The Concept of Text Type and Its Relevance to Translator Training1

Target ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Isabel García Izquierdo
Keyword(s):  
Mother Tongue ◽  
The Other ◽  
First Year ◽  
Classroom Activity ◽  
Correct Interpretation ◽  
Paper Briefly ◽  
First Year Students ◽  
Text Type ◽  
Text Types ◽  
The One

Abstract The aim of this paper is to show the relevance that a correct interpretation of text types in the mother tongue has for the correct development of the translating activity by translator trainees. This paper briefly analyzes the results of a classroom activity in which students were asked to identify the text-type ascription of two texts. They were first-year students in the Translation and Interpreting program at the Jaume I University in Castellón (Spain). The results confirm, on the one hand, existing differences in the comprehension and interpretation of text types and, on the other hand, that the confusion that exists in practice between the concepts of text type and genre (Hatim and Mason 1990) may also be observed in the case of these students.

scholarly journals Applying Corpus Data to Define Needs in Web Localization Training

2012 ◽  
Vol 56 (4) ◽  
pp. 998-1021 ◽  
Author(s):  
Miguel ángel Jiménez-Crespo ◽  
Maribel Tercedor
Keyword(s):  
Empirical Research ◽  
Training Programs ◽  
The Other ◽  
Contrastive Study ◽  
Learner Corpus ◽  
Text Types ◽  
Corpus Data ◽  
University Level ◽  
The One ◽  
Insight Into

Localization is increasingly making its way into translation training programs at university level. However, there is still a scarce amount of empirical research addressing issues such as defining localization in relation to translation, what localization competence entails or how to best incorporate intercultural differences between digital genres, text types and conventions, among other aspects. In this paper, we propose a foundation for the study of localization competence based upon previous research on translation competence. This project was developed following an empirical corpus-based contrastive study of student translations (learner corpus), combined with data from a comparable corpus made up of an original Spanish corpus and a Spanish localized corpus. The objective of the study is to identify differences in production between digital texts localized by students and professionals on the one hand, and original texts on the other. This contrastive study allows us to gain insight into how localization competence interrelates with the superordinate concept of translation competence, thus shedding light on which aspects need to be addressed during localization training in university translation programs.

The role of text type and strategy use in L2 lexical inferencing

2018 ◽  
Vol 56 (2) ◽  
pp. 231-252
Author(s):  
Ming-yueh Shen
Keyword(s):  
Strategy Use ◽  
Text Structure ◽  
Expository Texts ◽  
First Year ◽  
Efl Learners ◽  
Text Type ◽  
Lexical Inferencing ◽  
Text Types ◽  
Quantitative Analyses

Abstract This study aimed to determine as to whether or not the text type and strategy usage affect the EFL learners’ lexical inferencing performance. The participants were comprised of 87 first-year English majors at a technical university. Data were collected from (1) a lexical inferencing test with excerpts of narrative and expository texts, for which both multiple-choice and definition tasks were designed, respectively, and then (2) the responses from the learners’ self-reported strategy usage. The quantitative analyses demonstrated that the text types significantly affected the EFL learners’ lexical inferencing performance, in which the EFL learners performed better for the narrative excerpt than for the expository texts. However, significant coefficients between the strategy use and the lexical inferencing performance were not found in this study. The results further implied that the text structure and the lexical inferencing strategies should be explicitly taught to the EFL learners.

scholarly journals Strategies of Impoliteness in Japanese Spontaneous Talks

2020 ◽  
Author(s):  
Paolo Calvetti
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
The Other ◽  
Japanese Language ◽  
Bulletin Board ◽  
Bulletin Board System ◽  
Other Hand ◽  
The One ◽  
Board System

If, on the one hand, Japanese language, with its richness of marked allomorphs used for honorifics, has been considered one of the most attractive languages to investigate the phenomenon of politeness, on the other hand, a very small number of studies have been devoted to Japanese impoliteness, most of them limited to BBSs’ (Bulletin Board System) chats on Internet. Interestingly, Japanese native speakers declare, in general, that their language has a very limited number of offensive expressions and that ‘impoliteness’ is not a characteristic of their mother tongue. I tried to analyse some samples of spontaneous conversations taken from YouTube and other multimedia repertoires, in order to detect the main strategies used in Japanese real conversations to cause offence or to show a threatening attitude toward the partner’s face. It seems possible to state that, notwithstanding the different ‘cultural’ peculiarities, impoliteness shows, also in Japanese, a set of strategies common to other languages and that impoliteness, in terms of morphology, is not a mirror counterpart of keigo.

scholarly journals The structure of the Emotions Profile Index

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 343-359
Author(s):  
Dragan Kurbalija
Keyword(s):  
Factor Structure ◽  
Component Analysis ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
Other Hand ◽  
Empirical Foundation

In order to evaluate the factor structure of the Emotions Profile Index (EPI) 217 first-year students accommodated in the school?s dormitory were examined. The data was analyzed with Beelzebub algorithm for comparative confirmative and exploratory component analysis. The results show that the empirical structure of EPI can be related with 4 bipolar factor structure proposed in the scoring key, although the relation is far from indubitable. The structure of hypothetical dimension Distrustful vs. Trustful has a solid empirical foundation, correlations between orthoblique and hypothetical factors of theoretical dimensions Gregarious vs. Depressed and Timid vs. Aggressive are acceptable while, on the other hand, the structure of the hypothetical dimension Controlled vs. Dyscontrolled requires revising, not only because the Adventurous trait is used to describe both of their poles but for numerous other reasons. The paper suggests a few ways of improving the characteristics of the test.

