scholarly journals The Impact of Translation Strategies on Second Language Writing

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 140-154
Author(s):  
Carine Graff
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Native Speaker ◽  
Translation Studies ◽  
Translation Strategies ◽  
Lexical Choice ◽  
Skopos Theory ◽  
Language Writing ◽  
The Impact

This paper seeks to demonstrate the importance of translation strategies as informed by Translation Studies in the foreign language (FL) classroom. The current study aims to map how translation, as perceived in Translation Studies, can be beneficial for students’ writing skills in the FL classroom. It focuses on undergraduate students in three French Composition classes: a control class in fall 2014, a second control class in fall 2015, and an experimental class in spring 2016, and explores how the students’ writing in the latter class improved after being exposed to translation strategies, such as explicitation, amplification, modulation, and approaches, such as Skopos theory. To determine whether translation strategies enable students to improve naturalness in L2 writing, their compositions and summaries were error coded using Kobayashi/Rinnert’s (1992) method of awkward form and wrong lexical choice, McCarthy’s collocation search, and Owen’s (1988) native speaker input. Statistical analyses were also performed. Results show that translation strategies are a useful tool to help students understand the foreign language and write more naturally.

Adversative versus concessive while-clauses in native and learner English texts: A corpus-based systemic functional description

2019 ◽  
Author(s):  
Yan Zhang
Keyword(s):  
Foreign Language ◽  
Second Language Writing ◽  
Native Speaker ◽  
Systemic Functional Linguistics ◽  
Human Subjects ◽  
Semantic Relations ◽  
Distinctive Features ◽  
Efl Learners ◽  
Modal Operators ◽  
Language Writing

Abstract Despite the commonly reported underuse of linking adverbials of contrast and concession (such as yet, nevertheless) by English as a Foreign Language (EFL) learners in writing, relatively little is known about the use of structural conjunctions in this regard. The present work uses a corpus approach to investigate the use of while, a polysemous conjunction of contrast and concession, in the writing of Chinese EFL learners as compared with their British native-speaker counterparts. The analysis of while-clauses is informed by clause-complexing and textual descriptions of clause in Systemic Functional Linguistics (Halliday and Matthiessen, 2013). Preference for initial concessive while-clauses by native-speaker students was found, in sharp contrast to the dominant use of final adversative while-clauses by Chinese EFL learners. Analysis of the native-speaker data revealed that initial concessive while-clause is characterized by equivalence or relatedness of topical themes of while-clause and its main clause, confirming the discourse-organizing function of thematic hypotactic clauses. In addition, the pattern of non-human subjects and low-value modal operators (e.g. While this … may …) associated dominantly and exclusively with initial concessive while-clauses in the native corpus serves further evidence of distinctive features of concessive while-clauses. This study adds to a growing body of literature on the SFL approach to second language writing and is among the first to combine corpus-based methodologies and SFL theoretical framework to analyze logico-semantic relations. The study concludes with some pedagogical implications for teaching adversative and concessive while-clauses to EFL learners.

scholarly journals First Person and Second Person Markers as Representatives of a Case in a Verb Form

2021 ◽  
Vol X (3) ◽  
pp. 66-73
Author(s):  
Liliya Makovskaya ◽  
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Research Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
Second Person ◽  
Oral Feedback ◽  
Electronic Feedback ◽  
Language Writing

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

Reading and writing

2004 ◽  
Vol 37 (1) ◽  
pp. 62-66
Keyword(s):  
New York ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Writing ◽  
Applied Linguistics ◽  
Computer Assisted ◽  
Research Journal ◽  
Language Writing ◽  
British Educational Research Journal

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

scholarly journals COHESION IN FOREIGN LANGUAGE WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Nyak Mutia Ismail ◽  
Lisma Linda
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Private University ◽  
Foreign Language Writing ◽  
Cohesive Devices ◽  
Language Writing ◽  
Shed Light

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. 

scholarly journals An Examination of Relative Clauses in Argumentative Essays Written by EFL Learners

2018 ◽  
Vol 4 (4) ◽  
pp. 87-97
Author(s):  
Hesamoddin Shahriari ◽  
Farzaneh Shadloo ◽  
Ahmad Ansarifar
Keyword(s):  
Relative Clauses ◽  
Second Language Writing ◽  
Native Speakers ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Writing Classroom ◽  
Grammatical Structure ◽  
Language Writing ◽  
Nonnative Speakers Of English ◽  
Argumentative Essays

Syntactic complexity has received a great deal of attention in the literature on second language writing. Relative clauses, which function as a kind of noun phrase post-modifier, are among those structures that are believed to increase the complexity of academic prose. This grammatical structure can pose difficulties for EFL writers even at higher levels of proficiency, and it is therefore important to determine the frequency and accuracy with which relative clauses are used by L2 learners; understanding learners’ strengths and weaknesses in using these structures can inform the process of their instruction in the writing classroom. This paper reports on a corpus-based comparison of relative clauses in a number of argumentative essays written by native and nonnative speakers of English. To this end, 30 argumentative essays were randomly selected from the Persian sub-corpus of the ICLE and the essays were analyzed with respect to the relative clauses found in them. The results were then compared to a comparable corpus of essays by native speakers. Different dimensions regarding the structure of relative clauses were investigated. The type of relative clause (restrictive/non-restrictive), the relativizer (adverbial/pronoun), the gap (subject/non-subject), and head nouns (both animate and non-animate) in our two sets of data were manually identified and coded. The Findings revealed that Iranian EFL writers tend to use a greater number of relative clauses compared to their native-speaker counterparts.

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

scholarly journals «I often thought if it could not be dissolved, it could only with life be extirpated»: a translemic analysis and Spanish translation of Frances Burney’s Letter from Frances Burney to her sister Esther about her mastectomy without anaesthetic, 1812

Feminismo/s ◽  
2022 ◽  
pp. 59
Author(s):  
Carmen María Fernández Rodríguez
Keyword(s):  
French Revolution ◽  
Translation Studies ◽  
British Library ◽  
The Novel ◽  
Frances Burney ◽  
Spanish Translation ◽  
Translation Strategies ◽  
Real Lesson ◽  
British Novelists ◽  
The Impact

Frances Burney (1752-1840) was one of the most influential eighteenth-century British novelists. Apart from the novel, Burney also cultivated the theatre and she wrote texts of a marked political nature on the French Revolution, a fact that is not so well– known by the general public. This article is inscribed within the framework of gender studies and the so-called Burney Studies and aims to analyze Letter from Frances Burney to Her Sister Esther About her Mastectomy Without Anaesthetic, 1812. By its subject, the document is an account of current interest for both medicine and feminism. Here Letter Here Letter is studied from the perspective of translation studies, specifically taking Itamar Even-Zohar’s theory of literary polisystems and various translation strategies as a methodological reference. We will examine the configuration of the key elements of Even-Zohar’s approach and various translation strategies as a methodological reference in this text which we will approach translation studies as a pathography, insisting on the identification between female subject and writing, Burney’s courage in confronting the disease and the particular relationship she establishes with the participants in the story and the impact that disease has on those around and helping her. Finally, the Spanish translation of Letter is offered, so Spanish-speaking readers have access to this document recently digitized by The British Library. Letter is a chronicle of pain, but also of courage and a real lesson in the intimate relationship between women and writing that was always so important to Burney. This study also means a re-vision of the writer that is far from what we could have until now.

Sign in / Sign up

Export Citation Format

Share Document