scholarly journals A syntactic complexity analysis of translational English across genres

2021 ◽  
Vol 22 (2) ◽  
pp. 214-232
Author(s):  
Jiajin Xu ◽  
Jialei Li
Keyword(s):  
Complexity Analysis ◽  
Syntactic Complexity ◽  
Major Contributor ◽  
Academic English ◽  
Complexity Measures ◽  
Academic Texts ◽  
Key Indicator ◽  
Informed Decisions ◽  
Significant Difference

Abstract This study compares the syntactic complexity between translational and non-translational English across four genres (i.e. fiction, news, general prose, and academic prose) and examines the connections between various forms and degrees of syntactic complexity measures and explicitation. Fourteen syntactic complexity indices were examined based on a one-million-word translational English corpus (COTE) and a one-million-word non-translational English corpus (i.e. FLOB), respectively. This study shows that syntactic explicitation in translations varies with the formality of discourse. The most significant complexity difference between translational vis-à-vis non-translational English is found in fiction, which is regarded as the major contributor to translational English syntactic complexity. No significant difference in syntactic complexity was observed between the two types of academic English texts. Translational English news and general prose stand between fiction and academic texts. Translational fiction and news are characterised by more phrasal complexity features such as coordinate and complex nominal phrases, and a key indicator of translational English general prose complexity is subordination. The findings of this study will help students of translation to make informed decisions on the arrangement of sentence structures when given texts of different genres.

scholarly journals Exploring Topic Effect on Syntactic Complexity of English Writings

2019 ◽  
Vol 9 (3) ◽  
pp. 98
Author(s):  
Bi Zhou
Keyword(s):  
Native Speakers ◽  
Production Unit ◽  
Syntactic Complexity ◽  
Complexity Measures ◽  
Efl Learners ◽  
Four Dimensions ◽  
Significant Difference ◽  
Argumentative Essays

This paper aims to explore topic effect on syntactic complexity in Chinese EFL learners’ and English native speakers’ writings. To this end, the paper examined 600 argumentative essays on two topics, using 14 measures of syntactic complexity to investigate whether there is significant difference in topic effect on EFL writings and ENS writings. Four dimensions are included in these 14 syntactic complexity measures, which are length of production unit, amount of subordination, amount of coordination and degree of phrasal sophistication. Results showed strong topic effect on both Chinese EFL writers and ENS writers in terms of length of production unit and particular structure. The topic effect differs in amount of coordination in that the Chinese EFL group produced different amount of coordination in the two topics, while the ENS group did not show significant difference in this aspect.

scholarly journals Syntactic Complexity Measures as Indicators of Teaching L2 Academic English Writing

2021 ◽  
Vol 3 (12) ◽  
pp. 23-33
Author(s):  
Xiaodong Yang
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Syntactic Complexity ◽  
Academic English ◽  
Assessment Practice ◽  
Complexity Measures ◽  
Quantitative Evidence ◽  
English Writing ◽  
English Writing Instruction ◽  
Language Growth

The purpose of this research is to examine the effectiveness of reforming academic English writing instruction via the perspective of the syntactic complexity of L2 learners' practice. The present study evaluates 14 measures of syntactic complexity as indicators of language growth in academic writing by 52 Chinese undergraduate students. The findings indicate that an intensive academic teaching design can be used to help students enhance their academic writing output ability. The findings of this study provide direct quantitative evidence for altering classroom instruction, textbook compilation, assessment practice, and curriculum development at the undergraduate level for academic English.

INITIAL STEP OF SPECIALIZED CORPORA BUILDING: CLEANING PROCEDURES

2020 ◽  
Author(s):  
Vera Yakubson ◽  
Victor Zakharov
Keyword(s):  
Text Processing ◽  
Research Question ◽  
Initial Step ◽  
Main Research ◽  
Academic Texts ◽  
Linguistic Annotation ◽  
Significant Difference ◽  
Cleaning Procedures ◽  
Unique Source ◽  
Future Work

