L1-L2 Translation Research Articles

Content and Language Integrated Learning Approach in Designing an English Course Book for Police Investigators at the People’s Police University in Vietnam

In the 1990s, locally designed and produced materials used for English for Specific Purposes (ESP) at the People’s Police University in Vietnam (VPPU) proved ineffective due to flaws in L2-L1 translation. Since the creation of the original materials, English teachers at the VPPU have made consistent efforts to fix the problems, ranging from orthodox to empirical and experimental. Studies in recent years indicate that needs analysis seems to be a useful approach that can be transferred between language-led ESP and the more balanced Content and Language Integrated Learning (CLIL). This paper reviews the evolution of CLIL to define the curriculum and to establish the scope of designing materials. It attempts to answer several significant questions about the context of education, such as what CLIL based materials have been published and compiled internationally, regionally and nationally, and the effectiveness of teaching with those materials in Vietnam. A case study of pilot teaching of CLIL-based materials conducted in the People’s Police Academy in Vietnam (VPPA) - an educational institution of the shared context as the VPPU. The aim of this paper is to make a proposal for the application of appropriate CLIL models in developing specific course books for police students in the VPPU.

Masked translation priming asymmetry in Chinese-English bilinguals: making sense of the Sense Model.

Masked translation priming asymmetry is the robust finding that priming from a bilingual's first language (L1) to their second language (L2) is stronger than priming from L2 to L1. This asymmetry has been claimed to be task dependent. The Sense Model proposed by Finkbeiner, Forster, Nicol, and Nakamura (2004) claims that the asymmetry is reduced in semantic categorization relative to lexical decision due to a category filtering mechanism that limits the features considered in categorization decisions to dominant, category-relevant features. This paper reports two pairs of semantic categorization and lexical decision tasks designed to test the Sense Model's predictions. The experiments replicated the finding of Finkbeiner et al. that L2-L1 priming is somewhat stronger in semantic categorization than lexical decision, selectively for exemplars of the category. However, the direct comparison of L2-L1 and L1-L2 translation priming across tasks failed to confirm the Sense Model's central prediction that translation priming asymmetry is significantly reduced in semantic categorization. The data therefore fail to support the category filtering account of translation priming asymmetry. Rather, they suggest that pre-activation of conceptual features of the target category provides feedback to lexical forms that compensates for the weak connections between the lexical and conceptual representations of L2 words.

How Crucial can Cognitively Preferred Word Orders be for EFL Learners?

The object of this study is to show how crucial the cognitively preferred word orders can be for EFL learners. For this, we took two steps. Firstly, in the L2-L1 translation process, the cognitively shared word orders were investigated by means of a questionnaire. Then, in the process that L1 written in these shared word orders was translated into L2, the response time (RT) of these shared orders was measured. The shortest RT of these was thought of as the most cognitively preferred word order, i.e. inter-cognitive mechanism. The results showed that participants overall preferred SV(O-clause) order to S(O-clause)V order as the cognitively preferred word orders. As a result, this study suggests that L2 input can be more effective for word order parameter resetting than L2 word order itself if it is based on the most cognitively preferred word order.

At the Intersection of L1 Congruence and L2 Exposure: Collocational Knowledge of Advanced Arab Users of English

The study is quantitative research, examining the effects of learning environment and native language (L1) on the collocational knowledge of advanced Arab users of English as a second language (ESL) (n=34) and foreign language (EFL) (n=33). The participants were university students who completed two collocation tests, containing verb-noun and noun-adjective congruent (collocations with L1-L2 translation equivalents) and incongruent (L2-specific) collocations. The results showed that the two groups markedly differed in their collocational knowledge (both productively and receptively), with the ESL participants performing significantly better than the EFL students. As to the effects of the native language, the results revealed that the ESL participants experienced noticeable effects of Arabic both receptively and productively with the influences being significantly stronger for the incongruent collocations (L2-only) than the congruent ones (L1-L2). Interestingly, the EFL participants showed less L1 effects in their production and perception of collocations. The findings suggested that both L1 congruence and second language (L2) exposure have an effect on the acquisition of English collocations. The findings are discussed in light of some pedagogical expectations and instructional recommendations that can improve advanced ESL and EFL Arab students’ collocational knowledge productively and receptively..

