scholarly journals Data Operations and an Application for Translating Russian Speech to French Text

2021 ◽  
Vol 2021 (1) ◽  
pp. 102-106
Author(s):  
Steven Simske ◽  
Marie Vans
Keyword(s):  
French Text ◽  
Native Language ◽  
French Government ◽  
Maximum Accuracy ◽  
Circuitous Route ◽  
Insight Into

In 2006, the French government discretely asked for an assessment of the highest accuracy means available at the time to translate Russian speech into French text. One of us was working with the Grenoble HP site at the time, and so promptly assessed the possibilities using existing speech-to-text and translation software (Nuance and Speechworks). This article describes the surprisingly circuitous route to maximum accuracy (90.3%), and in so doing provides an unexpected insight into discerning the native language of software designed for speech-to-text and translation applications.

Exploiting native language interference for native language identification

2020 ◽  
pp. 1-31
Author(s):  
Ilia Markov ◽  
Vivi Nastase ◽  
Carlo Strapparava
Keyword(s):  
Second Language ◽  
State Of The Art ◽  
Native Language ◽  
Emotion Expression ◽  
The State ◽  
Language Identification ◽  
Independent Features ◽  
Insight Into

Abstract Native language identification (NLI)—the task of automatically identifying the native language (L1) of persons based on their writings in the second language (L2)—is based on the hypothesis that characteristics of L1 will surface and interfere in the production of texts in L2 to the extent that L1 is identifiable. We present an in-depth investigation of features that model a variety of linguistic phenomena potentially involved in native language interference in the context of the NLI task: the languages’ structuring of information through punctuation usage, emotion expression in language, and similarities of form with the L1 vocabulary through the use of anglicized words, cognates, and other misspellings. The results of experiments with different combinations of features in a variety of settings allow us to quantify the native language interference value of these linguistic phenomena and show how robust they are in cross-corpus experiments and with respect to proficiency in L2. These experiments provide a deeper insight into the NLI task, showing how native language interference explains the gap between baseline, corpus-independent features, and the state of the art that relies on features/representations that cover (indiscriminately) a variety of linguistic phenomena.

Modern Problems in Pediatrics, Volume VI: Renal Function and Kidney Disorders in Childhood, edited by A. Hottinger and H. Bergen. New York, S. Karger, 1960, 560 pp. (tri-lingual edition), $27.00

PEDIATRICS ◽  
1960 ◽  
Vol 26 (6) ◽  
pp. 938-938
Author(s):  
P. R. Scaglione
Keyword(s):  
New York ◽  
Renal Function ◽  
Native Language ◽  
Pediatric Nephrology ◽  
German Speaking ◽  
Insight Into

Although one doubts that this volume "will . . . further advance . . . our insight into ‘Kidney Problems during Infancy,’ " it does present a trilingual collection of reasonably up-to-date and informative papers on some physiologic and pathologic aspects of pediatric nephrology. The essays are written, with one exception, in the native language of various authorities drawn from English, French and German-speaking countries. Summaries, whenever present, are not offered in each of the three languages.

Semantico-syntactic environments of the verbs show and demonstrate and Spanish mostrar and demostrar in a bilingual corpus of medical research articles

2008 ◽  
Vol 13 (1) ◽  
pp. 38-74 ◽  
Author(s):  
Ian A. Williams
Keyword(s):  
Qualitative Methods ◽  
Medical Research ◽  
Native Language ◽  
Research Articles ◽  
Similarities And Differences ◽  
Medical Ras ◽  
Quantitative And Qualitative Methods ◽  
Insight Into

The verbs show and demonstrate, and their potential Spanish counterparts mostrar and demostrar, are frequent lexical verbs appearing in various settings in medical research articles (RAs). This study analyses the contextual environments of these verbs in an extensive corpus of medical RAs, composed of three subcorpora: English source texts, their Spanish translations, and comparable Spanish native language texts. The verbs are analysed in terms of syntax (active and passive) and the semantics of the main associated noun: ‘Characteristics’, ‘Authors’, ‘Evidence’, ‘Techniques’, and ‘Metatextual’. The study uses quantitative and qualitative methods in a three-way analysis: intralinguistic analysis compares the environments for the verb pairs in English and Spanish; interlinguistic analysis assesses similarities and differences in the environments between the two native language subcorpora; and comparison of source and target texts provides insight into translation behaviour. The implications for translation are discussed in terms of context, collocation and appropriateness of discourse style.

scholarly journals Receptive multilingualism versus ELF: How well do Slovenes understand Croatian compared to Croatian speakers’ English?