This paper deals with the specialized corpora building, specifically academic language corpus in the biotechnology field. Being a part of larger research devoted to creation and usage of specialized parallel corpus, this piece aims to analyze the initial step of corpus building. Our main research question was what procedures we need to implement to the texts before using them to develop the corpus. Analysis of previous research showed the significant quantity of papers devoted to corpora creation, including academic specialized corpora. Different sides of the process were analyzed in these researches, including the types of texts used, the principles of crawling, the recommended length of texts etc. As to the text processing for the needs of corpora creation, only the linguistic annotation issues were examined earlier. At the same time, the preliminary cleaning of texts before their usage in corpora may have significant influence on the corpus quality and its utility for the linguistic research. In this paper, we considered three small corpora derived from the same set of academic texts in the biotechnology field: “raw” corpus without any preliminary cleaning and two corpora with different level of cleaning. Using different Sketch Engine tools, we analyzed these corpora from the position of their future users, predominantly as sources for academic wordlists and specialized multi-word units. The conducted research showed very little difference between two cleaned corpora, meaning that only basic cleaning procedures such as removal of reference lists are can be useful in corpora design. At the same time, we found a significant difference between raw and cleaned corpora and argue that this difference can affect the quality of wordlists and multi-word terms extraction, therefore these cleaning procedures are meaningful. The main limitation of the study is that all texts were taken from the unique source, so the conclusions could be affected by this specific journal’s peculiarities. Therefore, the future work should be the verification of results on different text collections

scholarly journals Cultivation Conditions Change Aroma Volatiles of Strawberry Fruit

Horticulturae ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 81
Author(s):  
Yunduan Li ◽  
Yuanyuan Zhang ◽  
Xincheng Liu ◽  
Yuwei Xiao ◽  
Zuying Zhang ◽  
...  
Keyword(s):  
Volatile Compounds ◽  
Major Contributor ◽  
Fragaria Ananassa ◽  
Strawberry Fruit ◽  
Cultivation Conditions ◽  
Soil Culture ◽  
Aroma Volatiles ◽  
Ms Analysis ◽  
Significant Difference ◽  
Strawberry Cultivars

Volatile compounds principally contribute to flavor of strawberry (Fragaria × ananassa) fruit. Besides to genetics, cultivation conditions play an important role in fruit volatile formation. Compared to soil culture as control, effects of substrate culture on volatile compounds of two strawberry cultivars (‘Amaou’ and ‘Yuexin’) were investigated. GC-MS analysis revealed significant difference in volatile contents of ‘Amaou’ strawberry caused by substrate culture. No significant effect was observed for cultivar ‘Yuexin’. For ‘Amaou’ strawberry from soil culture produced higher volatile contents compared with substrate culture. This difference is contributed by high contents of esters, lactones, ketones, aldehydes, terpenes, hydrocarbons, acids, furans and phenols in ‘Amaou’ strawberry fruit from soil culture. Furanones, beta-linalool, trans-Nerolidol and esters are major contributor to strawberry aroma, whose contents are higher in soil culture planted fruit when compared to substrate culture. Moreover, strawberry fruit from soil culture had higher transcripts related to volatile biosynthesis were observed, including FaQR, FaOMT, FaNES1, FaSAAT and FaAAT2.

scholarly journals 956 Patient Satisfaction of Teleconsultation in Plastic Surgery During the COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
M Rafii ◽  
A Freethy ◽  
J Chan
Keyword(s):  
Patient Satisfaction ◽  
Plastic Surgery ◽  
Quality Care ◽  
Age Groups ◽  
Patient Perceptions ◽  
Interaction Quality ◽  
Telephone Interviews ◽  
Key Indicator ◽  
Significant Difference ◽  
Safety Studies

Abstract Introduction The COVID-19 pandemic has witnessed an increased reliance on telemedicine. Patient satisfaction is a key indicator of whether telephone consultations deliver high-quality care. This study evaluates patient perceptions of telephone consultations conducted in a single plastic surgery outpatient department. Method Structured telephone interviews using an adapted Telehealth Usability Questionnaire and the NHS Friends and Family Test were conducted in 98 patients who had undergone outpatient telephone consultations with a plastic surgeon. 13 questions explored domains of usefulness, interaction quality, reliability, patient satisfaction, and future use of telehealth. Results 72 of 98 (73%) completed the survey. Male(49):Female(23). Mean age 59 (range 17-91). 50.4% Strongly agreed (SA) and 24.3% agreed (A) to questions addressing usefulness of the platform. For interaction quality; 63% SA and 21% A. 47% disagreed with questions pertaining to reliability. Overall, 75% were either SA/A for satisfaction and 81% would use telehealth again. No significant difference was found in domain scores when comparing sex or age groups. Conclusions Overall, patient perceptions were positive towards the usefulness and interaction quality of telephone consultations. However, reliability scored poorly. Most patients were satisfied with the care provided. Comparison to other telehealth mediums e.g. video consultation and patient safety studies are needed.

scholarly journals Syntactic complexity in translated and non-translated texts: A corpus-based study of simplification

