Target Language In Order Research Articles

Does Poetry Lose or Gain in Translation?

Literary translation, especially poetry translation has been debated over by scholars engaged in this field throughout the history. The author has focused on the problems arising in poetry translation from Azerbaijani into English, i.e. between languages with quite different literary patterns belonging to different language families. The poetical examples provided in this article have been translated from Azerbaijani language into English, and present the real scene of the existing problems of poetry translation such as idiomatic phrases in the original for which the authors could not find any corresponding idiom in the language of translation. The author emphasizes the necessity of cooperation between a mother tongue translator of the original language and a mother tongue translator of the target language in order to make the translated poetical samples sound like a poem to the native speaker’s ears. The conclusion is that literary samples best present the culture, art and lifestyle of the people, so more poetical samples should be translated from the Azerbaijani literature into other languages to enable the Azerbaijani literary world to integrate the world literature and be a part of it.

Combination of active learning and self-training for cross-lingual sentiment classification with density analysis of unlabelled samples

In recent years, research in sentiment classification has received considerable attention by natural language processing researchers. Annotated sentiment corpora are the most important resources used in sentiment classification. However, since most recent research works in this field have focused on the English language, there are accordingly not enough annotated sentiment resources in other languages. Manual construction of reliable annotated sentiment corpora for a new language is a labour-intensive and time-consuming task. Projection of sentiment corpus from one language into another language is a natural solution used in cross-lingual sentiment classification. Automatic machine translation services are the most commonly tools used to directly project information from one language into another. However, since term distribution across languages may be different due to variations in linguistic terms and writing styles, cross-lingual methods cannot reach the performance of monolingual methods. In this paper, a novel learning model is proposed based on the combination of uncertainty-based active learning and semi-supervised self-training approaches to incorporate unlabelled sentiment documents from the target language in order to improve the performance of cross-lingual methods. Further, in this model, the density measures of unlabelled examples are considered in active learning part in order to avoid outlier selection. The empirical evaluation on book review datasets in three different languages shows that the proposed model can significantly improve the performance of cross-lingual sentiment classification in comparison with other existing and baseline methods.

The Role of Five-Letter Words in Literature: An X-Area in New Translation Studies

Taboo or in general term ‘forbidden words’ plays a key role in literature through times. Heretofore, Translation of taboo or forbidden words in literature is a pivotal task to do. According to Allan and Burridge (2006), “taboo refers to a proscription of behavior for a specifiable community of one or more persons, at a specifiable time, in specifiable contexts (p. 11).” Taboo words in New Translation Studies (NTS) amplifies its significant influence in source-target amalgamation. This is due to the fact that translations either source-based or target-based tend to be homogenized so as to transfer the near essence of the text. In this connection, the way of translating taboo in literary texts is of crucial importance. Most of the translators resort to the natural equivalence or one-to-one correspondence for the ease of the target reader. Translating in accordance with the source regulations or the target ones is not the absolute license dealing with taboo or forbidden words. Translators should consider the void or X-area between the source and the target language in order to decipher the underlying potential in Source-Target translation. This study seeks to clarify the meaning of this X-area in New Translation Studies in literary phrases and texts. To better understand it, this article scrutinizes four utmost important approaches. The intended approaches are (1) language persistency, (2) language sensitivity, (3) the role of the decoding ability, and (4) Equimediation paradigm which inspect equivalents either deeply or superficially so as to persuade the audience on their workability, feasibility, and practicality. DOI: 10.5901/mjss.2015.v6n1s1p490

The Perks of Politeness Translation Strategies

Translation of polite expressions is an arduous task of the translator. Every culture presents its own system of polite expression in the source language. Therefore, the translator should prepare the mutual situation in source and target language in order to convey the near sense of polite expressions. Politeness Principles (PP) and Positive-Negative Politeness were proposed by Geoffrey Leech (1983) and Brown-Levinson (1987) respectively. The present paper seeks to find some translation strategies in dealing with polite expressions across cultures. And finally, this study is based on the English-Italian instances to test the workability of the defined politeness translation strategies to see the similarities and difference between the intended languages.