The Theory and Practice of Specialised Online Dictionaries for Translation

Abstract This paper discusses the role dictionaries play in a translation situation within the tenets of the Function Theory of Lexicography (Bergenholtz/Tarp, 2002, 2003, 2004; Tarp 2008; Fuertes-Olivera/Tarp, 2014). It comments on the lexicographic data needed for assisting translators of specialised texts, proposes a list of recommendations for constructing high quality translation dictionaries and illustrates these views by referring to the Accounting Dictionaries, a series of interconnected Danish, English, Spanish, Danish-English, English-Danish, Spanish-English and English-Spanish dictionaries that provide assistance to the envisaged user group in a number of specified situations, e.g. L1-L2 and L2-L1 translation (Fuertes-Olivera/ Nielsen, 2012). These dictionaries are subject to a continuous process of adaptation in order to cope with theoretical modifications and technological breakthroughs, e.g. the challenges the Internet poses for making dictionaries (Fuertes-Olivera, 2013a; Fuertes-Olivera/Bergenholtz, 2011 [2013]; Fuertes-Olivera/Tarp, 2014; Tarp, 2012). For instance, since 2011 users can access several usage specific dictionaries, e.g. the Diccionario Inglés-Espanol de Contabilidad: Traducción and the Diccionario Inglés- Espanol de Contabilidad: Traducción de Frases y Expresiones. These are Model T. Ford dictionaries, i.e. dictionaries whose articles and the visualized lexicographical data are adapted to the various functions displayed by the dictionary, frequently assisted by different types of interactive options where the users may define themselves and the activity for which they need information (Tarp, 2011 [2013]).

How L2 words are stored: The episodic L2 hypothesis.

This article reports findings from 3 experiments examining whether 2nd language (L2) words are represented in episodic memory, as originally proposed by Jiang and Forster (2001). Experiment 1 was a direct replication of Jiang and Forster, testing highly proficient Chinese-English bilinguals. Masked translation priming was obtained in an episodic recognition task from L2 to the 1st language (L1) for studied "old" L1 targets but not for unstudied "new" targets. This experiment also confirmed the translation asymmetry generally found in lexical decision tasks, namely, priming in the L1-L2 direction but not in the L2-L1 direction. Experiment 2 showed that recently learned words in an unfamiliar language (therefore, words that are obviously represented episodically) could also prime their L1 translations in an episodic recognition task but not in a lexical decision task. Finally, in Experiment 3, masked repetition priming was used with an episodic recognition memory task. For native speakers of English, repetition (L1-L1) priming is obtained only for old words, because there is no episodic representation for new words. However, Chinese-English bilinguals tested with the same items showed repetition (L2-L2) priming for both old and new words, indicating that the new L2 words were represented episodically as well. Overall, the results from these 3 experiments support the hypothesis that L2 words are represented in episodic memory. Finally, the mechanisms behind why L2-L1 translation priming can be obtained in episodic recognition and not in lexical decision are discussed.

L1-L2 sentence translation in classroom grammar tests

L1�L2 translation of separate sentences is one kind of task format used by mainstream EFL teachers to assess their learners' grammatical accuracy. Aimed at improving teacher-written translation items, this study analyses linguistic features potentially causing such decontextualized cues (and their target responses) to sound odd or untypical of naturally used language. The findings show that some items elicit structures that are marked in their contexts, others are translationally overchallenging, and yet others have textual flaws. The following research method was employed: English-Hebrew bilinguals, mostly EFL teachers, translated seven cues from Hebrew to English. This resulted in numerous translation options for each cue. The analysis of these multiple translations and their comparison with corpus frequency data yielded most of the above-mentioned findings. In addition, another group of Hebrew-English bilinguals translated the previous group's most frequent translations back into Hebrew. This added information about the textual quality of the Hebrew cue.

An ERP investigation of masked cross-script translation priming

The time course of cross-script translation priming and repetition priming was examined in two different scripts using a combination of the masked priming paradigm with the recording of event-related potentials (ERPs). Japanese–English bilinguals performed a semantic categorization task in their second language (L2) English and in their first language (L1) Japanese. Targets were preceded by a visually presented related (translation equivalent/repeated) or unrelated prime. The results showed that the amplitudes of the N250 and N400 ERP components were significantly modulated for L2–L2 repetition priming, L1–L2 translation priming, and L1–L1 repetition priming, but not for L2–L1 translation priming. There was also evidence for priming effects in an earlier 100–200 ms time window for L1–L1 repetition priming and L1–L2 translation priming. We argue that a change in script across primes and targets provides optimal conditions for prime word processing, hence generating very fast-acting translation priming effects when primes are in L1.

