Paraphrasing Strategy Research Articles

Penerjemahan Kanyouku dalam Novel Shikisai wo Motanai Tazaki Tsukuru to Kare no Junrei no Toshi Karya Haruki Murakami

Idioms in Japanese are called kanyouku. This study aims to describe the kanyouku translation strategies and procedures contained in the novel. The theory used in this study are the theory of idiom translation strategy according to Baker (1992) and the theory of translation procedures according to Vinay & Darbelnet in Venuti (2000). This research is a qualitative descriptive research. The data in this study are the kanyouku of the upper limbs contained in the novel Shikisai wo Motanai Tazaki Tsukuru to Kare no Junrei no Toshi (2013) by Haruki Murakami and its translation in Indonesian "Tsukuru Tazaki Without Color and the Year of His Pilgrimage" (2018) which is translated by Ribeka Ota. From the result of the analysis of 35 kanyouku it was found that the kanyouku translation strategy used by the translator was a strategy using an idiom of similar meaning and form and a paraphrasing strategy. While the translation procedures used are literal translation, transposition and equivalence.

Paraphrase Strategy in Audiovisual Translation: A Multimodal Approach of English Indonesian Subtitles

In audiovisual translation, the multimodality of audiovisual textual content is each a project and a useful resource for subtitlers. This paper illustrates how multimodes provide facts that help subtitlers gain a better understanding of meaning-making practices so that it will impact them to make decision-making in translating a sure verbal textual content. Subtitlers may also restate the texts based on the multi-modes as visible on the visual frames. Subtitlers ought to don't forget the distribution and integration of multi-mode meanings, which will create complete equivalence between the supply and target texts. Paraphrasing is restating or writing the which means of the other's thoughts. In paraphrasing, there are numerous techniques, such as alternating a word from one part of speech to another, alternate numbers and possibilities to special bureaucracy, trading word order, using special definition systems, using exceptional attribution signals, alternating the sentence structure and using one of a kind connecting phrases, and lots of extras. The target of this have look was to discover a way to use paraphrasing techniques within the film The Greatest Showman through audiovisual translation the use of a multimodal approach in English with Indonesian subtitles. For the functions of this observation, researchers used descriptive analytical studies, particularly qualitative and quantitative methods. The data used is a random sampling technique that was explored descriptively. Excerpts of visual frames in this paper are taken from the English film The Greatest Showman (musical drama, 2017).

THINK-ALOUD PROTOCOLS ANALYSIS: AN INVESTIGATION OF PARAPHRASING STRATEGIES IN POST-GRADUATE STUDENTS

This research aims to figure out the paraphrasing strategies used by post-graduate English students based on three stages of writing process division: before-writing, while-writing, and after-writing. This research is qualitative study that investigate paraphrasing strategies used by post-graduate English students in writing a thesis. The qualitative data obtained from think-aloud protocols to gather verbal report data on cognitive and metacognitive reading strategies used by the students in producing their paraphrases. For data analysis, the think-aloud protocols were transcribed, and data was coded and categorized relative to the focus of the research. The result shows that students planned for through understanding, read to memorize the most important information before writing a paraphrase. Another, students tended to write from memory with sometimes look at the source text and applied text transformation/substitution strategies while writing a paraphrase. Finally, most students are comparing the text with the source after they have written a paraphrase.

Paraphrasing as a Strategy to Develop Reading Comprehension at The Tertiary Level of Education

The three aims of this study are to determine (1) the reading proficiency and the motivation level of a group of tertiary level learners, (2) how far paraphrasing as a strategy can help in developing the reading comprehension of the learners, and (3) whether this strategy also motivates the learners to read more. This study employed a quasi-experimental design. The research population comprised all 18 students in the third semester of the MA in ELT (English Language Teaching) programme of Gauhati University. The data were collected by using (1) two types of tests to measure abilities in literal and inferential comprehension, (2) paraphrasing as technique for reading and (3) questionnaires. The results showed that there was a greater engagement with the text and higher levels of motivation while using the paraphrasing strategy. However, more research needs to be carried out to obtain conclusive evidence that the reading comprehension of students can be developed substantially with the use of the paraphrasing strategy.