2019 ◽  
Vol 8 (1) ◽  
pp. 37-65
Author(s):  
Stefan Bulatović ◽  
Anja Schüppert ◽  
Charlotte Gooskens
Keyword(s):  
Present Experiment ◽  
Native Speakers ◽  
Native Language ◽  
Mother Tongue ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Language Preference ◽  
Lingua Franca ◽  
Short Films ◽  
Insight Into

Abstract This study investigates the degree of intelligibility of Croatian and Croatian speakers’ English for native Slovene listeners. For the purposes of the present experiment, 18 native speakers of Croatian were recorded narrating two short films in their mother tongue as well as in English. Each of the 135 participants, whose L1 is Slovene, listened to a recorded Croatian speaker retelling one story in their native language and another in English. The intelligibility of the two communicative modes was measured using multiple-choice questions. Overall, the level of comprehension was found to be higher for English than for Croatian. Two extralinguistic factors (border proximity and language preference) were also considered so as to gain a deeper insight into the nature of the intelligibility of English as a lingua franca (ELF) and receptive multilingualism as two potential mediums of communication between Croatian and Slovene speakers.

scholarly journals Phonological category quality in the mental lexicon of child and adult learners

2016 ◽  
Vol 21 (4) ◽  
pp. 474-499
Author(s):  
Ellen Simon ◽  
Matthias J Sjerps
Keyword(s):  
Adult Learners ◽  
Native Language ◽  
The Body ◽  
School Age Children ◽  
Phonological Representations ◽  
L2 Phonology ◽  
Separated Sets ◽  
Cross Language ◽  
Vowel Categories ◽  
Insight Into

Aims and objectives: The aim was to identify which criteria children use to decide on the category membership of native and non-native vowels, and to get insight into the organization of phonological representations in the bilingual mind. Methodology: The study consisted of two cross-language mispronunciation detection tasks in which L2 vowels were inserted into L1 words and vice versa. In Experiment 1, 10- to 12-year-old Dutch-speaking children were presented with Dutch words which were either pronounced with the target Dutch vowel or with an English vowel inserted in the Dutch consonantal frame. Experiment 2 was a mirror of the first, with English words which were pronounced “correctly” or which were “mispronounced” with a Dutch vowel. Data and analysis: Analyses focused on extent to which child and adult listeners accepted substitutions of Dutch vowels by English ones, and vice versa. Findings: The results of Experiment 1 revealed that between the age of ten and twelve children have well-established phonological vowel categories in their native language. However, Experiment 2 showed that in their non-native language, children tended to accept mispronounced items which involve sounds from their native language. At the same time, though, they did not fully rely on their native phonemic inventory because the children accepted most of the correctly pronounced English items. Originality: While many studies have examined native and non-native perception by infants and adults, studies on first and second language perception of school-age children are rare. This study adds to the body of literature aimed at expanding our knowledge in this area. Implications: The study has implications for models of the organization of the bilingual mind: while proficient adult non-native listeners generally have clearly separated sets of phonological representations for their two languages, for non-proficient child learners the L1 phonology still exerts a strong influence on the L2 phonology.

scholarly journals Translating Welsh Drama Into Hungarian Through English: A Contextual Introduction to Sêra Moore Williams’ Crash in Hungarian Translation

2014 ◽  
Vol 6 ◽  
pp. 176-186
Author(s):  
Márta Minier
Keyword(s):  
Young People ◽  
Cultural Production ◽  
Native Language ◽  
Translation Process ◽  
Ethical Concerns ◽  
Welsh Language ◽  
Dramatic Text ◽  
Intermediary Role ◽  
Insight Into

This article offers a predominantly contextual introduction to my translation of a contemporary Welsh play by Sêra Moore Williams, Crash (2004), into Hungarian. Williams' three-person drama for young people was written originally in the author's native language, Welsh, and translated into English by the playwright herself. In my translation process of the play from English to Hungarian the intermediary role played by English raises ethical concerns from a postcolonial perspective, while in a pragmatic sense it is almost a necessity to rely on it when communicating Welsh-language cultural production to the broader international public, including to other minor languages. The article will place the drama in its generic context, introducing the play as a Theater in Education piece, as Williams' work has been inspirational in the development of tantermi színház [classroom theater] in Hungary since the early 2000s. As a specific case study within the case study, the additional discussion of the translation of Williams' polysemic title will provide an insight into the role such a significant paratext plays in uprooting a dramatic text from one culture to another.

scholarly journals Linguistic Features of Pidgin in Stand-Up Comedy in Nigeria

2018 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
C. A. Adetuyi ◽  
O. O. Jegede ◽  
A. A. Adeniran
Keyword(s):  
Social Relationship ◽  
Systemic Functional Linguistics ◽  
Native Language ◽  
The Internet ◽  
Social Setting ◽  
Linguistic Features ◽  
Functional Linguistics ◽  
Stand Up Comedy ◽  
Informal Setting ◽  
Insight Into

