The Analysis of the Impact of the Translators’ Background Knowledge on the English-Korean Translation.

2019 ◽  
Vol 24 (2) ◽  
pp. 77-104
Author(s):  
Wonbo Kim ◽  
Keyword(s):  
Background Knowledge ◽  
The Impact

Minimalist metaphors

2012 ◽  
Vol 5 (2) ◽  
pp. 153-173 ◽  
Author(s):  
Eve Sweetser ◽  
Karen Sullivan
Keyword(s):  
Conceptual Metaphor ◽  
Background Knowledge ◽  
Cultural Background ◽  
The Other ◽  
Metaphoric Language ◽  
Specific Interpretation ◽  
The Impact

We suggest that the impact of metaphoric language does not depend entirely on the conceptual metaphor that is evoked, nor on the form the metaphoric language takes, but also on the steps involved in evoking a given metaphor. This is especially apparent in minimalist poetry. Readers are given hints, cultural conventions, or no guidance at all, on how to fill in missing metaphoric domains and mappings. We place minimalist metaphors at the “effortful” end of the cline proposed by Stockwell (1992), and suggest that the other end can be associated with maximalist metaphors, which corral the reader into a highly specific interpretation. The degree of minimalism or maximalism depends on the specific mappings that are linguistically indicated, the degree of conventionalization of the metaphor, and reliance on cultural background knowledge.

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

scholarly journals Aspects of “Cultural Literacy” Relevant to Bible Translation

2006 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Ernst-August Gutt
Keyword(s):  
Background Knowledge ◽  
Relevance Theory ◽  
Cultural Literacy ◽  
Background Information ◽  
Biblical Literacy ◽  
Intended Meaning ◽  
Bible Translation ◽  
Body Of Knowledge ◽  
American Children ◽  
The Impact

In 1987 E.D. Hirsch published his bestseller Cultural literacy: What every American needs to know. The education system of the time seriously underestimated the importance of background knowledge needed to successfully function in literate American society. Drawing on two decades of experimental research, Hirsch showed that without the background information needed for a given text, readers are effectively illiterate with regard to that text. He argued that quantitatively, too, background knowledge plays a major role in comprehension: the information explicitly stated in any text is only “the tip of the iceberg” of the intended meaning, the bulk needs to be supplied by the reader. In the light of this, Hirsch argued that one of the central goals of the educational system must be to provide American children with an adequate body of knowledge that would enable them to understand all communications addressed to the general public. This body of knowledge he called “cultural literacy.” Based on three decades of experience in Bible translation, the author of this paper sees some striking parallels with regard to the dominant philosophy in Bible translation. While the provision of biblical background knowledge has been given more attention in some quarters in recent years, it is still far from being acknowledged and treated as a key factor in the planning and execution of Bible translation projects, essential to ensure optimal efficiency of the work and to maximise the impact of the products. Applying relevant insights gained by Hirsch, the author examines the extent and nature of biblical literacy, that is, the background knowledge, needed for the successful comprehension of a sample text (Lk 10:13–14). This is done with the help of conceptual tools provided by relevance theory, the currently most developed theory of inferential communication. It goes on to the task of systematically identifying mismatches in background knowledge between original and receptor audience. It draws attention to the importance of timing and processing effort in biblical literacy strategies designed to overcome such mismatches. One of the spin-offs of biblical literacy is the need for closer interdisciplinary cooperation between biblical studies, anthropology and translation.