Art Historical and Anthropological Translation: Some Notes and Recollections

This article is the outcome of a panel discussion on the interface between translation and art history, held at the annual conference of the College Art Association in 2011. Drawing on his experiences as a translator and as Editor of Res, Pellizzi proposes that an “anthropological condition” and a concern for the “untranslatable” can be found in art history. For the translation of literary texts, he suggests, the translator needs to belong to the language-culture into which s/he is translating. For the translation of scholarly, critical, and philosophical texts, however, knowledge of the cultural-intellectual and historical-temporal context of the original text is vital. In the latter case, it is advantageous for the translator to translate from his/her own into the target language in order to avoid the kind of simplification of the source text that characterizes run-of-the-mill translations of scholarly texts. Drawing on Nabokov, Borges, Malinkowski, and Derrida, Pellizzi emphasizes the importance of the gap between the intellectual world of the author and that of the translator.

Traduire la culture poétique du français en anglais

That literary texts appear to be more difficult to translate than technical ones is no longer a subject of debate. This truth is fundamentally as a result of obvious challenges the literary translator has to face, since he is under the obligation to translate not only the literal meaning of his source text, but also its literary style. Even within the literary field of translation, if the translator of prose or drama rarely has an easy task, the translator of poetry is likely to meet harder obstacles in the course of his exercise. Poetry — especially when it has to do with traditional poems – appears, thus, the most dreaded terrain for the translator.<p>This article presents a comparative study of the poetic culture of French and English with the principal objective of demystifying the theoretical and practical problems associated with poetic translation. Supported by a critical analysis of an English translation of a French sonnet, the paper argues that the work of the poetic translator would be made more simplified if priority is given to the culture of the target language. The article thus recommends faithfulness to the poetic culture of the target language in order to produce a translation that will be acceptable to the reader of that language.<p>

Student Perceptions of Their Learning Experience in Streamed and Mixed-Ability Classes

Many foreign and second language programs place students in streamed classes according to their level of proficiency in the target language in order to allow teachers to better tailor lessons to the ability level of their students. On the other hand, it is argued that in mixed-ability classes, both higher- and lower-proficiency learners can benefit from peer tutoring and that lower-proficiency learners feel less stigmatized. While numerous studies have examined the effects of streaming in other contexts, few studies have been conducted to date within the context of L2 learning. Following a review of the relevant literature, this paper reports the results of a survey exploring the perceptions of first-year university students regarding their learning experiences in streamed and mixed-ability EFL classes. After considering a number of topical issues connected to student effect, the study concludes that there are advantages to streaming for both lower and higher proficiency students.

Fieldwork on deixis

This paper outlines an approach to fieldwork on the semantics and pragmatics of deixis. Deictic expressions, such as English ‘this, that, here, there,’ are typically used to individuate referential objects in relation to the indexical ground of utterance context. Drawing on long-term research on Yucatec Maya, the paper argues that the basis of deixis is not the spatial contiguity of the referent, but rather the access (perceptual, cognitive, social) that participants have to the referent. In order to properly determine the conventional meanings of deictics in any language, fieldwork should focus on the paradigmatic oppositions among deictic expressions, on metalinguistic glosses of deictics by native speakers, and on ordinary usage under a variety of socially structured circumstances. It is argued that, like other kinds of ethnographic research, elicitation should be conducted in the target language in order to gain access to the contextual schemas through which speakers apprehend context. Properly analyzed, referential deixis proves to be highly systematic, tractable to fieldwork, and central to pragmatics.

OMBI: The Practice of Reversing Dictionaries

In this paper we present a quantitative analysis of a bilingual lexical database which has been produced with OMBI, a tool for creating and editing bilingual dictionaries. OMBI has proven to be a valuable tool in the creation of rich bilingual multi-purpose lexical databases. One of the most distinctive features of the tool is reversal of source language and target language in order to create bilingual dictionaries in an economic and accurate way. We will focus on OMBI's reversal function, its initial concept and its results in practice. © 2007 Oxford University Press. All rights reserved.

