was conducted with 117 students of 14–15 years of age in two secondary schools in Andalusia (Spain) with experimental and control groups. The tools used were...
The present research was realized during the academic year 2015–2016 with the students of the fifth grade of
two primary schools in Granada, Spain. Some of them studied in a multicultural classroom, whereas the others were in a monocultural classroom. The instrument used was a PIC-N Imagination Test, used to measure the index of narrative creativit...