Temporal and Contextual Evaluation of Background Knowledge Discovery for Short Text Classification

2012 ◽  
Vol 3 (3) ◽  
pp. 36-55
Author(s):  
Isak Taksa ◽  
Sarah Zelikovitz ◽  
Amanda Spink
Keyword(s):  
Text Classification ◽  
Query Expansion ◽  
Background Knowledge ◽  
Short Text ◽  
Tuning Parameters ◽  
The Past ◽  
Dynamic Web ◽  
The Impact ◽  
Apparent Age ◽  
Insight Into

Background Knowledge (BK) plays an essential role in machine learning for short-text and non-topical classification. In this paper the authors present and evaluate two Information Retrieval techniques used to assemble four sets of BK in the past seven years. These sets were applied to classify a commercial corpus of search queries by the apparent age of the user. Temporal and contextual evaluations were used to examine results of various classification scenarios providing insight into choice, significance and range of tuning parameters. The evaluations also demonstrated the impact of the dynamic Web collection on classification results, and the advantages of Automatic Query Expansion (AQE) vs. basic search. The authors discuss other results of this research and its implications on the advancement of short text classification.

Voices at the Table

2013 ◽  
pp. 44-55
Author(s):  
Sue C. Kimmel
Keyword(s):  
Student Learning ◽  
Classroom Instruction ◽  
Reading Aloud ◽  
Background Knowledge ◽  
Second Grade ◽  
Future Research ◽  
School Librarian ◽  
School Librarians ◽  
The Impact

While we often associate reading aloud with children and particularly younger children, the practice of reading aloud has historically been a way for a community to share texts for information and enjoyment. Findings from a year-long study of a school librarian collaborating with a team of second grade teachers demonstrates the value of reading aloud in building background knowledge and vocabulary, modeling, understanding curriculum, creating common texts, and reading for enjoyment. Reading aloud brought other voices to the table in a clear example of intertextuality. Implications are shared for school librarians interested in similar practices as well as future research related to the impact of the school librarian on classroom instruction and student learning.

Measuring User Trajectory Privacy in LBSs with Adversarial Background Knowledge

2010 ◽  
Vol 143-144 ◽  
pp. 38-42
Author(s):  
Cai Mei Wang ◽  
Yi Min Guo ◽  
Ya Jun Guo ◽  
Yan Hua Guo
Keyword(s):  
Information Entropy ◽  
Background Knowledge ◽  
Privacy Preserving ◽  
Location Based Services ◽  
Before And After ◽  
Simulation Results ◽  
The Impact ◽  
Privacy Level

This paper proposes a novel entropy-based metric for evaluating silent cascade which is a prevalent trajectory privacy preserving method in LBSs (location-based services). Within this measure, the trajectory privacy is quantified as the probability of the relevance between the user’s pseudonym before and after each mix-zone. After a period of time, the tracked user may take many potential trajectories from the perspective of the adversary. The user’s trajectory privacy level is calculated using information entropy. The most distinguishable aspect of the measure is to take into account the adversarial background knowledge. We develop methods to describe and quantify the adversarial background knowledge. Simulation results reflect the impact of background knowledge on the privacy level in the metric, and show that this metric is effective and valuable to measure the user’s trajectory privacy level correctly even the adversary has variable background knowledge.

scholarly journals The impact of cultural background knowledge in the processing of metaphorical expressions

2014 ◽  
Vol 9 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Binghan Zheng ◽  
Xia Xiang
Keyword(s):  
Cognitive Load ◽  
Significant Influence ◽  
Processing Time ◽  
Background Knowledge ◽  
Cultural Background ◽  
Control Group ◽  
Translation Strategies ◽  
Translation Quality ◽  
The Impact ◽  
Experimental Group

This study aims to explore the role and possible impact of cultural background knowledge (CBK) on performance in sight translation, specifically the translation of metaphorical expressions (MEs). A between-subjects experiment was designed for 68 interpreting students who were assigned to a control group (CG) and an experimental group (EG). They were asked to sight translate a speech containing ten MEs, with only the EG members given relevant CBK beforehand. The study triangulates data from the recordings of sight translation outputs, the transcriptions of the recordings, and the subjects’ guided interviews. The paper concludes with two main findings: (1) CBK markedly alleviates the cognitive load imposed by MEs and thus facilitates the process of translation by shortening the processing time and improving the translation quality; (2) although CBK does not exert a significant influence on the choice of translation strategies as a whole, it discernibly reduces the use of omission as a coping strategy to deal with inadequacies in the understanding of metaphorical meanings.

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