scholarly journals The skill of natural interpreting in a trilingual child

2021 ◽  
Vol 22 (1) ◽  
pp. 38-62
Author(s):  
Edita Hornáčková Klapicová
Keyword(s):  
Error Analysis ◽  
Speech Development ◽  
Target Language ◽  
Bilingual Child ◽  
Academic Context ◽  
Video Recordings ◽  
Intrusion Errors ◽  
Complex Forms ◽  
And Performance ◽  
Interaction Strategy

Abstract The present work seeks to contribute to the fields of translation and bilingual acquisition focusing on the particular case of natural translation/interpreting of a single Slovak/English/German balanced trilingual child between 0;03 and 8;01 years. Natural interpreting is a strategy used by bilinguals whereby a message expressed in one language (source language = SL) is reproduced in another (target language = TL). Our study is based on two premises: 1. Translation in a bilingual child is an innate skill which can be acquired without formal training and is developed through guidance and practice (Harris, 1978); and 2. Natural interpreting can occur within different combinations of languages. We address the issue of bilingual competence and in particular the relationship that exists between linguistic competence and performance in the process of interpretation activity in the bilingual child. The first aim of the study is to reveal the social-academic context and the main sources of linguistic input, which had an important effect on the speech development of the child. The second aim of the study is to show that a trilingual child was able to become a sophisticated interpreter as she gradually moved through stages of pre-translation, autotranslation and transduction to more complex forms of interpretation (Harris and Sherwood, 1978; Harris, 1976 and 1978). The third aim of the study is to document the types of errors produced by the child and through error analysis and statistical data reveal whether these errors may hinder the communication of accurate meaning in the TL. The translation competence of the bilingual child is analysed via different types of spontaneous, elicited and experimental data gathered from the child’s longitudinal production recorded by the researcher in diary annotations, audio recordings and video recordings. Examples of the child’s interpretations presented in this paper are transcribed in the CHAT format. The results of our study demonstrate that a trilingual child acquiring three languages in a bilingual community with the bilingual-monolingual interaction strategy used by parents at home can become a competent interpreter by the age of 8;01 years and deliver messages quite accurately in the TL regardless of the directionality of interpretation. The results of error analysis show that the type of errors produced by the child in the process of interpretation are mainly morphological and occasionally syntactic or intrusion errors, which do not lead to misinterpretation of the meaning of original message in the TL.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 192 ◽  
Author(s):  
Silvia Utami
Keyword(s):  
Error Analysis ◽  
English Translation ◽  
Target Language ◽  
Incomplete Knowledge ◽  
Descriptive Research ◽  
Grammatical Errors ◽  
Translation Errors

<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors.  Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

Speech Development of a Bilingual Child: A Linguist's Record

Language ◽  
1949 ◽  
Vol 25 (2) ◽  
pp. 215
Author(s):  
H. V. Velten ◽  
Werner F. Leopold
Keyword(s):  
Speech Development ◽  
Bilingual Child

Does year 12 French improve proficiency?

1994 ◽  
Vol 17 (1) ◽  
pp. 85-103
Author(s):  
Anne L. Martin
Keyword(s):  
Baseline Data ◽  
Performance Data ◽  
Target Language ◽  
Language Performance ◽  
Language Of Instruction ◽  
Language Programs ◽  
And Performance ◽  
Perceived Outcomes ◽  
The Relationship ◽  
Students Satisfaction

Abstract Do students believe that Year 12 LOTE courses contribute to the development of oral and aural proficiency in the target language? Attitudinal and performance data collected from university French 1 students shed some light on students’ satisfaction with their Year 12 LOTE course and on the relationship among perceived outcomes, course components, language of instruction and language performance. The findings, while not definitive, provide some insights for secondary and tertiary LOTE teachers, together with some baseline data for further research into the success of school language programs.

Speech Development of a Bilingual Child: A Linguistic Record

1941 ◽  
Vol 54 (2) ◽  
pp. 311
Author(s):  
Max F. Meyer ◽  
Werner F. Leopold
Keyword(s):  
Speech Development ◽  
Bilingual Child

Teaching and assessing L2 pragmatics: What can we expect from learners?

2008 ◽  
Vol 41 (2) ◽  
pp. 213-235 ◽  
Author(s):  
Andrew D. Cohen
Keyword(s):  
Data Collection ◽  
Virtual Environments ◽  
Recent Work ◽  
Target Language ◽  
Small Scale ◽  
L2 Pragmatics ◽  
Role Of Teachers ◽  
And Performance ◽  
Is Value

This paper starts by giving a rationale for why there is value in explicitly teaching second-language (L2) learners pragmatics in the target language. The importance of a research basis for choosing pragmatic materials to teach is underscored, and the focus is put on sources for materials on pragmatics and the means of data collection. Issues in the teaching of pragmatics are considered, including determining which material to teach, how to prepare teachers to teach it, and the role of teachers in facilitating the learning of pragmatics. Next, L2 pragmatics is viewed from the learners' perspective, in terms of the learning and performance of pragmatics, as well as approaches to assessing what it is that learners are able to do in a pragmatically appropriate way. Finally, consideration is given to the role of technology in making pragmatics accessible to learners, with reference to a website for teachers and curriculum writers and to websites designed for learners of specific languages such as Japanese and Spanish. Recent work on virtual environments for practicing Spanish pragmatics is discussed and preliminary findings from a small-scale study of this effort are reported.

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