scholarly journals GRAMMATICAL EQUIVALENCE IN TRANSLATING RUSSIAN ADJECTIVES AND ADVERBS INTO ENGLISH

2017 ◽  
Vol 4 (4) ◽  
pp. 118
Author(s):  
Viktor Slepovitch
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Teaching Experience ◽  
Target Language ◽  
Source Language

Grammatical equivalence in translation is both a subject of research and an important issue of teaching. Grammatical choices are especially hard in the process of translating from one’s mother tongue into a foreign language. This paper discusses some of the specifics of achieving grammatical equivalence in translating adjectives and adverbs from Russian (native source language) into English (foreign target language) based on the author’s translating and teaching experience reflected in his publications in this field of studies.

Poor Relations and Black Sheep in Translation Studies

Target ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 205-228 ◽  
Author(s):  
Dominic Stewart
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
Mother Tongue ◽  
Target Language ◽  
Similar Relationship ◽  
Source Language ◽  
Black Sheep ◽  
Binary Oppositions ◽  
L1 And L2 ◽  
Relationship Of

Abstract The opposition of translation into the mother tongue (L1 translation) vs. translation into the foreign language (L2 translation), with its clear relationship of superiority/inferiority in translation circles, is just one of a series of binary oppositions prevalent in the literature with an apparently similar relationship. These include principally (i) target language vs. source language, and (ii) original texts vs. translated texts. This paper examines what implications such oppositions might have for the L1 translation vs. L2 translation issue, particularly within the developing field of corpus linguistics, subsequently taking a look at some L1 and L2 translations and reflecting upon their degree of acceptability or unacceptability in the light of the discussions proposed.

scholarly journals TOWARDS AN UNDERSTANDING OF TARGET LANGUAGE USE IN THE EFL CLASSROOM: A REPORT FROM NORWAY

2016 ◽  
Vol 3 (Special) ◽  
pp. 137 ◽  
Author(s):  
ANNA KRULATZ ◽  
GEORGIOS NEOKLEOUS ◽  
FRØYDIS VIK HENNINGSEN
Keyword(s):  
Foreign Language ◽  
Online Survey ◽  
Mother Tongue ◽  
Teaching Experience ◽  
Target Language ◽  
Future Research ◽  
College Credits ◽  
Positive Effects ◽  
Foreign Language Acquisition ◽  
Experience Teaching

For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan and Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive, as is research on the positive effects of an all-TL learning environment (Hall and Cook, 2012). Thus, EFL teachers who share the same language with their students are often left wondering to what extent and in what contexts they should employ TL and MT. Unlike the curricula of other countries, where policy makers often suggest the maximal use of TL, the Norwegian curriculum for the subject of English does not contain any direct statements prescribing English as the sole language of instruction. The present study investigated the perceptions of Norwegian primary school teachers in different grades regarding their TL use when teaching EFL using an online survey. Specifically, the project addressed the following research questions: (1) How often do teachers use English in the EFL classroom? (2) In what situations and for what purposes do teachers use the TL? (3) Is there a correlation between years of teaching experience and the amount of TL use in the classroom? (4) Do teachers who have college credits in English employ the TL to a larger extent than the teachers who do not? The participants’ self-reports suggest that while the TL is used up to 50% of the time, its use varied from giving instructions and stating objectives to giving praise and criticism. This implies that Norwegian teachers may employ the TL to a lesser extent than the existing literature suggests (Macaro, 2005). However, no correlation was found between the amount of TL used and teachers’ expertise in and experience teaching the TL. To caution against an overdependence on MT, the article concludes by reiterating the need to develop and define systematic practices of MT use that facilitate foreign language acquisition and by calling for future research to shed light on bilingual or multilingual approaches in foreign language teaching.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals THE COLLOCATION ANALYSIS OF TWILIGHT NEW MOON NOVEL

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 63-85
Author(s):  
Jimmi ◽  
Titin Suprihatin
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Modulation Method ◽  
The Novel ◽  
Source Language ◽  
The Core ◽  
New Moon

Nowadays in globalization era, being able to communicate in a foreign language is of paramount importance due to its role in seeking for jobs, scholarship, etc. Translation is one of English for Specific Purpose, because is challenging and interesting job to be mastered. Because translation is not an easy work, it needs a serious attention and concentration. It can be said that the core of translation is a transfer a message without any left words missing especially the meaning. The translator shall be careful in replacing the meaning from Source Language to Target Language. In translation, some problems appear like usage of collocation in novel Twilight New Moon. The author mostly uses collocation in the novel.. The translator also translate the novel not only by method word by word, but also the translator uses modulation method and context of sentence. The use of collocation in novel makes reader easy to understand meaning of novel, get the point of message of novel