Strategies and performance in intentional L2 vocabulary learning

This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about their strategy use. Their responses were coded to identify each participant's most frequently used strategy (MFS). Frequency of use of each MFS was determined. A subset of posttest scores were submitted to an analysis of variance with MFS as a between-subjects independent variable, recall type as a within-subjects independent variable, and score as the dependent variable. The results indicated significantly better scores for mnemonic technique and L2–picture association over L2–L1 translation and repetition. A significant positive correlation was also observed between the number of strategies used and vocabulary recall. Theoretical and pedagogical implications of the study are discussed. Sample activities for raising awareness about L2 vocabulary learning strategies and effective strategy use are also provided in the Appendix.

Masked repetition and translation priming in second language learners: a window on the time-course of form and meaning activation using erps.

Event-related potentials (ERPs) and masked translation priming served to examine the time-course of form and meaning activation during word recognition in second language learners. Targets were repetitions of, translations of, or were unrelated to the immediately preceding prime. In Experiment 1 all targets were in the participants' L2. In Experiment 2 all targets were in the participants' L1. In Exp 1 both within-language repetition and L1-L2 translation priming produced effects on the N250 component and the N400 component. In Experiment 2 only within-language repetition produced N250 effects, while both types of priming produced N400 effects. These results suggest rapid involvement of semantic representations during on-going form-level processing of printed words, and an absence of facilitatory connections between the form representations of non-cognate translation equivalents in L2 learners. The implications for bilingual theories of word processing are discussed.

Cross-lingual numerical distance priming with second-language number words in native- to third-language number word translation

An important question in research about bilingualism is whether translation from a second language (L2) to the native language (L1) is semantically mediated or whether it occurs through word associations at the lexical level. Recent research has shown that both L1 and L2 number word translation imply semantic access, suggesting strong L2 lexicosemantic mappings for number words (Duyck & Brysbaert, 2004). In the present study, this assumption was further explored by means of a cross-lingual number distance priming paradigm with Dutch-English-French trilinguals. We found that number word translation from L1 to the third language (L3), and vice versa, was facilitated by L2 number masked word primes that represented the same magnitude as the target (translation equivalents), relative to primes that are numerically less close. This confirms the existence of strong L2 lexicosemantic mappings for number words and generalizes previous semantic effects in L1-L2 translation to translation processes between L1 and L3.

Divergent Polysemy: The Case of Slovene namreč vs. English namely

Divergent polysemy is a formidable translation problem; especially in L1-L2 translation. In the paper the case of the Slovene-English pair of items namreč and namely was used to illustrate the most frequent polysemy-triggered translation errors and their corrections. The hypothesis of full transferability of semantic structures from L1 into L2 was identified as one of the sources of errors. Since dictionaries turned out to be of limited use; electronic corpora were consulted to shed more light on the matter; they revealed huge differences in patterns of use between the two terms; which in turn determined the proposed plan of action. Bilingual lexicography; EFL teaching and translator education are key factors in improving the current situation.

The Effect of Task-Based Reading on Fl Vocabulary Learning

AbstractThere is growing evidence that incidental vocabulary learning from extensive reading may not be a very efficient or effective means of acquiring L2 vocabulary, at least in the short-term. This study investigates the effect on FL vocabulary learning of secondary school EFL students completing four task-based reading texts under two procedurally contrasted conditions: either with teacher support or with peer collaborative support. The students, in two genuine classes, read two short texts in each condition as normal timetabled activities, partly for ethical and partly for technical reasons. This is one of a few studies that have researched FL vocabulary acquisition from a number of different texts over time, and within a task-based framework. Four texts in English with both nonlinguistic and linguistic check tasks were read in total, and thirty-two vocabulary items were targeted. On the delayed L2-L1 translation recognition posttest of the targeted vocabulary items, the scores for the teacher-supported conditions were double those for the peer-supported conditions, but in both cases the scores were disappointingly low.

