scholarly journals A Model for Matching Semantic Maps between Languages (French/English, English/French)

2003 ◽  
Vol 29 (2) ◽  
pp. 155-178 ◽  
Author(s):  
Sabine Ploux ◽  
Hyungsuk Ji
Keyword(s):  
Second Language ◽  
Semantic Similarity ◽  
Spatial Model ◽  
Target Language ◽  
Source Language ◽  
Semantic Maps ◽  
French And English ◽  
New Space ◽  
Semantic Values

This article describes a spatial model for matching semantic values between two languages, French and English. Based on semantic similarity links, the model constructs a map that represents a word in the source language. Then the algorithm projects the map values onto a space in the target language. The new space abides by the semantic similarity links specific to the second language. Then the two maps are projected onto the same plane in order to detect overlapping values. For instructional purposes, the different steps are presented here using a few examples. The entire set of results is available at the following address: http://dico.isc.cnrs.fr .

La Recherche de Scientificité en Traduction

Babel ◽  
1996 ◽  
Vol 42 (2) ◽  
pp. 65-73
Author(s):  
Victor C. Ariole
Keyword(s):  
Target Language ◽  
Strict Sense ◽  
Source Language ◽  
Camara Laye ◽  
Specific Order ◽  
Universal Order ◽  
Semantic Values ◽  
Language Text

The motif in this study originates from the question which we had been pondering, namely: how to translate without being a traitor? We utilized specimen translations taken from the work by Camara Laye entitled Le regard du Roi, translated by James Kirkup. We sought to establish the targets envisaged in the SLT (source language text) and the TLT (target language text) in order to arrive at a better assessment of the semantic values assigned to the translation. Efforts to identify a target specific to the work having proved abortive, we were obliged to adopt the course of establishing three orders of sentences for semantic values in the strict sense. We accordingly considered the sentences in the following orders: universal order, alternative order and specific order. We were able to demonstrate that a translation can be objective if the translator is successful in determining his/her target and proceeds by conforming to the orders enumerated above. Then, depending on the target aimed at, the translation can be viewed as either universal, alternative or specific.

scholarly journals Contrastive Study of the Conjunction ‘and’ in English and Armenian

2021 ◽  
Vol 1 (1) ◽  
pp. 19-28
Author(s):  
Anahit Hovhannisyan
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Target Language ◽  
Functional Characteristics ◽  
Second Language Teaching ◽  
Source Language ◽  
Contrastive Study

In linguistics the structuring role of conjunctions is emphasized, whereas its pragmatic and contrastive study is often foregrounded. Conjunction may be prerequisite for contrastive study. The present research is mainly aimed at establishing semantic – functional characteristics of the conjunction “and”, as well as identifying its equivalents in Armenian translation. In other words only one translation direction is investigated, namely English to Armenian. The merit of this research lies in the fact that the study of conjunction from contrastive perspective reveals structural similarities and dissimilarities of the source language and the target language. Contrastive study can be used to get new insights into syntax and the findings of this analysis can prove to be useful in such fields as comparative grammar, pragmatics, second-language teaching, etc.

Crosslinguistic influence and morphological awareness in English (third language) writing

2019 ◽  
Vol 24 (4) ◽  
pp. 616-633 ◽  
Author(s):  
María Orcasitas-Vicandi
Keyword(s):  
Second Language ◽  
First Language ◽  
Morphological Awareness ◽  
Target Language ◽  
Third Language ◽  
Loan Words ◽  
Source Language ◽  
Language Writing ◽  
Crosslinguistic Influence ◽  
The Impact

