scholarly journals Elementos lingüísticos que plantean problemas de traducción a la lengua inglesa en el Lazarillo de Tormes

2021 ◽  
Author(s):  
Pilar Couto-Cantero
Keyword(s):  
English Translation ◽  
English Language ◽  
Spanish Version ◽  
Future Research ◽  
San Juan ◽  
Lazarillo De Tormes ◽  
Incorrect Choice ◽  
Transmission Errors ◽  
Proposal A ◽  
Structural Aspects

This paper focuses on the analysis of some linguistic elements that pose problems in the English translation of the famous novel: El Lazarillo de Tormes. To carry out the analysis we have chosen the Spanish version of the bilingual edition (Spanish-Galician) recently reviewed by Rodríguez López-Vázquez in 2019 as initial text. The three English versions are the ones translated by Merwin in 1962, Frye in 2015 and Torres Aguilar in year 2018. Given the reduced characteristics of this format, we will base our approach on two concrete examples. The first analysis focuses on macro-structural aspects which are observed throughout the whole work and that we demonstrate through the Prologue. There are transmission errors caused by an incorrect choice of the initial text and as a consequence of that, a wrong translation of the texts in the English language. The second example focuses on an expression contained in the initial text: “San Juan y ciégale” and how it has also been wrongly translated into English. This paper finishes with our own proposal, a series of conclusions and suggestions for future research, and the mandatory references required to continue deepening in the field.

Computed Tomography (CT) Attenuation Value in Relation with Body Dimension, Gender and Age in Malay population: A Literature Review

2020 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Siti Aisyah Munirah Bohang ◽  
Zainul Ibrahim Zainuddin ◽  
Norhanna Suhoimi
Keyword(s):  
English Language ◽  
Region Of Interest ◽  
Time Frame ◽  
Future Research ◽  
Body Dimension ◽  
Attenuation Value ◽  
Gender And Age ◽  
Ct Attenuation ◽  
Malay Population ◽  
Ct Attenuation Value

Interaction of CT’s x-ray beams with patient resulted in attenuation process and there are various factors affecting CT attenuation values. The aim of this review is to examine the existed literatures regarding the concept of attenuation in CT and its relationship with body dimension, gender and age in Malay population. Guided by primary question, literature searches were conducted using the established online database; SCOPUS and PubMed. The time frame for literatures was from 2000 to 2019 and only literatures in English language were selected. The size of body dimension has affected the CT attenuation value but it also depending on the type of tissue presence within the region of interest (ROI) such as muscle and fat tissues. Due to larger body framework and higher amount of skeletal muscle mass theoretically males would have higher CT attenuation value than female. CT attenuation value reduces with aging process. Asians including Malay population have smaller body dimension than Caucasians and the mean attenuation value of abdominal region in Asians could differ from 20 HU. Thus, there is a need for future research to investigate the interrelatedness of attenuation in CT (HU) and body dimension within Malay population and close this gap of knowledge. 

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals A meta-ethnographic study of fathers’ experiences of caring for a child with a life-limiting illness

2020 ◽  
pp. 026921632097915
Author(s):  
Gianina-Ioana Postavaru ◽  
Helen Swaby ◽  
Rabbi Swaby
Keyword(s):  
English Language ◽  
Psychosocial Interventions ◽  
Healthcare Services ◽  
Ethnographic Study ◽  
Qualitative Studies ◽  
Future Research ◽  
Care Experience ◽  
Care Giving ◽  
Critical Appraisal Skills ◽  
Limiting Condition