Utilizing Online Paraphrasing Tools to Overcome Students’ Paraphrasing Difficulties in Literature Reviews

One of the prevalence of digital technology in academic writing, particularly in literature reviews, is the use of paraphrasing tools.However, there is a lack of research focusing on overcoming students' paraphrasing difficulties in writing.Using the notion of Schuemann, C., Byrd, P., & Reid. (2006), this paper explores students’ difficulties with paraphrasing and the use of online paraphrasing tools. A descriptive qualitative approach was used to collect data from 30 students enrolled in the Magister's of English Language Education (MELE) study program. Students' responses to two types of questionnaires were used as data sources. The study found that 83percent of the paraphrasing tools were used to rewrite the source text. Then, the most difficulties in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using correct grammar and appropriate vocabulary, and redundant/un-variative words. Furthermore, online paraphrasing tools mainly assist students in using the appropriate parts of speech (3.88) and in selecting appropriate vocabulary (3.79). It can then rewrite the source text using the same idea but a different writing style (3.75), correct grammar (3.67), the appropriate synonym to paraphrase (3.67), and changing the active sentence to the passive voice and vice versa (3.54). It can also change the source text's sentence structure (3.46), use proper tenses in literature reviews (3.38), and use proper discourse markers (3.33). Finally, students of the MELE study program can change the source text. Despite the numerous advantages of online paraphrasing tools, students are unable to read or comprehend text, which is the first step in the paraphrasing process.

Paraphrase type identification for plagiarism detection using contexts and word embeddings

Paraphrase types have been proposed by researchers as the paraphrasing mechanisms underlying acts of plagiarism. Synonymous substitution, word reordering and insertion/deletion have been identified as some of the common paraphrasing strategies used by plagiarists. However, similarity reports generated by most plagiarism detection systems provide a similarity score and produce matching sections of text with their possible sources. In this research we propose methods to identify two important paraphrase types – synonymous substitution and word reordering in paraphrased, plagiarised sentence pairs. We propose a three staged approach that uses context matching and pretrained word embeddings for identifying synonymous substitution and word reordering. Our proposed approach indicates that the use of Smith Waterman Algorithm for Plagiarism Detection and ConceptNet Numberbatch pretrained word embeddings produces the best performance in terms of hbox {F}_1 scores. This research can be used to complement similarity reports generated by currently available plagiarism detection systems by incorporating methods to identify paraphrase types for plagiarism detection.

THE COMPARISON OF STRATEGIES USED IN TRANSLATING IDIOMATIC EXPRESSIONS IN A FANSUB AND THE OFFICIAL SUBTITLE OF GAME NIGHT MOVIE (2018)

Characters in a movie often use idioms in various situations to express certain ideas. However, translating idioms can be challenging for translators making the movie subtitle. This descriptive-qualitative research aims to examine the types of idioms that appear in Game Night movie (2018) and compare the strategies used in the fansub and the official subtitle of the movie in translating idiomatic expressions. The data analyzed in this research consist of all the idioms that appear in the movie and their Indonesian translations. The results of this study show that English phrasal compounds constitute the most frequently used type of idiom. Meanwhile, the most used translation strategy in both the fansub and the official subtitle is the translation by paraphrase strategy. Despite the application of the same strategy, there are still some differences in the translations of the same idioms between the two subtitles. Meanwhile, other translation strategies are used in different frequencies. Overall, the study finds the official subtitle to be more communicative than the fansub translation.KEYWORDS: Idiom, Translation Strategies, Fansub, Official Subtitle, Game Night

Employing Online Paraphrasing Tools to Overcome Students’ Difficulties in Paraphrasing

This study aimed to investigate the mechanical engineering vocational education students’ difficulties in making paraphrasing in academic writing course and to investigate the use of the online paraphrasing tools in overcoming those difficulties. The data were taken from two questionnaires distributed to the students regarding the two problems mentioned previously. The items were adapted from Paraphrasing Strategy theory by Schuemann (2006), and Kirszner (2008) which consists of four strategies: 1) changing its synonym; 2) changing part of speech; 3) changing the sentence pattern from active to passive; 4) keep using keywords from the original text. The study revealed that the most commonly used strategy was to change the synonyms with a percentage of 69%. Then, the most difficult problems in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using punctuation, identifying the part of speech, and inability to state the same information as the source text. Further research is needed in which a more significant number of participants and various academic writing difficulties should take part in, and a variety of research instruments should be employed.
 