Aims: The aim of the present paper is twofold. Firstly, we look into the effects of a number of factors on crosslinguistic influence (study 1). Secondly, we analyse the role played by morphological awareness in the production of crosslinguistic instances (study 2). In this way, we contribute to the understanding of how crosslinguistic and metalinguistic dimensions of third language acquisition are intertwined. Methodology: We investigate lexical adaptations of the first language and second language in third language English (i.e. adapted loan words) and combine quantitative and qualitative research methods. A quantitative analysis explores the impact of the first language, the L2 factor, typology and proficiency in the target and the source languages (study 1). A qualitative analysis then proposes a categorization of the strategies used by participants to adapt their first language and second language to the target language (study 2). Data and Analysis: Language proficiency was evaluated in 222 compositions, 74 written in each language (Basque, Spanish and English). The adapted loan words found in English compositions were classified according to their source language, word category, word class and type/token categories (study 1). In addition, the strategies used by participants were identified and analysed (study 2). Findings: The results indicate that language typology is the main predictor of the source language of crosslinguistic influence, and a variety of strategies point at morphological awareness as a key factor in the strategic use of participants’ first language and second language. Originality: By mixing quantitative and qualitative methods, this paper provides additional support to the claim that crosslinguistic influence and morphological awareness are intertwined in third language writing. Significance: The overall results show that students who are morphologically aware make crosslinguistic and morphological associations and use them strategically in their third language.

scholarly journals On determining developmental stages in natural second language acquisition

1981 ◽  
Vol 3 (2) ◽  
pp. 109-135 ◽  
Author(s):  
Jürgen M. Meisel ◽  
Harald Clahsen ◽  
Manfred Pienemann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Process ◽  
Developmental Stages ◽  
Target Language ◽  
L2 Acquisition ◽  
Source Language ◽  
The Past ◽  
Linguistic Structures

Research on Second Language (L2) Acquisition, over the past ten years, has undergone substantial changes by shifting its focus of interest away from an analysis of linguistic structures alone, concentrating more on the learner himself or, rather, on the process of learning. It had become obvious that one of the major shortcomings in contrastive studies as well as in the usual kind of error analysis is that they lack thorough investigation of factors which determine the kind of approach a learner may take to acquire a second language. This again implies that it is more fruitful to study the process of learning itself instead of merely analysing its outputs. It is by now widely accepted that the learner takes an active part in the learning process and does not merely get trapped in structural gaps which linguists may find when comparing the source language (the learner's L1) and the target language (L2).

scholarly journals Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

2016 ◽  
Vol 6 (1) ◽  
pp. 135-158 ◽  
Author(s):  
Michael Zuniga ◽  
Daphnée Simard
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Instructional Practices ◽  
Target Language ◽  
Macro Level ◽  
Related Factors ◽  
French And English ◽  
Negotiation For Meaning ◽  
Level Scale ◽  
Teacher Centered

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

scholarly journals Universal Grammar and Interlanguage Development

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Daji He
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Universal Grammar ◽  
Target Language ◽  
Source Language ◽  
Interlanguage Development

Interlanguage Theory was first proposed by Selinker. It refers to the bridging language between the source language and target language constructed by the second language learners, which is a constantly dynamic moving toward the target language. Chomsky’s Universal Grammar (UG) has played an important role in expaining the native language acquisition. This paper, on the basis of UG’s impact on the native language, focuses on UG’s influence on the interlanguage development.

scholarly journals THE INTERFERENCE OF INDONESIAN ON ENGLISH SECOND LANGUAGE WRITING

2020 ◽  
Vol 8 (2) ◽  
pp. 170
Author(s):  
Topan Rahmatul Iman
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Writing ◽  
Negative Transfer ◽  
Target Language ◽  
Language Transfer ◽  
Source Language ◽  
Number Marking ◽  
English Second Language ◽  
Language Writing

Language transfer means the application of knowledge and understanding of a source language on a target language. Dissimilarities between the source language and the target language could result in a negative transfer. This essay aims to investigate the interference of Indonesian language on English second language writing regarding the order of noun phrase constituents, number marking, and verb tenses. The results presented in this essay were based on three elicitation tasks that were answered by 20 Indonesian students who studied English at a senior high school in Sumbawa Regency, Indonesia. Their ages were between 15 to 18 years old.  The participants were given a test that consisted of three elicitation tasks focusing on sentence writing. The results showed that the negative transfer was still found in the students’ writing. However, the students may make mistakes since they had a lack of knowledge, or because they were unable to apply what they knew in their writing.

