Quantitative Methods in Corpus-Based Translation Studies

2012 ◽  
Keyword(s):  
Quantitative Methods ◽  
Translation Studies

scholarly journals A functional comparison of recurrent word-combinations in English original vs. translated texts

ICAME Journal ◽  
2017 ◽  
Vol 41 (1) ◽  
pp. 31-52
Author(s):  
Signe Oksefjell Ebeling ◽  
Jarle Ebeling
Keyword(s):  
Quantitative Methods ◽  
Translation Studies ◽  
Functional Categories ◽  
Source Language ◽  
Frequent Use ◽  
Functional Classes ◽  
Object Of Study ◽  
Tertium Comparationis ◽  
Shed Light ◽  
Recurrent Word

Abstract The study explores the potential of quantitative methods to shed light on how texts originally written in English (EO) and texts translated into English (ET) from Norwegian cluster in terms of functional classes. The object of study are sequences of three words (3-grams), classified into 15 functional categories. The investigation establishes that EO and ET do not differ significantly in half of the categories. As for the categories that do differ, two (Comparison and Spatial) are investigated in more detail, uncovering that the more frequent use of Comparison and Spatial 3-grams in ET is most likely a result of source language shining through. The findings are important in the context of both descriptive translation studies and translation-based contrastive studies. With regard to the former, the current study shows that, in many cases, ET does not seem to constitute a ‘third code’ at the level of 3-gram functions, since the same functions are equally attested in EO. As far as contrastive studies are concerned, the investigation reveals few, if any, lexico-grammatical differences between EO and ET that overturn the belief that translations are a good tertium comparationis when comparing and contrasting language systems.

Translationese and interlanguage in inverse translation: A case study

2021 ◽  
Vol 22 (1) ◽  
pp. 45-63
Author(s):  
Ming Yue ◽  
Boyang Sun
Keyword(s):  
Quantitative Methods ◽  
Comparative Method ◽  
Translation Studies ◽  
Language Complexity ◽  
Complexity Metrics ◽  
Working Definition ◽  
Level 3 ◽  
Definition Of ◽  
Inverse Translation

AbstractCurrent translation studies do not present a clear distinction between ‘translationese’ and ‘interlanguage’, giving rise to conceptual and terminology confusion. To disentangle these two concepts, we start with a relatively conservative working definition of translationese, then find it necessary to first differentiate between direct and inverse translations, according to whether the translator's L1 equals to TL or not. Taking Zhuangzi (a Daoist classic) as a case, we made both inter- and intra-speaker comparisons among Lin Yu-tang's inverse translation, James Legge's direct translation, and the two translators' creative works in English, with well-established language complexity metrics and quantitative methods. Results show that: (1) Inverse and direct translations are remarkably different in terms of complexity; (2) Inverse translation demonstrates both features of interlanguage and translationese, with the former mostly at lexical level and the latter at syntactic level; (3) Similar patterns are also discovered in Lin's other inverse translated works, suggesting our quantitative comparative method proposed may be reliable to some extent. Such results support our proposal that translationese and interlanguage should and can be differentiated for both theoretical and practical purposes.

scholarly journals MOTIVATING STUDENTS TO AUTONOMOUS LEARNING IN THE TRANSLATION STUDIES CLASSES

2021 ◽  
pp. 92-99
Author(s):  
Oleh Komar
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Professional Education ◽  
Quantitative Methods ◽  
Extrinsic Motivation ◽  
English Language ◽  
Language Translation ◽  
Strong Relationship ◽  
Translation Studies ◽  
Autonomous Learning

The article presents a research of the peculiarities of motivating students of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University to autonomous learning in the classes of translation studies. The aim of the article is to find out the factors that can be effective in motivating undergraduate students to study autonomously while learning translation studies. The paper indicates that the current problems for both students and teachers are lack of knowledge and motivation, low level of self-motivation and self-awareness, conservative approach to the conduction of the class.The following research questions were formulated in order to develop relevant methodology and expect trustworthy findings: What can motivate students for autonomous learning? How do students develop their autonomy in the translation studies class? Which translation studies activities and materials can influence students’ motivation for autonomous learning?The research methodology is based on descriptive qualitative and quantitative methods, the use of relevant data collection tools, in particular observation in the classroom, interviews and questionnaires and the subsequent intervention into educational process.The results of the intervention give indications that motivation may lead to autonomy. Lack of motivation was determined as an explanation for the lack of autonomous action, and it is the key conclusion from the experimental data.Consequently, there is a strong relationship between higher levels of motivation and greater engagement in inside and outside the class activities, and the suggestion that motivation (i.e. intrinsic motivation) leads to autonomy does find theoretical and experimental support. Keywords: motivation; intrinsic motivation; extrinsic motivation; autonomous learning; English language; translation studies; professional education; competence.

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