Translation oriented corpus-based contrastive linguistics

Babel ◽  
2015 ◽  
Vol 61 (3) ◽  
pp. 381-393 ◽  
Author(s):  
Riyadh Khalil Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Academic Discipline ◽  
Decisive Role ◽  
Foreign Language Teaching ◽  
Contrastive Study ◽  
Translation Quality ◽  
Wide Range ◽  
Contrastive Linguistics ◽  
The Relationship

The paper aims at studying the relationship between contrastive linguistics (CL) and translation as branches of applied linguistics, on one hand, and the use of computer corpora (C.C) on the other. It also stresses the fact that the boundaries of CL have been redrawn to incorporate the output of C.C in performing various tasks in translation, that goes beyond the traditional methods of CL carried out exclusively on solving problems in foreign language teaching (FLT). The paper supports the call for the manipulation of data obtained from CC in contrastive linguistic projects for the betterment of translation quality. Previously, CL was concerned with linguistic systems rather than language use, but with the introduction of corpora, language use become more easily accessible and the field of CL has expanded. The access to huge amounts of original texts and their translation in electronic format is of great benefit to professional translators, since a wide range of translation solutions for any particular source language are available by a gentle hit on the required tagging key. As for translation-oriented corpus based CL it becomes obvious that the actual contrastive study will be carried out in order to obtain data for explaining the various phenomena in translation. Hence, translation as a communicative event can assume a fully-fledged descriptive discipline if it manages to develop its own descriptive tools of study. Computer corpora can play a decisive role in turning translation into a well-established academic discipline.

scholarly journals Vom Fremdverständnis zum Eigenverständnis: Kontrastive Linguisitik und Glottodidaktik

2011 ◽  
Vol 37 ◽  
pp. 7-18
Author(s):  
Hans-Jörg Schwenk
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Other ◽  
Correct Knowledge ◽  
Contrastive Linguistics ◽  
The One ◽  
The Given ◽  
The Relationship

The present paper deals with the relationship between contrastive linguistics on the one hand and foreign language teaching on the other hand, more precisely, with the influence exerted by the first on the latter. It goes without saying that a teacher who teaches his mother tongue is expected to teach it as completely and correctly as possible. Yet the complete and correct teaching of any language depends on the teacher’s complete and correct knowledge of the given language and, comes to that, his awareness of this knowledge. It could be shown and proven on various examples that this aim can only be reached by the way of analyzing an other / a foreign language and comparing it with the language / the mother tongue to be teached, that, as much as paradoxical this may sound, self-understanding quite often needs the understanding of the other.

scholarly journals The Role of Empathy in Developing Professional Identity of would-be Economists in the home Reading Classroom

2014 ◽  
pp. 324-331
Author(s):  
M. V. Grineva
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Professional Identity ◽  
Language Teaching ◽  
Decisive Role ◽  
Foreign Language Teaching ◽  
Home Reading ◽  
Professional Attitude ◽  
Wide Range

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as one of the major trends in the process of enhancing foreign languages curriculum at higher education institutions which specialize in training non-linguistic students majoring in various fields of international relations. Professionally oriented foreign language teaching implies using the foreign language classroom as a source of forming a wide range of professionally meaningful competences (both linguistic and non-linguistic) of would-be specialists along with developing their sense of professional identity. Despite the fact that professional identity - usually interpreted as individuals' perception of themselves as members of a certain profession - is the culmination of a long process of professional development, its cultivation with future specialists should be seen as a priority as early as at a higher education level - a college or university. Referring to psychological research, the author states that emotional factors play a decisive role in shaping professional identity at early stages of a person's professional development. It reveals the importance of analyzing the potential of literary texts in a foreign language in terms of their ability to contribute to developing prospective specialists' professional identity, as such texts represent a valuable text material which provokes readers' powerful emotional response and thus triggers empathy. The novel "The Firm" byJ. Grisham and "The Headhunter" byj. Mead were selected by the author for the home reading classroom with would-be economists, as coupled with a competence-based learning aid they allow teachers to create a unique discourse, which facilitates the process of developing students' professional competences and their professional identity. Along with their clear professional content, they appeal to students, as the problems raised in them are relevant to those of young readers. Such emotional contact provokes empathy, or a feeling of compassion and sympathy, which contributes to tackling the above pedagogical tasks. According to the author, empathy as a means of developing professional identity is realized through students' analyzing and assessing the professional behaviour of literary characters and their identifying themselves with protagonists or distancing from antagonists guided by professional criteria. It is essential that reading the above novels enrich would-be economists with the knowledge and experience, though non-empiric, of various business situations. The author concludes that such information about the profession in question is likely to prove valuable, as it "has been digested" by students by identifying their moral and professional attitude to it.

