scholarly journals Translation Equivalence of English Passive Constructions in Literary Discourse in Vietnamese

2021 ◽  
Vol 17 (12) ◽  
pp. 12
Author(s):  
Pham Thi Thuy
Keyword(s):  
English Literature ◽  
Literary Discourse ◽  
Research Findings

Translation of English passive constructions into Vietnamese has been of interest to scholars and researchers worldwide. However, not much research has been done into translation equivalence of the English passives in Vietnamese. This paper aims to explore into the translation equivalence of English passive constructions in Vietnamese in literary discourse. To reach this aim, data were collected from classic works of American and English literature and their translations in Vietnamese. The data were further analysed and classified, applying Widdowson’s (1979) trichotomy of translation equivalence. The research findings show five strategies for translating the English passives into Vietnamese with this order of frequency: activization, passivization, ergativization, adjectivalization, and copularization, and the translation equivalence includes both structural and semantic. The paper also attempts to explain the reasons behind the preference of activization strategy.

Suicide Research in Mainland China, Hong Kong, and Macau Over Three Decades

Crisis ◽  
2020 ◽  
pp. 1-10
Author(s):  
Qijin Cheng ◽  
Xingzhou Zhang ◽  
Carrie Lui ◽  
Paul S. F. Yip
Keyword(s):  
English Literature ◽  
Mainland China ◽  
Rapid Expansion ◽  
Suicide Method ◽  
Research Publication ◽  
Research Gaps ◽  
Research Attention ◽  
Research Findings ◽  
Funding Support ◽  
Chinese And English

Abstract. Background: China accounts for 15% of the global suicide death toll, yet suicide research efforts in the country are not well known by international colleagues. Aims: We aimed to outline the development of suicide research in China, appraise research findings, and identify key contributors. Method: English and Chinese research publication databases were systematically searched and relevant papers were reviewed. Chinese and English publications were compared. Results: There are almost 10 times more Chinese publications than English ones. The research focuses of and key contributors to the Chinese and English literature exhibit more differences than commonalities. The field experienced rapid expansion in the new millennium with more and higher quality publications and more funding support. Psychosocial-oriented perspectives guided most of the papers. Poisoning by pesticide as a suicide method and youth as a subpopulation group received the most research attention. Limitations: The scoping review does not provide in-depth syntheses on specific topics and does not include more recent publications. Conclusion: Research on suicide in China has been actively carried out during the 30-year period we reviewed, which might have contributed to suicide prevention in China. Research gaps identified by the review should be addressed to sustain the achievements.

scholarly journals Border Crossings Through the Eyes of a Female Narrator: Concept Border in Laura Ingalls Wilder’s Literary Discourse

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Halyna Zaporozhets ◽  
Yuliya Stodolinska
Keyword(s):  
Cognitive Linguistics ◽  
Female Child ◽  
Point Of View ◽  
Literary Discourse ◽  
Border Crossings ◽  
Modern Fiction ◽  
Research Findings ◽  
Discourse Studies ◽  
Cultural Concept

Many recent studies have focused on the depiction of BORDER from the point of view of cognitive linguistics, gender studies, cultural studies. However, little research has been undertaken to study the books for children that address questions of borderlands, territorial and metaphorical borders in historical and modern fiction among which is Laura Ingalls Wilder’s Little House Series. The objective of this article is to study the portrayal of cultural concept BORDER from the perspective of a female child narrator in Laura Ingalls Wilder’s literary discourse, focusing on the depiction of territorial and metaphorical borders in order to establish the possible influences and interrelations. The multidisciplinary approach that combines the methods and former research findings of such disciplines as cognitive linguistics, psycholinguistics, border studies, discourse studies is implemented to determine the narrator model and the peculiarities of psychonarration in the book series; classify concept BORDER from the point of view of cognitive linguistics and restructure its components; provide an analysis of the figurative and associative layer of the cultural concept BORDER and examine the role of the verbalization of feelings and emotions in the portrayal of territorial and metaphorical border crossings in Wilder’s books. Overall, it is assumed that the female child narrator has been chosen by the author based on the psychological peculiarities of the target audience of the books. The results indicate that the combination of the external and internal forms of psychonarration ensures a clearer portrayal of the female perception of border crossings in the analyzed discourse. The territorial and metaphorical borders depicted in Wilder’s works are interwoven and influenced by historical, biographical, gender, and psychological peculiarities. 

Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

2020 ◽  
Vol 58 (7) ◽  
pp. 1342-1371
Author(s):  
Elnaz Reshadi-Gajan ◽  
Nader Assadi ◽  
Hanieh Davatgari Asl
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Quantitative Methods ◽  
English Literature ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Think Aloud ◽  
Qualitative And Quantitative Methods ◽  
Think Aloud Protocol ◽  
Research Findings

The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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