The role of polysemy in masked semantic and translation priming

A well-known asymmetry exists in the bilingual masked priming literature in which lexical decision is used: namely, masked primes in the dominant language (L1) facilitate decision times on targets in the less dominant language (L2), but not vice versa. In semantic categorization, on the other hand, priming is symmetrical. In Experiments 1–3 we confirm this task difference, finding robust masked L2–L1 translation priming in semantic categorization but not lexical decision. In formulating an account for these findings, we begin with the assumption of a representational asymmetry between L1 and L2 lexical semantic representations, such that L1 representations are richly populated and L2 representations are not. According to this representational account, L2–L1 priming does not occur in lexical decision because an insufficient proportion of the L1 lexical semantic representation is activated by the L2 prime. In semantic categorization, we argue that the semantic information recruited to generate a decision is restricted by the task category, and that this restriction enhances the effectiveness of the L2 prime. In Experiments 4–6, these assumptions were tested in a within-language setting by pairing many-sense words (e.g., “head”) with few-sense words (e.g., “skull”). In lexical decision, robust priming was obtained in the many-to-few direction (analogous to L1–L2), but, no priming was obtained in the few-to-many direction (analogous to L2–L1) using the same word pairs. Priming in semantic categorization, on the other hand, was obtained in both directions. We propose the Sense Model as a possible account of these findings.

The role of polysemy in masked semantic and translation priming

A well-known asymmetry exists in the bilingual masked priming literature in which lexical decision is used: namely, masked primes in the dominant language (L1) facilitate decision times on targets in the less dominant language (L2), but not vice versa. In semantic categorization, on the other hand, priming is symmetrical. In Experiments 1–3 we confirm this task difference, finding robust masked L2–L1 translation priming in semantic categorization but not lexical decision. In formulating an account for these findings, we begin with the assumption of a representational asymmetry between L1 and L2 lexical semantic representations, such that L1 representations are richly populated and L2 representations are not. According to this representational account, L2–L1 priming does not occur in lexical decision because an insufficient proportion of the L1 lexical semantic representation is activated by the L2 prime. In semantic categorization, we argue that the semantic information recruited to generate a decision is restricted by the task category, and that this restriction enhances the effectiveness of the L2 prime. In Experiments 4–6, these assumptions were tested in a within-language setting by pairing many-sense words (e.g., “head”) with few-sense words (e.g., “skull”). In lexical decision, robust priming was obtained in the many-to-few direction (analogous to L1–L2), but, no priming was obtained in the few-to-many direction (analogous to L2–L1) using the same word pairs. Priming in semantic categorization, on the other hand, was obtained in both directions. We propose the Sense Model as a possible account of these findings.

EVIDENCE OF LEXICAL TRANSFER IN LEARNER SYNTAX

This article reports the findings of a study in which transfer of verb properties was investigated via syntactic data elicited from second language (L2) learners. It was hypothesized that a learner's first language (L1) would influence the acquisition of verbs in those L2 semantic classes where so-called L1-L2 translation equivalents could be found. To investigate lexical transfer, the performance of Hindi-Urdu speakers on tests of English causatives was compared with that of Vietnamese speakers, because there are significant differences between causativization patterns in Hindi-Urdu and Vietnamese. To account for proficiency-based variation in performance, learners were placed in one of three levels of lexical proficiency in English, and Mann-Whitney comparisons were made between Hindi-Urdu and Vietnamese speakers at corresponding proficiency levels. It was found that the performance of the Hindi-Urdu and Vietnamese groups differed significantly in several semantic contexts. Generally, the results suggest that there is some transfer of semantic information from the L1 verb lexicon to the emerging L2 verb lexicon. More specifically, the findings suggest that verb properties are transferred selectively and that transfer plays a role in the difficulty or ease involved in the shedding of overgeneralized lexical rules.

De 'Meerwaarde' Van Pedagogisch Vertalen

A common form of practising grammar and training vocabulary acquisition at secondary schools, pedagogical translation (L1-L2) is generally considered to be particularly beneficial to advanced learners. Although the translation debate in Dutch academic journals in the 1980s suggests that university teachers agree on the importance of pedagogical translation for advanced learners of English at Dutch universities, they don't seem to agree on the particular benefits. At the same time, despite 6 years of English at secondary school and an extensive exposure to English in Dutch society, students often express a frustration at their inadequacy to master this form of skills training. Little research has been done into the actual effects of L1-L2 translation on advanced learners, neither in SLA nor in translation studies. The article is a review of the recent literature, and lists a number of possible research questions around the core question: can the effect of pedagogical translation be identified and measured in a systematic way? My hypothesis is that the effect is a student's enhanced understanding of the nature of Dutch texts and their specific features. This in turn will enable students to communicate the meaning of the text adequately into English.