PARAPHRASING STRATEGY IN ENHANCING THE STUDENT’S READING COMPREHENSION

The objective of this study is to identify the implementation of the paraphrasing strategy for the students at Mts Ummul Mukminin Makassar in teaching reading comprehension and the interest in using that strategy in the teaching and learning process. 30 students for the experimental group and 30 students for the control group were involved in the subject. The resources consisted of a test for reading comprehension and a questioner.The result showed that paraphrasing strategy substantially improves the reading comprehension of the students (.000 < .05). The questionnaire was given to the students covered the statement about whether or not the students are interested in the use of paraphrasing strategy. The questionnaire result shows that the use of paraphrasing strategy in teaching reading improves their interest in reading comprehension. In other words, the students have high interest to the use of paraphrasing strategy in learning reading. The interest of the students was classified in high category for experimental community, which is shown by the mean interest of students 71.87. Finally, the paraphrasing technique leads to enhancing the achievement of reading comprehension and students are involved in using the strategy in the course of teaching and learning.

Paraphrase Strategy in Translating Indonesian Novel into English

This research article discusses one of the translation strategies namely paraphrase. The method used is a mixed method of descriptive-comparative method with both quantitative and qualitative research approaches. The data source is the translation of a novel, Tarian Bumi written in Indonesian language as the source language text and ‘Earth Dance’ in English as the target language text. The data used for this research are taken from the first part of the novel. The background of this research is the phenomenon showing that from all the sentences in the first part of the novel, more than 50% are being paraphrased. To identify what linguistic units are paraphrased, what kinds of paraphrase involved and which paraphrase is used more than others are the objectives of this research. The results show that the paraphrases involve all linguistic units ranging from word, phrase, clause, to sentence. The paraphrase can be used individually or in a combination consisting of two paraphrases and among the four kinds of paraphrase, the explicative paraphrase is used more than others either it is used individually or in combination.

An investigation of novice ESL writers\u2019 cognitive processes and strategy use of paraphrasing

Source use competence is becoming increasingly important in English-medium universities, and inability to appropriately use reading sources leads to plagiarism which has serious punishable consequences. As one effective strategy to help academic writers to avoid plagiarism, paraphrasing is highly recommended for students to master. However, studies on paraphrasing are product-oriented, and few examined the processes and strategies of paraphrasing. The elusive construct of paraphrasing exerted a negative influence on the instruction and assessment of paraphrasing. Only specific paraphrasing strategies were examined in prior studies, and little has been done on more general strategies like cognitive and metacognitive strategies. Moreover, as for the studies of learner strategy and language performance, no consensus has been reached about the relationship between strategy use and language performance. Prior studies mainly adopted Purpura’s questionnaire (1997) with cognitive and metacognitive strategies excluding other important learner strategies, and prior studies mainly examined language performance in non-integrated tasks. Questionnaire and interview were employed in previous studies, but few has adopted think-aloud protocols to capture test takers’ online cognitive processes. To address the research gap, the present study purports to shed light on the cognitive processes and strategy use in the paraphrasing task with the method of think-aloud protocols and strategy use questionnaire. A total of 212 first-year non-English-major college students were recruited to respond to a seven-item paraphrasing task. Think-aloud protocol was conducted to capture test takers’ thinking processes while responding to the task. In addition, test takers’ strategy use in paraphrasing was elicited by a paraphrasing strategy use inventory. Findings of the study are as follows: test takers employed numerous strategies including cognitive, metacognitive, compensation, and affective strategies with a variety of sub-strategies; metacognitive strategies are significantly correlated with cognitive strategies; more proficient test takers used a smaller number of strategies and more metacognitive strategies. However, structural equation modeling analysis reported that all those strategies exert a negligible effect on participants’ paraphrasing performance. Other factors which might contribute to the language performance were analyzed, including language knowledge, test methods, personal attributes, and errors of measurement.