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253454
Author(s):  
Kanglong Liu ◽  
Muhammad Afzaal
Keyword(s):  
Academic Writing ◽  
Pairwise Comparison ◽  
Important Variable ◽  
Sentence Length ◽  
Syntactic Complexity ◽  
Complexity Measures ◽  
British English ◽  
Sentence Complexity ◽  
Comparable Corpora ◽  
Main Effect

This study approaches the investigation of the simplification hypotheses in corpus-based translation studies from a syntactic complexity perspective. The research is based on two comparable corpora, the English monolingual part of COCE (Corpus of Chinese-English) and the native English corpus of FLOB (Freiburg-LOB Corpus of British English). Using the 13 syntactic complexity measures falling into five subconstructs (i.e. length of production unit, amount of subordination, amount of coordination, phrasal complexity and overall sentence complexity), our results show that translation as a whole is less complex compared to non-translation, reflected most prominently in the amount of subordination and overall sentence complexity. Further pairwise comparison of the four subgenres of the corpora shows mixed results. Specifically, the translated news is homogenous to native news as evidenced by the complexity measures; the translated genres of general prose and academic writing are less complex compared to their native counterparts while translated fiction is more complex than non-translated fiction. It was found that mean sentence length always produced a significant effect on syntactic complexity, with higher syntactic complexity for longer sentence lengths in both corpora. ANOVA test shows a highly significant main effect of translation status, with higher syntactic complexity in the non-translated texts (FLOB) than the translated texts (COCE), which provides support for the simplification hypothesis in translation. It is also found that, apart from translation status, genre is an important variable in affecting the complexity level of translated texts. Our study offers new insights into the investigation of simplification hypothesis from the perspective of translation from English into Chinese.

scholarly journals Academic English as a Component of Curriculum For ESL Students (Foreign Experience)

2019 ◽  
Vol 9 (1) ◽  
pp. 33-43
Author(s):  
Olesia Sadovets
Keyword(s):  
Great Britain ◽  
Foreign Language ◽  
Language Skills ◽  
Foreign Languages ◽  
Active Listening ◽  
Academic English ◽  
Esl Students ◽  
Work Requirements ◽  
Academic Texts ◽  
The Usa

AbstractIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.

scholarly journals Syntactic Complexity in EFL and Native Learners' Undergraduate Thesis Abstracts

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Murniati Murniati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
The United States ◽  
Syntactic Complexity ◽  
Syntactic Structures ◽  
Complex Sentences ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Year ◽  
Undergraduate Thesis

<p>This research aims to find syntactic complexity of the abstracts in the undergraduate thesis written down by university learners in Indonesia and the ones written down by native speakers of English. The characteristics of syntactic complexity produced by Indonesian learners and the learners who are the native speakers should also be analyzed. It is possible to extend the type of syntactic complexity found in academic texts. In the end, those extensions should be characterized the English language used by Indonesian learners. The data is gained through downloading the abstracts of the undergraduate thesis in the academic year of 2015-2016 from the UBM English Department alumni database. The data regarding the abstracts written down by the native speakers is downloaded from the reputable universities in The United States of America. After that, the data is analyzed by making used of the syntactic analyzer by Lu &amp; Ai (2015). The results shows that the Indonesian learners tend to write more complex sentences and use subordination in the abstracts. The native speakers, on the other hands, tend to write longer sentences with longer T-Unit and clauses. They also tend to write complex nominal in the abstracts. The number of coordination used is similar between the ones written down by Indonesian learners and native speakers of English. <strong></strong></p><strong>Keywords:</strong> syntactic complexity, syntactic structures, undergraduate thesis, Indonesian learners

scholarly journals Effects of a Story Grammar Intervention With Repeated Retells for English Learners With Language Impairments

2018 ◽  
Vol 40 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Rhonda D. Miller ◽  
Vivian I. Correa ◽  
Antonis Katsiyannis
Keyword(s):  
English Learners ◽  
Single Case ◽  
Language Impairments ◽  
Oral Narrative ◽  
Future Research ◽  
Syntactic Complexity ◽  
Story Grammar ◽  
Complexity Measures ◽  
Narrative Skills ◽  
Multiple Probe

This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design, the authors measured three dependent variables: narrative organization skills, narrative productivity, and syntactic complexity. As a result of the intervention, stories became more cohesive and scores for narrative organization increased by approximately 7 points from baseline to intervention across participants. Smaller effects for narrative complexity and syntactic complexity measures were noted. Implications for future research and for practice are provided.

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