The article examines the process of adapting literary works using the example of «The Adventures of Huckleberry Finn» by Mark Twain. We analyze the authenticity of the original text and consider the advantages and disadvantages of authentic texts. Through a comparison of the original and adapted versions, the article highlights the adaptation process and its creative component, as well as details of the changes made and the techniques used. The article acknowledges that adaptations may change some aspects of the original text, but emphasizes their importance in maintaining the relevance and accessibility of classic literature in the modern world.
Keywords : adaptation, text, techniques, authenticity.
From the very beginning of language learning, text has been and will continue to be considered an essential tool and the main didactic unit in any language classroom. Text provides plenty of opportunities to develop basic language skills such as reading, listening, writing, and speaking. According to G. O. Rakhimbekova, the expansion function, the student’s language knowledge enrichment (mainly, lexical), the training function, oral speech development- speaking function, the function of development of semantic perception of the text — understanding of the read or listened text, the function of making the learning process linguo-country-oriented as a source of motivation for learning and development of cognitive interests are considered as a main functions of the text in language acquisition [1].
Now that we have looked at the critical role of text in foreign language learning, let's look at how the very nature of the text can greatly influence the development of students' language skills. Imagine a language class full of enthusiasts, each of whom is determined to master a new language. In such a busy environment, the choice of text is of the utmost importance. Here we encounter the key difference between authentic texts, which are imbued with the rich structure of the mother tongue, and their adapted counterparts, adapted to the different needs of language learners.
Authenticity in a language teaching context means using real and meaningful materials, tasks and situations that reflect the target language as used by native speakers. It goes beyond traditional textbook exercises and contrived dialogues and aims to expose students to authentic language use. This increases student motivation and engagement by providing relevant and targeted learning experiences.
Authentic texts are texts created for native speakers and for real communicative events, social situations in target language. Morrow states that authentic text is a fragment of real language created by a real speaker or writer for a real audience and intended to convey a real message of some kind [2].
Despite the availability of high-quality authentic materials and the variability of their use, A. Martinez emphasizes a number of advantages of using authentic materials as a teaching aid:
— Students gain insight into the culture and daily life of the country where the language is spoken.
— Language skills are acquired and practiced in authentic contexts, preparing students for real-life communication.
— Authentic materials can be used in various educational activities.
— Authentic texts are presented in different styles and genres.
— Materials can be selected to appeal to personal interests, which stimulates student motivation.
At the same time, the following disadvantages are highlighted:
— Authentic texts may be difficult to understand due to cultural differences.
— The language units used may not correspond to the level of language knowledge.
— Choosing authentic material and mastering the process of working on it requires effort and time.
— The presence of different accents and dialects makes it difficult to work with audio and audiovisual materials.
— Rapid obsolescence of information, irrelevance when working with news materials [3].
Tominac Coslovich and Borucinsky noted that students with low academic performance might experience challenges with authentic materials due to its mixed linguistic structures [4].
After examining the pros and cons of the authentic text, we realized that while it offers valuable insights, its complexity may pose problems for some audiences. However, this forces us to consider alternative approaches. Based on this discussion, we will move on to unlike its authentic counterpart, the adapted text addresses some of these accessibility issues by simplifying language and concepts.
An adapted text is an altered version of the original text so that it is accessible to students based on their level of language knowledge and has a cultural and moral character that corresponds to the students’ views.
There are three adaptation techniques developed by S. V. Pervukhina such as semantic technique which includes replacement and semantic recording of lexical units, compositional technique which is shortening with replacement and structural techniques such as changes in grammatical structures and replacement of words with more frequent words or with words with a broader meaning [5].
Another classification of adaptation techniques was proposed by A. B. Brygina, in which she divided adaptation techniques into two: linguistic and non-linguistic. Techniques such as replacement, reduction, adding, inversion was considered as linguistic adaptation techniques and other techniques such as quotation, deletion, transposition were classified as the second type [6].
British scholars McDonough and Shaw introduced five main techniques of adaptation such as simplifying, modifying, adding, deleting, re-ordering [7].
Now that we've explored the various editing techniques, let’s dive into how these techniques are used in literary works to enhance narrative and engage readers. We’ll move from theory to practice and look at specific examples where authors have skillfully adapted source material to create engaging stories. By analyzing these adaptations, we can gain a deeper understanding of the creative process and understand how different techniques are used in context. As a main material we took literary work “The Adventures of Huckleberry Finn” by Mark Twain. This work is a classic American novel known for its rich language, colorful characters, and exploration of complex themes such as race, freedom, and morality. However, due to the complex language and controversial topics, various adaptations were made to make the text more accessible to different audiences. The purpose of this report is to compare the authentic version of The Adventures of Huckleberry Finn with some adapted versions, to study the adaptation methods used and their effect on the text.