Right to Education in Mother Language

2021 ◽  
pp. 223-241
Author(s):  
Nima Norouzi ◽  
Hussein Movahedian
Keyword(s):  
Human Rights ◽  
Mother Tongue ◽  
The Other ◽  
Right To Education ◽  
International Human Rights ◽  
Linguistic Rights ◽  
Government Institutions ◽  
International Human ◽  
The One ◽  
The Right

The right to use one's mother language is affected by examining the nature of this right in the international human rights system. Speaking of linguistic rights requires examining this right in the context of general human rights and the rights of minorities. On the one hand, the right to use one's mother tongue is rooted in the “right to be different,” which itself is inspired by human dignity, and, on the other hand, because the linguistic rights of the majority are better guaranteed than the linguistic rights of the minority. This chapter examines the right to use one's mother tongue in the minority system; therefore, language rights can be divided into two approaches based on tolerance, which prohibits any interference with the choice of language and its use by governments, as well as an extension-based approach that seeks to protect the right to use language in various fields such as education, court, public arena, and government institutions.

scholarly journals Teaching Socrates to First-year Philosophy Students in Iran, Based on Plato's Euthyphro

2018 ◽  
Vol 19 (38) ◽  
pp. 36-41
Author(s):  
Maryam Forghani ◽  
Sofia A Koutlaki
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Socratic Method ◽  
First Year Students ◽  
Starting Point ◽  
The One ◽  
Everyday Routine

AbstractIs it possible to teach philosophy to first-year philosophy students in a way similar to the one Socrates used to teach his interlocutors in the early dialogues? Socrates conducted challenging discussions in the agora of Athens; he began with examining everyday routine concepts, subjected his interlocutors to scrutiny—ἒλεγχος— showed the contradictions in their thinking, and often finally arrived at both his and their ignorance. The starting point of this paper is whether is it possible to teach Socratic philosophy following the Socratic Method. Here, we defend this possibility based on our practical experience of teaching Plato's Euthyphro to first-year students. In particular, the first author taught three groups of first-year philosophy students, for three semesters—Autumn 2016, Spring and Autumn 2017—in the Department of Philosophy at ATU (Allameh Tabataba'i University, Tehran, Iran).

scholarly journals CHAINS OF CONNECTION: RETHINKING THE BOURGEOISIE

2017 ◽  
Vol 15 (1) ◽  
pp. 285-301
Author(s):  
THEODORE KODITSCHEK
Keyword(s):  
Graduate School ◽  
The Other ◽  
First Year ◽  
Material World ◽  
Form Of Life ◽  
Key Concepts ◽  
Historical Role ◽  
The One ◽  
The Relationship ◽  
Insight Into

Since his first year in graduate school, Jerrold Seigel has puzzled over the relationship between modernity and the bourgeoisie. Willing to acknowledge the salience of this class in the making of the modern, he grew increasingly troubled by the failure of every effort to give a clear account of its distinctive historical role. To define the bourgeoisie as simply the group(s) in the middle, “all those who are neither peasants nor workers on the one side, nor aristocrats by birth on the other,” might be empirically accurate, he reasoned, but this provided no analytical insight into the processes of history. The Marxist alternative avoids this vacuity, but only by creating a mythology of the ascendant bourgeoisie—a class that by mere dint of its privileged relation to capital is deemed to be capable of entirely transforming the realms of culture, politics, and the material world. Dissatisfied with these conventional approaches, Seigel introduced a fundamentally new way of thinking in his seminal synthesisModernity and Bourgeois Life, which sought to replace the “traditional nominative formulation [of the bourgeoisie's role] with ones that are more adjectival and historical.” Considering “‘bourgeois’, not in terms of the rise of a class,” he has reconceptualized this term to denote “the emergence and elaboration of a certain ‘form of life’.” It is in connection with this project that Seigel developed the two key concepts that will be considered in this essay, “chains of connection” and “networks of means” (MBL, ix, 6, 25).

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 LEARNING MOTIVATION AS A BASIS FOR EFFECTIVE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTES

2017 ◽  
Vol 2017 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Л. Гнездилова ◽  
L. Gnezdilova ◽  
М. Гнездилов ◽  
M. Gnezdilov
Keyword(s):  
Social Life ◽  
Educational Process ◽  
Learning Motivation ◽  
Process Efficiency ◽  
Learning Activity ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Higher Educational ◽  
The One

<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

scholarly journals The Implementation of Contrastive Analysis-Based Arabic Learning

ALSINATUNA ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Raswan Raswan
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Research Method ◽  
Mother Tongue ◽  
Learning Difficulties ◽  
The Other ◽  
Contrastive Analysis ◽  
Library Research ◽  
The One ◽  
Main Factor

As well as other learning process, the successful Arabic learning can be achieved through several steps. This study aims to explain those steps, and it uses library research. Method of this study covers finding data and sources related to the contrastive analysis in Arabic learning; analyzing the data as well as the sources; and drawing conclusion. The approach used in the learning process can be categorized as a learning difficult foreign language, if it is considered as the perspective in understanding the material. The difficult language is particularly the one that has different systems/subsystems with mother tongue. On the other hand, if the approach is considered as a belief, the successful key to achieve is the use of contrastive analysis. We have to work hard to overcome students' learning difficulties by doing contrastive approach and analysis firstly. However, the most significant part is the goal using contrastive analysis. As the result of this study, hopefully learning Arabic occurs progressively, and absolutely the teaching materials and learning steps need teachers’ ability in mastering the contrasted languages. That is the main factor in achieving the learning to be developed further in using this approach.

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