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals Indonesia's Interference in Translating Texts into English Texts

2020 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Etika Ariyani
Keyword(s):  
Mother Tongue ◽  
Sampling Technique ◽  
Target Language ◽  
Past Tense ◽  
Source Language ◽  
Low Level ◽  
Class A ◽  
High Level ◽  
Level 2 ◽  
Bahasa Indonesia

This research is aimed: (1) to reveal that interference of bahasa Indonesia interrupt when the students at the sixth semester of FKIP in Muhammadiyah University of Mataram translate the English narrative past tense text; (2) to know the kinds of factors interupted the students’ in translating English narrative the text. The population of study were students in FKIP Muhammadiyah University of Mataram. They consist of three classes from class A to C. The number of population were 64 students so, the writer took only the 17 students to be sample, by using purposive sampling technique. The results of research showed that: (1) among 17 students in class A do some intereferences, they have less ability to construct the translation target text into the accuracy, acceptable and understandable/readable sentences by the reader. Moreover, there are two main Indonesian interference found by the researcher, they were morphological interference by misunderstand of using past tense sentences and sintactical interference by unstructural sentence in the target text, (2) The students’ only could get the range from 4 score to 8 score, where 5 students get very poor, 4 students get poor, 2 students get fair, 3 students get fairly good, 3 students get good. The students’ translation percentage for each standard such as accuracy is 16,5%, acceptable is 10,11%, readability is 5,47% and for total all of students’ mean score is 51,9%, where it took on poor score of translation (3) There are 4 factors made the students difficult to translate the target text, they were 1. Disloyalty of the speakers and receiver 2 Insufficient of vocabulary in translating the source language into target language, 3. The prestige of the source language and style, 4. Daily habits in the mother tongue influence target text, (4) The students’ translations result are 6 students got score of 0-3 namely very low level, 6 students got score of 5,5-6,5, who categorized as the low level, 2 students got the range score of 6,6-7,5, who categorized “sufficient level”, there are 3 students got this “high level” with the range score of 7,6-9,5, and no one getting the “highest level” score in the range of 9,6-10. 

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Collocational Differences Between L1 and L2: Implications for EFL Learners and Teachers

2009 ◽  
Vol 26 (2) ◽  
pp. 100 ◽  
Author(s):  
Karim Sadeghi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching Experience ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Private Language ◽  
Efl Learners ◽  
North West ◽  
The North ◽  
L1 And L2

Collocations are one of the areas that produce problems for learners of English as a foreign language. Iranian learners of English are by no means an exception. Teaching experience at schools, private language centers, and universities in Iran suggests that a significant part of EFL learners’ problems with producing the language, especially at lower levels of proficiency, can be traced back to the areas where there is a difference between source- and target-language word partners. As an example, whereas people in English make mistakes, Iranians do mistakes when speaking Farsi (Iran’s official language, also called Persian) or Azari (a Turkic language spoken mainly in the north west of Iran). Accordingly, many beginning EFL learners in Iran are tempted to produce the latter incorrect form rather than its acceptable counterpart in English. This is a comparative study of Farsi (Persian) and English collocations with respect to lexis and grammar. The results of the study, with 76 participants who sat a 60-item Farsi (Persian)- English test of collocations, indicated that learners are most likely to face great obstacles in cases where they negatively transfer their linguistic knowledge of the L1 to an L2 context. The findings of this study have some immediate implications for both language learners and teachers of EFL/ESL, as well as for writers of materials.

scholarly journals La traducción de los aspectos interculturales en el aula de ELE con alumnos polacos de nivel inicial

2021 ◽  
Vol 48 (2) ◽  
pp. 109-118
Author(s):  
Verónica Del Valle Cacela
Keyword(s):  
Foreign Language ◽  
Empirical Analysis ◽  
Primary Objective ◽  
Target Language ◽  
Complex Activity ◽  
Source Language ◽  
Cultural Aspects ◽  
Knowing That ◽  
University Studies

Translation encompasses a complex activity in which we must transfer ideas from a source language to a target language, so that knowledge of the environment surrounding the working languages becomes a necessary competence to carry out the translation activity. Within this knowledge, we must necessarily include the cultural aspects of a language, either from an intercultural or an intracultural perspective. For the purpose of this article, we will focus on how intercultural elements can be developed in the classroom of Spanish as a foreign language. In order to accomplish our aim, we will expose based on empirical analysis the introduction of sociocultural items in university studies with beginners learners (A1-A2) and the result obtained, knowing that the primary objective of this curriculum is to prepare students to be translators or interpreters.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

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