Background: There is a growing body of qualitative studies examining parents’ experiences of caring for a child with a life-limiting condition, coinciding with recent evidence that indicates an increasing incidence of paediatric life-limiting conditions. However, research focusing on fathers’ needs remains sparse and is often diluted among a predominant ‘mother’s voice’, raising questions about whether practices in clinical settings meet fathers’ needs. Aim: To provide an in-depth assembly of the current state of knowledge around fathers’ experiences of caring for their children diagnosed with life-limiting conditions and understand the implications for healthcare services and policies. Design: A meta-ethnography was conducted to synthesise findings from existing qualitative studies exploring fathers’ experiences of caring. Data sources: Four electronic databases (PubMed, PsycINFO, CINAHL and Science Direct) were searched up until April 2020. Qualitative studies exploring fathers’ care experience and published in English language were included. The Critical Appraisal Skills Programme (CASP) checklist was employed for study quality appraisal. No temporal limits were used. Results: Sixty-three studies met the inclusion criteria. Thirty life-limiting conditions were included. Based on responses from 496 fathers, a conceptual model was developed which translates key experiences within the fathers’ caregiving journeys. The overarching concepts identified were: the paradox of support, challenges in the caring process, ‘nobody thinks of men’, impact on family life and the fall of the curtain: an irrevocably altered world. These and associated sub-concepts are discussed, with recommendations for future research and practice provided. Conclusion: The findings indicate the value of a family-oriented approach to develop psychosocial interventions and support channels for fathers, thus empowering them whilst reducing the care-giving burden on the family unit.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

scholarly journals A systematic review of the latent structure of the Center for Epidemiologic Studies Depression Scale (CES-D) amongst adolescents

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joanna M. Blodgett ◽  
Chantelle C. Lachance ◽  
Brendon Stubbs ◽  
Melissa Co ◽  
Yu-Tzu Wu ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Cultural Differences ◽  
Factor Structure ◽  
English Language ◽  
Depression Scale ◽  
Epidemiologic Studies ◽  
Latent Structure ◽  
Future Research ◽  
Primary Analysis ◽  
The Usa

Abstract Background The Centre for Epidemiologic Studies Depression Scale (CES-D) is a commonly used psychometric scale of depression. A four-factor structure (depressed affect, positive affect, somatic symptoms, and interpersonal difficulties) was initially identified in an American sample aged 18 to 65. Despite emerging evidence, a latent structure has not been established in adolescents. This review aimed to investigate the factor structure of the CES-D in adolescents. Methods We searched Web of Science, PsychINFO and Scopus and included peer-reviewed, original studies assessing the factor structure of the 20-item CES-D in adolescents aged ≤18. Two independent researchers screened results and extracted data. Results Thirteen studies met the inclusion criteria and were primarily from school-based samples in the USA or Asia. Studies that conducted confirmatory factor analysis (CFA; n = 9) reported a four-factor structure consistent with the original factor structure; these studies were primarily USA-based. Conversely, studies that conducted exploratory factor analysis (EFA) reported distinct two or three factor structures (n = 4) and were primarily based in Asia. Limitations Studies in a non-English language and those that included individuals aged > 18 years were excluded. Ethnic or cultural differences as well as different analytical methods impacted generalisability of results. The use of CFA as the primary analysis may have biased towards a four-factor structure. Conclusions A four-factor CES-D structure was an appropriate fit for adolescents in Western countries; further research is required to determine the fit in in Asian countries. This has important implications for clinical use of the scale. Future research should consider how cultural differences shape the experience of depression in adolescents.

General academic language in German-English translation: a nuanced view

2019 ◽  
Vol 64 (2) ◽  
pp. 230-268
Author(s):  
Dirk Siepmann
Keyword(s):  
English Translation ◽  
Academic Language ◽  
State Of The Art ◽  
Corpus Analysis ◽  
Future Research ◽  
Traditional Methods ◽  
Spatial Metaphor

Abstract Combining traditional methods with state-of-the-art corpus analysis, this article discusses problems associated with the translation of general academic lexis from German into English. In particular, it offers a more nuanced view on the often-made claim that there are ‘major differences’ between the two languages, many of which are said to stem from the spatial metaphorics underlying general academic German. Section 1 deals with problems that arise at the level of words and their lexico-syntactic environment, paying particular attention to spatial metaphor. Moving on to level of the paragraph, Section 2 continues the theme of spatial metaphor, showing how even quasi-terminological equivalents such as Struktur and structure exhibit subtle differences in use and may occasionally require re-metaphorization under the influence of the wider context. Section 3 provides a summary of the argument and suggests avenues for future research.