Indonesia–English Translation of Idiomatic Expressions in The Novel This Earth of Mankind

The study investigated Indonesia–English translation of idiomatic expressions, focusing on the idioms, in one of Indonesian best seller fiction story, Bumi Manusia which was translated into English as This Earth of Mankind. The study identified the types of the translation strategies by the translators to reproduce the idioms from SL in TL and the accuracy level of their latest meanings in TL. Qualitative research method in the design of content analysis was employed. The result portrayed that the most dominant strategy employed by the translator was paraphrasing. The translator reproduced the original meaning of the idioms by selecting common vocabularies in TL (non-idiom forms) that shared identical meanings with the idioms in SL or explaining the idioms in SL at longer statements in TL. The other idioms could be translated equivalently in the form of idioms in TL, but they were realized in different lexical words from SL. Furthermore, most of idioms achieved equivalent meanings, but decreased meanings were unavoidable. Thus, it can be seen that the translator attempted to recreate the similar equivalence meaning of the idioms from SL through paraphrasing strategy instead of omitting the idioms in TL. Most of the translated idioms could be reproduced similarly with the original idioms.

Students’ Paraphrasing in the Literature Review Section of Research Proposal

The objective of this qualitative study is to investigate the students’ paraphrasing in the literature review section of research proposal. Six English Department students, Universitas Negeri Gorontalo were selected as the respondents. The study reveals that the paraphrasing of three students falls under a moderate revision category, and the other three are in the category of near copy. Such a result is based on the results of the students’ paraphrasing and their understanding of the concepts of effective paraphrasing, namely comprehension of good paraphrasing, analytic reading skills and its correlation in applying paraphrasing strategies, and citation mechanics. On that ground, the study suggests that improving students’ concept of paraphrasing in reviewing the literature is a necessity. Related stakeholders are urged to help the students understand the idea of quality paraphrasing. Further research about paraphrasing to investigate other relevant issues and other textual borrowing mechanics is essential.

Subtitling Strategies in “The Boss Baby: Back in Business” Series

This research aims to find out the translation strategies in “The Boss Baby: Back in Business” series from the application called Netflix. This research uses descriptive qualitative method in which the data is collected in the form of words or pictures rather than numbers. The analysis of this research focuses on the translation strategies used in the web television series on Netflix. This research applies strategies of translation theory by Gottlieb to analyze the subtitle of the series. The result of this research shows that there are six strategies in the web television series entitled “The Boss Baby: Back in Business,” namely transfer strategy, decimation strategy, deletion strategy, paraphrase strategy, imitation strategy, and transcription strategy.

Modal and Discourse Marking in L1 & L2 Spanish: A Comparative Analysis of Oral Narratives

This study analyzes the use of discourse and modal markers by learners of Spanish as a foreign language (FL) in unplanned oral narratives. To do this, we compared two different corpora: narratives produced by native speakers and those produced by intermediate (B2) learners of Spanish (L1 Dutch). Following a functional approach to modal and discourse marking (Cuenca in The rise of modern genomics, Eumo, Vic, 2006; Cuenca, in Discourse markers and modal particles. Categorization and description, 2013), we identified and classified markers according to three macro-functions (propositional, structural, and modal). On the one hand, the total frequency of markers as well as the frequencies of each function were compared in native and learner production. On the other hand, we considered coincidence and divergence in the use of all markers so that forms produced only by native speakers, forms produced only by learners, and forms equally used by both populations are identified. Results show that in the case of markers with a Propositional function, FL learners’ production very much resembles that of native speakers of Spanish. However, for Structural and Modal functions, non-native speakers do not seem to have acquired/incorporated markers that are more specific to informal registers, failing to assign the appropriate discursive values to sentence-level adverbs and connectors (si `yes’, o ‘or’), or resorting to paraphrase strategies (e.g. como decir, como se dice ‘how do you say’). Our results indicate the need to include more instances of informal input in the FL classroom.

Comparing the Effects of Two Reading Interventions Using a Randomized Alternating Treatment Design

An emerging body of research suggests that incorporating randomization schemes in single-case research designs strengthens study internal validity and data evaluation. The purpose of this study was to test the utility and feasibility of a randomized alternating-treatment design in an investigation that compared the combined effects of vocabulary instruction and the paraphrasing strategies on expository comprehension of six students with reading difficulties. We analyzed the data using three types of randomization tests as well as visual analysis. The visual analysis and randomization tests confirmed the additional benefit of vocabulary instruction on expository comprehension for one student. However, the effects were not replicated across the other five students. We found that proper randomization schemes can improve both internal validity and data analysis strategies of the alternating-treatment design.

