scholarly journals The Native Language Factor in Simultaneous Interpretation in an Arabic/English Context

2004 ◽  
Vol 47 (4) ◽  
pp. 607-626 ◽  
Author(s):  
Saleh Al-Salman ◽  
Raja’i Al-Khanji
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Theoretical Framework ◽  
Oral Discourse ◽  
Actual Performance ◽  
Strategic Competence ◽  
Simultaneous Interpretation ◽  
Variability Model

Abstract The present research sought evidence to either support or refute the claim that simultaneous interpreters are more efficient when decoding/interpreting oral discourse from a foreign language into their mother tongue. The data for the study were collected by means of (1) a questionnaire which elicited the responses of a number of professional interpreters who participated in national, regional, and international conferences, and (2) an analysis of the actual performance of some professional interpreters in actual interpretation tasks conducted in both languages. Their performance was analyzed according to some major criteria of linguistic adequacy, strategic competence, and communication strategies. A theoretical framework based on the variability model (Labov 1969) was employed to validate the data.

An analysis of translation errors made by Brazilian students

1987 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Maria da Conceição Magalhães Vaz de Mello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Topic Avoidance ◽  
Foreign Language Learners ◽  
Brazilian Students ◽  
Translation Errors

This paper presents an analysis of the errors which occurred in translations from Portuguese into English written by Brazilian students. This topic has been chosen because there are few studies of errors made by Brazilian students In the process of learning English and also because many language teachers still consider interference from the mother tongue the only source of errors in foreign language learning. Errors due to interference from the foreign language itself have often been disregarded. In order to explain the causes of the errors five categories were established: errors due to LI interference, errors due to L2 interference, errors due to LI and/or L2 interference, errors due to communication strategies and errors of Indeterminate origin. Errors due to communication strategies were classified according to three different types, proposed by Tarone (1977). The first is topic avoidance, the second is paraphrase and the third is conscious transfer. Errors of indeterminate origin are unsystematic and cannot be assigned to any of the other four categories. My claim In this paper is that since the speech of children learning their first language contains many errors, foreign language learners should be allowed to make errors. By making errors learners provide the teacher with information about what they haven't learned. Este artigo apresenta uma analise dos erros que ocorreram em versões do português para o inglês feitas por alunos brasileiros. Este tópico foi escolhido porque ha poucos estudos sobre erros feitos por alunos brasileiros durante o processo de aprendizagem do inglês e também porque muitos professores de línguas ainda consideram a interferência da língua materna como a única fonte de erros na aprendizagem de uma língua estrangeira. Erros de interferência da própria língua estrangeira freqüentemente não são considerados. Para explicar as causas dos erros cinco categorias foram estabelecidas: erros de interferência da LI, erros de interferência da L2, erros de interferência da LI e/ou da L2, erros de estratégias de comunicação e erros de origem indeterminada. Os erros de estratégia de comunicação foram classificados de acordo com três tipos diferentes sugeridos por Tarone (1977). O primeiro é abstenção de tópico, o segundo, paráfrase e o terceiro, transferência consciente. Erros de origem indeterminada não são sistemáticos e não podem ser classificados de acordo com nenhuma das outras quatro categorias. Um dos objetivos deste trabalho é provar que, do mesmo modo que a fala de crianças aprendendo sua língua materna apresenta muitos erros, alunos aprendendo uma língua estrangeira também deveriam poder fazer erros. Ê através dos erros de seus alunos que o professor consegue informação sobre aquilo que eles ainda não aprenderam.

scholarly journals Speech Interference as the Result of a Two-Pronged Negative Influence

2021 ◽  
Vol 12 (1) ◽  
pp. 23-40
Author(s):  
Mahanbet Dzhusupov
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Speech Errors ◽  
Russian Word ◽  
Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

scholarly journals Factors Preventing Technical Colleges and Universities from Cultivating Foreign Language Talents

2021 ◽  
Vol 5 (12) ◽  
pp. 7-11
Author(s):  
Yanlin Li ◽  
Mingfeng Yang
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Technical Colleges ◽  
Science And Technology ◽  
Colleges And Universities ◽  
Basic Knowledge ◽  
Simultaneous Interpretation ◽  
Simultaneous Interpreting ◽  
Technical Personnel ◽  
Negative Factors

This article discusses about the cultivation of foreign language talents, through which it can be appreciated that the emphasis is to be laid on improving their comprehensive qualities. Only in this way can foreign language talents adapt to the needs of the market, integrate into the ranks of technical personnel in the field of engineering, and be warmly welcomed by employers or employing units. Nevertheless, in order to achieve this aim, three factors should be overcome to avoid the hindrance faced by technical colleges and universities from cultivating foreign language talents with comprehensive qualities. This article probes into the three negative factors: first, students are not fluent in their mother tongue; second, foreign language majors lack basic knowledge of science and technology so much so that they are not able to do well in such translation; third, they lack the ability to perform simultaneous interpretation Simultaneous interpreting. In regard to those factors, this article then provides several suggestions as countermeasures to those three negative factors, so as to cultivate talents that can satisfy the needs of the market.