scholarly journals Sprachnormbezogene Akkommodation in der Hochschullehre

2020 ◽  
Vol 72 (1) ◽  
pp. 33-62
Author(s):  
Philip C. Vergeiner
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Group Membership ◽  
Language Attitudes ◽  
Tertiary Education ◽  
Sociocultural Context ◽  
Standard Variety ◽  
Structured Interviews ◽  
Rule Analysis ◽  
The Relationship

AbstractThis paper examines the relationship between accommodation processes and social norms in varietal choice within tertiary education in Austria. The investigation consists of (a) a content analysis of metalinguistic statements in semi-structured interviews and (b) a variable rule analysis of actual language variation in university lectures.The findings show that there are norms prescribing that listeners must have at least be able to comprehend a particular variety, whereas accommodation to actual language use does not appear to be required to the same extent. However, the norms depend strongly on group membership: while there is a norm prescribing the use of the standard variety in the presence of speakers of German as a foreign language, there is no such norm for Austrians vis-à-vis people from Germany, although speakers from both groups may lack the ability to understand the respective nonstandard varieties. This difference can be explained by the sociocultural context and differing language attitudes.

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

scholarly journals Ars⪚ne Didn't See It: Coaching, Research and the Promise of a Discursive Psychology

2012 ◽  
Vol 7 (4) ◽  
pp. 615-645 ◽  
Author(s):  
Paul K. Miller
Keyword(s):  
Social Psychology ◽  
Case Studies ◽  
Political Discourse ◽  
Language Use ◽  
Psychological Perspective ◽  
Discursive Psychology ◽  
Medical Communication ◽  
Naturally Occurring ◽  
Wide Range ◽  
The Relationship

For twenty five years the discursive psychological perspective has been at the vanguard of innovative research in social psychology, producing highdetail systematic analyses of dynamic, constructive language use in a wide range of practical settings. To date, it has found applications in the study of medical communication, racism, political discourse, emotion and accounts of success and failure in sport, to highlight but a few. Its lack of headway in the specific study of coaching is perhaps, therefore, somewhat surprising given the transparently task-focused character of many naturally-occurring verbal activities in the domain. This article draws on salient literature and two brief case studies in illustrating some of the ways that the perspective can inform an approach to coaching interaction that does not draw on ontologically-problematic cognitivist assumptions regarding the relationship between thought and action. A foundational argument is then made for greater engagement with discursive psychology within the broader realm of coaching science.

Contrastive linguistics and language comparison

2012 ◽  
Vol 12 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Ekkehard König
Keyword(s):  
Foreign Language ◽  
Empirical Work ◽  
Foreign Language Teaching ◽  
L2 Acquisition ◽  
Comparative Linguistics ◽  
Native Languages ◽  
Foreign Language Acquisition ◽  
Contrastive Linguistics ◽  
1960S And 1970S ◽  
The 1960S

After receiving enthusiastic support during the 1960s and 1970s, the program of ‘Contrastive linguistics’ led a somewhat modest, if not marginal, existence during the two subsequent decades. The main reason for the apparent failure of this program was, of course, that the high hopes seen in its potential for making foreign language teaching more efficient were disappointed. Empirical work on the process of L2-acquisition from different native languages as starting points showed that contrastive linguistics cannot simply be equated with a theory of foreign language acquisition. A second problem was that a central aspect of the contrastive program, i.e. the writing of comprehensive contrastive grammars for language pairs, was hardly ever properly implemented. Finally, there was the problem of finding a place for contrastive linguistics within the spectrum of language comparison, relative to other comparative approaches to linguistic analysis. It is the third of these issues that is addressed by the present article. It will be shown that only by relating contrastive linguistics to other subfields of comparative linguistics and by delimiting it from them will we obtain a clear picture of its agenda, its potential and its limits.

scholarly journals Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

2020 ◽  
Vol 1 (XXII) ◽  
pp. 171-186
Author(s):  
Anna Godzich
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Educational Processes ◽  
Functional Equivalent ◽  
Contrastive Linguistics

This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.

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