(Re)translating Horace into Ukrainian Modernity: From Mykola Zerov to Andrii Sodomora

This article focuses on the history of translations and the reasons for translating the Roman classics into Ukrainian in the late twentieth to early twenty-first centuries, as illustrated by the case of Horace. Translation practices, as well as the socio-cultural status and habitus of the translator-classicist, have been varied but have intersected in many respects throughout the twentieth century. This article highlights the major developments in the approach to translating Horace throughout the twentieth century. It mostly focuses on the attitudes and strategies of Mykola Zerov and Andrii Sodomora, who are among the key figures in the twentieth-century theory and practice of translation in Ukraine. The first major development comprises the critical debate regarding translation in the 1920s initiated by Mykola Khvyl'ovyi, whose position was supported by Zerov. The article discusses both the translation practice of Zerov and his reader-oriented theory of verse translation. The second crucial point consists of the revision by Sodomora, starting from the 1980s, of a paraphrasing strategy worked out by Zerov. In his retranslation strategy, applied to his earlier translations from Horace and substantiated in his literary essays, Sodomora exhibits a positive reconsideration of the role and importance of literalist precision in translating the Roman classics, as exemplified by Horace. Sodomora’s evolving approach toward higher precision in translating the classics stems from a close reading of the authentic cultural contexts, structural poetics, philosophical messages, and hidden intertextuality of the source texts. Also, it resonates with Walter Benjamin’s model of literalism, which in many respects appears useful when applied to post-Soviet literary conditions in Ukraine.

AN ANALYSIS OF METAPHOR TRANSLATION IN THE SUBTITLE OF SHERLOCK HOLMES 2: A GAME OF SHADOWS (2011) MOVIE

A metaphor has been a conflict in subtitling for its cultural-specific sense and challenging translatability. Consequently, the translators tend to omit the metaphors. This study attempts to find out the categories of conceptual metaphors and applied strategies in the subtitles of Sherlock Holmes 2: A Game of Shadows (2011). This study applies the Combined Strategies proposed by Lindqvist (Pedersen, 2015). The results indicate that analogy, personification, and image metaphors appear in the movie. The translator applies five of nine proposed strategies in this study. The most frequently applied strategies are word-for-word translation and paraphrase strategies. No omission occurs, but the study discovers that the translation appears to be less natural and fails to transfer the cultural essence from the English metaphors.

THE EFFECT OF TEACHING STRATEGIES AND SELF REGULATION ON STUDENTS’READING COMPREHENSION

The objectives of this experimental research were to find out whether: (1)The students’ achievement in reading comprehension taught by using Read, Ask, Put, and Paraphrasing (RAPP) strategy was higher than that taught by using Direct, Reading Thinking, Active (DRTA) strategy, (2) the students’ achievement in reading comprehension with high self-regulation was higher than that low self-regulation, and (3) there was an interaction between teaching strategies and self-regulation on the students’ achievement in reading comprehension. The population of this research was the students in grade XII of Madrasah Aliyah Negeri Sipirok of 2016/2017 academic year. There were 63 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionnaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that: (1) the students’ achievement in reading comprehension taught by using RAPP strategy was higher than the students were taught by using DRTA strategy (2) the students’ achievement in reading comprehension with high self-regulation was higher than the students were given low self-regulation, (3) there was interaction between teaching strategies and self-regulation. The students’ achievement in reading comprehension is influenced by teaching strategies and self-regulation. Keywords: teaching strategies, self-regulation, reading comprehension

Why compositional nihilism dissolves puzzles

One of the main motivations for compositional nihilism, the view that there are no composite material objects, concerns the many puzzles and problems associated with them. Nihilists claim that eliminating composites provides a unified solution to a slew of varied, difficult problems. However, numerous philosophers have questioned whether this is really so. While nihilists clearly avoid the usual, composite-featuring formulations of the puzzles, the concern is that the commitments that generate the problems are not eliminated along with composites. If this is correct, it severely undercuts the motivation for the view. However, I argue that it is not correct. The aim of this paper is to explain exactly how and why eliminating composites dissolves substantive metaphysical puzzles. More generally, I aim to clarify the nihilist’s ontological commitments and the scope of the paraphrase strategy she employs.