scholarly journals Foreign Language Learning Process at an Early Age and Its Impact on the Native Language Education

2021 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Shqipe Husaj
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Native Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Early Age

Perhaps the most complex question risen among linguists, psychologists and philosophers is how a child learns foreign language? Considering that language learning is natural and that babies are born with the ability to learn it since learning begins at birth, still Language learning (be it native or foreign) is a process that is not simple and short. It takes time, patience and self-discipline. Independent from some internal and external factors that are found inside and outside of every learner and which differ from each and every person this process has its pros and cons. A foreign (English) language learning at an early age has evolved considering modern technologies and methodologies used by individual learners and teachers. The earlier the language is learnt the more fluent the speaker is, but what happens to the mother tongue? Is the child well understood by the community, school teachers and friends? What is the progress of that child at school, what are psychological effects of technology used in the process of learning a language, what is the best age to learn a foreign language? , etc. These and many other questions will be discussed in this paper. The findings of this paper are assumed to also identify teachers’ perceptions about the main challenges they face during the classroom management with foreign language speakers in the classroom, the strategies they use, parents’ attitude toward this and also to find out some steps that parents and native language teachers should take to improve the situation.

Papier Is Geduldig

1993 ◽  
Vol 45 ◽  
pp. 45-52
Author(s):  
J.P.M. Jansen
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Language ◽  
Mother Tongue ◽  
Target Language ◽  
Foreign Languages ◽  
Classroom Situation ◽  
Written Form ◽  
Correspondence Course

Translation usually is a solitary activity, but it is often taught in the classroom and not as a skill (or art) leading to a goal, a text in a target language, but as a means of helping language learners to increase their awareness of the subtleties and intricacies of a foreign language. Unfortunately, teachers are rarely sufficiently equipped to anticipate all the variants which students may come up with in a classroom situation. It may difficult to convince students that certain options are wrong, and others acceptable only in a certain context. When the translation training does not take place in the classroom, but rather in a written form, on the basis of a large number of translations sent in by students, the teacher/author can select all variants in the quiet of his study, and argue his choice carefully and with an eye for details. An added advantage is that the teacher/author will be able to distinguish between very common mistakes, between variants which occur very often, and those that are very rare. For more than a century, the Dutch magazine De Talen [the languages] has offered students (in the broadest sense of the word) the opportunity to increase their language proficiency through carefully discussed translations. Five times a year, students are offered texts in French, German, Spanish and English for translation into Dutch, and five times Dutch texts must be translated into these foreign languages. Subscribers to the magazine can send in their attempts at a translation, using a pseudonym. These translations are corrected and used as the basis for a thorough discussion of all possible variants. It does not concern a correspondence course, although the submitted translations are graded, and these grades are published under the pseudonym. It is assumed that the mother tongue of the subscribers is Dutch, although quite a number of people whose native language is not Dutch use the magazine to improve their command of Dutch. This article, by the editor of the English part of the magazine, describes in some detail the history and setup of De Talen.

scholarly journals Uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis: implicações ao ensino

2017 ◽  
Vol 52 (1) ◽  
pp. 97
Author(s):  
Alessandra Dutra
Keyword(s):  
Native Americans ◽  
Foreign Language ◽  
Native Speakers ◽  
Native Language ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Speech Styles ◽  
Foreign Speakers

Seguindo os pressupostos teóricos da Sociolinguística Laboviana, o estudo propõe analisar o uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis. Para isso, selecionamos os tipos de pesquisa bibliográfica, de campo e analítica e dividimos a fala de 11 nativos americanos e 11 espanhóis em estilos que vão dos informais até os mais formais. Os resultados mostraram que o contexto em que os informantes usam um fonema na língua nativa motiva o seu uso na aprendizagem do português. A aquisição dos fonemas do português é mais célere entre os informantes mais jovens e o uso de estruturas da língua materna dos informantes são mais frequentes em estilos de fala informais.********************************************************************Use of vibrant in the acquisition of Portuguese as a foreign language bynative American and Spanish speakers: implications for teachingAbstract: Based on the theoretical postulations of Labov’s Sociolinguistics, this study proposes to analyze the use of vibrant in the acquisition of the Portuguese as a foreign language by native Americans and Spanish speakers. For this purpose, it was selected types of bibliographical, field and analytics researches and, the speech from 11 American and 11 Spanish native speakers were divided in styles, which passes through informal to ones that are more formal. The results showed that the context, in which the informants use a phoneme in their native language, motivates its usage in learning Portuguese. The acquisition of phonemes of Portuguese is more rapid among the younger informants while the informant´s mother tongue structure usage is more common in informal speech styles. Keywords: Phonetics variation; Portuguese to foreign speakers; Linguistic and extra linguistics aspects