The language is used in the authentic version of the work contains complex US dialects such as the Missouri dialect of African American people, the Southwestern dialect, and the ordinary “Pike County” dialect which was used by white American people. In the adapted version of this book the language and dialects are simplified to suit the language level of younger readers or students with limited barriers to English proficiency. For instance, line in authentic version “It warn't no use to say any more” was adapted to “There was no point in saying anything more” by utilizing simplifying and replacement technique. The word “warn’t” meant “was not” in dialect and it was replaced with it.
Another replacement of dialectical word occurred in adapting the sentence “I hain’t got no money” to “I don’t have any money”. The sentence is completely replaced to eliminate the use of southern dialectal and non-standard English. “hain’t” is replaced with “don't” and “got no” is replaced with “don't have any”, resulting in a more standard and grammatically correct sentence.
In the authentic version of the novel, the n-word is used 214 times, which reflects the racial sentiments that prevailed in the period in which the story unfolds. The use of this word by a Twain serves to depict racial prejudice and social dynamics of the Southern United States. Adapted version of this book did not use n-word due to the fact that nowadays this word is forbidden to pronounce and cultural sensitivity. Instead, authors of adapted version replaced it with word “Jim” when author used n-word to refer him or with other words such as friends, people. Some adaptations contained a disclaimer or warning to readers regarding the use of racially sensitive language in the text.
Adding explanation is occurred in adapted version of this work since the authentic version contained cultural references or historical context that are unfamiliar to modern readers for example, the line “the duke and the king” was given without further explanation in original text. However, in adapted version, this line was accompanied with explanation such as “two con men pretending to be royalty”.
The authentic line “I ain't ever going to get shut of them — lots of times I dream about them” was adapted to “I'll never be rid of them — I often dream about them” by using modifying technique due to the fact that original line contained some dialects and colloquialisms that are challenging for modern readers.
The original sentence “I reckon I got to light out for the territory ahead of the rest, because Aunt Sally she’s going to adopt me and sivilize me, and I can't stand it” was adapted and expanded to “I guess I have to leave for the open country before Aunt Sally tries to adopt me and make me civilized. I just can’t handle that” by adding clarifications and explanations to make it more comprehensible. The colloquial “reckon” is replaced with “guess”, and “light out for the territory” is expanded to “leave for the open country” for clarity. Additionally, “sivilize me” is changed to “make me civilized” for standardization and “I can't stand it” is added to convey the character’s feelings. The changes made were to clarify and simplify the language, while maintaining the original meaning and tone.
In conclusion, the adaptation of “The Adventures of Huckleberry Finn” uses various techniques to make the text more accessible and relevant to modern audiences. These methods include simplifying language, adding explanatory notes, removing, or excluding controversial content, and replacing offensive language. While these adaptations may change some aspects of the original text, they play a key role in keeping Twain’s classic novel relevant and accessible in today’s diverse literary environment. Further analysis and discussion of these adaptation methods provides valuable insight into the adaptation process and its impact on reader engagement and understanding.
References:
- Рахимбекова Г. О. Функции текста в обучении говорению на иностранном языке в неязыковом вузе. «Путь науки». — 2014, № 10.
- Morrow K. Authentic texts and ESP //English for specific purposes. — 1977. — Т. 13. — С. 17.
- Martinez, A. G. (2002). Authentic Materials: An Overview. Free Resources for Teachers and Students of English. Karen’s Linguistics Issues, 1–7.
- Coslovich S. T., Borucinsky M. Using authentic materials in teaching maritime english //Technology and Maritime Transport Institute for Language Studies Alexandria Headquarters, Egypt. — С. 307.
- Первухина С. В. Адаптированный художественный текст: способы повышения понятности //Вестник Челябинского государственного университета. — 2011. — №. 25. — С. 130–134.
- Брыгина А. В. Лингвистические принципы адаптирования художественного текста: дис. — Москва: [Рос. ун-т дружбы народов], 2005.
- McDonough J., Shaw C., Masuhara H. Materials and methods in ELT: A teacher's guide. — John Wiley & Sons, 2013. — Т. 2.