The quality of research exploring in-session measures of CBT competence: a systematic review

2021 ◽  
pp. 1-17
Author(s):  
Kathryn Rayson ◽  
Louise Waddington ◽  
Dougal Julian Hare
Keyword(s):  
English Language ◽  
Research Training ◽  
Evidence Base ◽  
Small Sample ◽  
Measurement Properties ◽  
Future Research ◽  
Sample Sizes ◽  
Fidelity Assessment ◽  
Quality Of Research

Abstract Background: Cognitive behavioural therapy (CBT) is in high demand due to its strong evidence base and cost effectiveness. To ensure CBT is delivered as intended in research, training and practice, fidelity assessment is needed. Fidelity is commonly measured by assessors rating treatment sessions, using CBT competence scales (CCSs). Aims: The current review assessed the quality of the literature examining the measurement properties of CCSs and makes recommendations for future research, training and practice. Method: Medline, PsychINFO, Scopus and Web of Science databases were systematically searched to identify relevant peer-reviewed, English language studies from 1980 onwards. Relevant studies were those that were primarily examining the measurement properties of CCSs used to assess adult 1:1 CBT treatment sessions. The quality of studies was assessed using a novel tool created for this study, following which a narrative synthesis is presented. Results: Ten studies met inclusion criteria, most of which were assessed as being ‘fair’ methodological quality, primarily due to small sample sizes. Construct validity and responsiveness definitions were applied inconsistently in the studies, leading to confusion over what was being measured. Conclusions: Although CCSs are widely used, we need to pay careful attention to the quality of research exploring their measurement properties. Consistent definitions of measurement properties, consensus about adequate sample sizes and improved reporting of individual properties are required to ensure the quality of future research.

Exploring climate finance for tourism adaptation development: an overview

2016 ◽  
Vol 8 (5) ◽  
pp. 593-605 ◽  
Author(s):  
Daniele Vieira do Nascimento
Keyword(s):  
Climate Change ◽  
Literature Review ◽  
English Language ◽  
Small Island ◽  
Future Research ◽  
Climate Finance ◽  
Content Type ◽  
Main Research ◽  
Research Fields ◽  
New Research

Purpose The purpose of this paper is to provide an overview of the links between climate finance and tourism adaptation development. Besides increasing adaptation and mitigation efforts to limit greenhouse gas emissions, climate change remains a major challenge in the twenty-first century and beyond especially for tourism which is highly climate sensitive. Hence, it is necessary for tourism to adapt to survive. The aim of the study is to provide a systematic overview of the topic to offer a foundation for better understanding different ways of integrating climate finance initiatives with tourism. Design/methodology/approach The research focused on the top-ranked, peer reviewed journals of each of the two selected research fields. To address this topic, an in-depth systematic literature review in the fields of climate change finance and tourism adaptation development was conducted. Furthermore, because it is a relatively new research topic, conference proceedings were also explored. To guarantee wide coverage of the literature, a query of the following scholarly databases was considered: Elsevier, ScienceDirect and Web of Science. Findings Based on the analyses of the literature available on the topic, the paper highlights the main research trends and conclusions. It is argued that there is imbalance of knowledge on climate change finance as it relates to tourism. To date, there have been relatively few published articles on this topic in the context of tourism. Based on the findings, promising areas for future research were identified, and in particular for small island communities and recommendations for future research are outlined. Research limitations/implications The paper is limited by the scope of the literature review accessed by the researcher. The results of this review may vary according to the databases used. Originality/value Currently, there is no extensive review of articles on climate finance and tourism adaptation. This paper aims at reviewing climate finance studies published in English language to explore knowledge gaps in tourism adaptation. Sets of themes being advanced are also highlighted. Recommendations for future research are provided.

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

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