This study is aimed at looking at how comedians are able to create humour through the use of Pidgin in stand-up comedies. It has been observed Pidgin creates a kind of relaxed environment when it is being used in a social setting because of its informal and non-restrictive nature. This study was carried out by identifying and categorizing the features of Pidgin in selected Nigerian comedy shows, interpreting the contents expressed by the features, and by relating the contents to the humorous opinions as expressed in the comedy shows. The data (five Nigerian stand-up comedy videos where Pidgin was adopted) for this research were downloaded on YouTube channel on the Internet and analysed using Halliday’s Systemic Functional linguistics (particularly the interpersonal metafunction). This was done to reveal how language reflects social relationship between the comedian and his audience and how this language expresses humour. The analysis revealed that pidgin is an informal language, and so its informality creates an equal social relationship in an informal setting which aids laughter. Comedians are able to express humour in Pidgin because it is a no man’s native language, and as such, they could use it creatively to achieve their aim - humour. The unserious and informal nature of the language and its method of presentation make their stories humorous. In conclusion, this study offers sociolinguists and discourse analysts an insight into a field that has not been maximally explored.

Huguenots, Jesuits and Tyrants: Notes on the Vindiciae contra Tyrannos in Early Modern England

2007 ◽  
Vol 11 (3) ◽  
pp. 175-196 ◽  
Author(s):  
Stefania Tutino
Keyword(s):  
French Text ◽  
Early Modern ◽  
Political Thought ◽  
Early Modern England ◽  
Secular Theory ◽  
Insight Into

AbstractThe first edition of the Vindiciae contra Tyrannos was published in 1579. In 1690 a pamphlet entitled Political Aphorisms was printed: this work, constructed by mixing entire passages from the Huguenot text and John Locke's first and second Treatise of government, presented a radical and secular theory of government as a contract between governors and governed. In this essay I want to explain the genesis of Political Aphorisms, or, in other words, I seek to elucidate part of the story of the Vindiciae contra Tyrannos in early modern England. More specifically, I argue that in order to understand the complexity and the problematic character of the French text in the English context scholars need to take into account the role of Catholic political thought. Catholic political theorists, in fact, appropriated for themselves many of the arguments put forward by the Huguenot author, and used them to undermine, in theory as well as in practice, the authority of the English sovereign. Understanding the role of English and European Catholic political thought can offer important insight into the current historiographical debate over the secular character of the theory of contract expressed in the Huguenot pamphlet.

scholarly journals Introduction

Asian Studies ◽  
2012 ◽  
pp. 5-11
Author(s):  
Jana S. Rošker
Keyword(s):  
Social Studies ◽  
Native Language ◽  
African Studies ◽  
Academic Journal ◽  
Proper Understanding ◽  
Research Framework ◽  
Intercultural Research ◽  
The Many ◽  
Insight Into

The present issue of our academic journal, Asian and African Studies, represents one of the many results of such cooperation. The authors are internationally established and well-known Taiwanese scholars with whom the Department of Asian and African Studies has been collaborating in the areas of social studies and humanities for several years. The articles in this volume are published in Chinese, because it is our firm belief that sinological research cannot remain limited to sources in Western languages. The volume not only represents a bridge which links Slovenian and international sinologists to Taiwanese scholarship; it also provides an opportunity for direct insight into the original sources, defining this discourse. Such a decision of the editorial board is based on the conviction that the incorporation of material in native language into any intercultural research framework provides a more objective, and at the same time, hermeneutically more proper understanding of the complex problems under investigation.

CLIL Pedagogy

2020 ◽  
pp. 118-137
Author(s):  
Tatiana Sidorenko ◽  
Svetlana Rybushkina
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Conceptual Framework ◽  
Language Proficiency ◽  
Native Language ◽  
Educational Programs ◽  
Teaching Objectives ◽  
Russian Higher Education ◽  
Theoretical Insight ◽  
Insight Into

The chapter presents an overview of the content and language-integrated learning (CLIL) experience of Tomsk Polytechnic University as an illustration of the general discussion of CLIL methodology. CLIL-based courses are analyzed against the criteria of their place in the educational programs, teaching objectives, and organization. The chapter further aims to introduce and discuss requirements for students' language proficiency, the use of students' native language, lesson pace, and other factors that can affect students' engagement and the level of achieving learning outcomes. Theoretical insight into CLIL benefits and drawbacks and a practical study of TPU cases provides guidance for further empirical research and can build on the conceptual framework of nation-based CLIL practice. The framework informs qualitative research in disentangling causes and effects and has the potential to stimulate practical changes in CLIL didactics that are adequate for the context conditions of the Russian higher education area.

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