THE TRANSLATION STRATEGIES OF METAPHOR IN THE MAGIC OF THINKING BIG TRANSLATED INTO BAHASA INDONESIA BY DIAN PARAMESTI BAHAR

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Khairani Hayat Situmorang ◽  
I. W. Dirgeyasa ◽  
Zainuddin Zainuddin
Keyword(s):  
Data Analysis ◽  
Target Language ◽  
Qualitative Design ◽  
Translation Strategies ◽  
Source Language ◽  
Free Translation ◽  
Dead Metaphor ◽  
Word Translation ◽  
Bahasa Indonesia ◽  
Communicative Translation

The research dealt with Metaphor Sentences. The aims of this study were: (1) to find out the translation strategies of metaphors are used in The Magic of Thinking Big and (2) to describe the translation strategies maintain metaphors in The Magic of Thinking Big. The research was conducted by using qualitative design. The data of this study were sentences. The data were collected through documentary technique and the instrument was the documentary sheet. The technique of data analysis was descriptive. The finding of this study revealed that: (1) The metaphor in The magic of Thinking Big were translated by applying six translation strategies, namely: word for word Translation (5.3%) lieral translation (4.3%), faithful translation (57.5%), Free translation (3.2%), communicative translation (30.5%) and discursive creation was found (2.2%). (2) The metaphors are maintained that found in the Magic of Thinking Big are original metaphors turned into another original metaphors, stock metaphors turned into another stock metaphors, adapted metaphors turned into adapted metaphors, dead metaphors turned into dead metaphors, original metaphor turned into stock metaphor, stock metaphor turned into original metaphor, meanwhile, 10 original metaphors and 1 dead metaphor are no longer classified as metaphors. Language has special characteristic that is metaphor sentences, therefore in the case of translating of metaphor sentences in which their concept in unknown for readers, the translator often faces the problems to find out the translation strategies to translate metaphor in a source language (SL) and how the metaphor sentences are maintained in the target language (TL).Keywords : Metaphor, Translation Strategies, Maintain Metaphor

TRANSLATION SHIFT IN THE TRANSLATED NOVEL OF “TO KILL A MOCKINGBIRD” BY FEMMY SYAHRIANNI

LINGUISTICA ◽  
2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Dian Sukma Lestari And Zainuddin
Keyword(s):  
Data Analysis ◽  
Qualitative Method ◽  
Target Language ◽  
The Novel ◽  
Data Display ◽  
Source Language ◽  
To Kill A Mockingbird

The aim of this study were to find out category shift types used in thetranslation of novel To Kill A Bird and to describe of how category shift is translatedin the novel from English into Indonesian. This study were conducted by usingdescriptive qualitative method. The data of the study were words, phrases, andclauses in the novel To Kill A Mockingbird which is translated into Indonesian byFemmy Syahrianni. It was found that there were 280 data in the novel from Englishinto Indonesian. The data analysis were taken by listing and bolding. Documentarysheets used as the instrument to collect the data. The data were analyzed based onMiles and Huberman (2014) by condensation which consists of selecting, focusing,simplifying, abstracting and transforming and then data display by using table inorder to get easy analyzing the data. The result of this study were (1) there were fourtypes of category shifts found in the novel To Kill a Mockingbird namely; structureshifts (36.78%), class shift (27.14%), unit shift (32.5%) and intra-system shift(3.27%). (2) The process of category shifts in the translation novel by havingmodifier-head in source language changed into head-modifier in target language,adverb in source language changed into verb in target language, one unit in sourcelanguage changed into some units in target language. and plural in source languagechanged into singular in target language.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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