Communication strategies in translation

Babel ◽  
2008 ◽  
Vol 54 (2) ◽  
pp. 97-109
Author(s):  
Ghaleb Ahmed Rabab'ah
Keyword(s):  
Empirical Data ◽  
Native Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
The Other ◽  
Translation Process ◽  
Strategic Competence ◽  
King Saud University ◽  
Saudi Students ◽  
Literal Translation

According to Nord’s approach (1991) strategic competence is believed to be crucial in dealing with translation problems. It plays an important role as a regulating mechanism, compensating for deficiencies in the other sub-competencies and contributes towards solving the problems that arise. Nord also argues that there is a need for further research that can provide empirical data derived from the problems encountered by translators. The data can also be relevant to the mechanisms the translators use in solving problems. Based on Nord’s claim, this study has investigated the communication strategies used by a sample of thirty six Saudi majors at the College of Languages and Translation at King Saud University in Riyadh. First, the strategies employed by Saudi students to compensate for any difficulties they encountered during translation process were examined. The subjects involved were asked to translate a one- page text from their native language, Arabic, into English. It was found that approximation was the most frequently used communication strategy. The other strategies used in order of frequency were circumlocution, message abandonment/reduction, and literal translation. These strategies are elaborated along with recommendations to provide more insights into how to develop students’ strategic competence in translation.

scholarly journals ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION

2021 ◽  
Vol 31 (1) ◽  
pp. 108-119
Author(s):  
L.M. Malykh
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Multilingual Education ◽  
Multiple Languages

The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.

scholarly journals Interlanguage interference of the Azerbaijani and Turkish languages: ways to address the problem (linguistic approach & teaching practice)

2020 ◽  
Vol 2 (1) ◽  
pp. 72-87 ◽  
Author(s):  
Zh. F. Aliyeva ◽  
F. A. Dursunova ◽  
A. V. Shtanov
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Negative Impact ◽  
Native Language ◽  
Mother Tongue ◽  
Significant Similarity ◽  
Foreign Language Acquisition ◽  
Formal Level ◽  
Linguistic Approach ◽  
Special Case

One of the core aspects the methodology of teaching foreign languages focuses on is the issue of interlanguage interference. In this paper it is referred to as some kind of a controversy between the primary and secondary linguistic personalities at the early stages of the latter. This is explained by the dominant nature of the native language compared to the foreign one and is represented:• at the formal level by the mechanical transfer of a certain form of the original native language from one of its levels – phonetic, lexical or grammatical, or• at the associative level of meanings and concepts – while constructing speech in a foreign language, one trensfers the association from the native one; this association is foregrounded within the framework of specific speech conceptual and semantic connections and is relevant for the native language, but senseless for the foreign one.As a rule, calquing results in consequences of different semantic complexity – from blocking a certain speech fragment in a foreign language due to its complete meaninglessness, to inaccuracy and semantic distortion.Interlanguage interference manifests itself differently in different language pairs. For a research it is important to understand how languages of the corresponding pair relate to each other – whether languages are completely different genealogically and typologically; or matching either genealogically or typologically; or closely related both genealogically and typologically. The aim of the paper is to study the interference in a pair of closely related languages: Azerbaijani & Turkish, where the former is native and the latter is foreign. This is a special case for study, since the significant similarity of the two languages, though providing many positive results, gives an absolutely specific type of interference. İt requires a detailed analysis in order to overcome the negative impact of the mother tongue on a foreign language in the process of foreign language acquisition. 

scholarly journals The cross-linguistic influence of Arabic on the English passive voice

2020 ◽  
Vol 10 (3) ◽  
pp. 182-190
Author(s):  
Fatma Ali Lghzeel ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
First Language ◽  
Negative Influence ◽  
Target Language ◽  
High Rate ◽  
Passive Voice ◽  
L1 Transfer ◽  
Efl Learners

It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowledge of the passive voice, as well as to examine the percentage of interlingual and intralingual errors. This study applies a quantitative method. Forty-six participants, who are Arab EFL learners studying at the Universiti Malaysia Pahang, engaged in the task of answering a grammar test. To conclude, the results show that Arab students have a high rate of L1 transfer on the English passive voice, and their levels of knowledge of passive voice are identified. The researchers recommend mixed methods for further research in order to provide a wider understanding about this issue.   Keywords: English as a foreign language, mother tongue, native language, target language.

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