Word Reordering and a Dynamic Programming Beam Search Algorithm for Statistical Machine Translation

In this article, we describe an efficient beam search algorithm for statistical machine translation based on dynamic programming (DP). The search algorithm uses the translation model presented in Brown et al. (1993). Starting from a DP-based solution to the traveling-salesman problem, we present a novel technique to restrict the possible word reorderings between source and target language in order to achieve an efficient search algorithm. Word reordering restrictions especially useful for the translation direction German to English are presented. The restrictions are generalized, and a set of four parameters to control the word reordering is introduced, which then can easily be adopted to new translation directions. The beam search procedure has been successfully tested on the Verbmobil task (German to English, 8,000-word vocabulary) and on the Canadian Hansards task (French to English, 100,000-word vocabulary). For the medium-sized Verbmobil task, a sentence can be translated in a few seconds, only a small number of search errors occur, and there is no performance degradation as measured by the word error criterion used in this article.

Analysis of Interaction Sequences in Computer-Assisted Language Learning

* A frequently cited research advantage of computer-assisted language learning (CALL) is the built-in data-collecting methods that can document learners' interactions as they work on learning activities (e.g., Bland, Noblitt, Armington, & Gay, 1990; Doughty, 1992; Jamieson & Chapelle, 1987). The suggestion is that such data can provide researchers with detailed information about learners' interactions and performance. However, these technical capacities for collecting interaction data need to be accompanied by well-motivated procedures for describing and interpreting them in terms of their value for language development (Chapelle, 1994). When the goals of CALL activities include learners' engagement in some form of negotiation of meaning (Long, 1985), procedures for data interpretation can borrow from interactionist research on task-based language learning that theorizes observable features of interaction expected to be positive for language development. The methods of interactionist task-based research rely on focused discourse analysis that attempts to identify instances of learners' interactions expected to be beneficial for language acquisition on the basis of specified theoretical tenets developed over the past 15 years (Gass, 1997; Gass & Madden, 1985; Long, 1996; Pica, 1994). Central to the theory is the claim that learners need to attend to, or notice, linguistic characteristics of the target language in order to acquire them (Robinson, 1995;

Exploiting structural similarities in machine translation

The central properties of an experimental system for machine translation, PONS, and the ideas behind them, are presented and motivated. PONS achieves a compromise between linguistic sophistication and efficiency by automatically exploiting structural similarities between source and target language in order to take “shortcuts” during the translation process. The system uses a PATR-type linguistic formalism to encode LFG-type grammatical descriptions and Situation Semantics-type semantic descriptions, and it is implemented in Medley Interlisp.

Three Elementary School Alternatives for Learning through a Second Language

IN 1965, A GROUP OF ENGLISH-SPEAKING PARents, educators, and researchers from a suburb of Montreal instituted a new approach to second language teaching in the public school system (Lambert & Tucker).' This approach, called immersion, entailed the use of the second language (French in this case) as the medium of regular curriculum instruction. The students, none of whom spoke French upon entry to school, received instruction in their core subjects (e.g., math, science) from teachers who were native French speakers. The rationale was that the second language would be acquired incidentally as part of the students' general cognitive, academic, and social development in school. In other words, the students would acquire the target language in order to get on with their education. This approach was consistent with theories of first language development which argue that children acquire their first language, without direct or systematic tuition, in the context of significant and meaningful communication with mature speakers of the language (Genesee: 11). The immersion approach differs from traditional second language teaching alternatives in that the latter focus on direct language instruction so that classroom activities are taken up with learning vocabulary lists, verb forms, and grammar rules (Richards & Rodgers). There is an emphasis on correct language usage in the absence of real communication and, in fact, such courses often leave students with knowledge of the grammar of the language but with little ability to communicate in it. Their children's inability to communicate in French outside the classroom prompted the Montreal parents to seek alternative strategies to teach French (Lambert & Tucker). Interestingly, recent trends in second and foreign language teaching emphasize integrated or contentbased second language approaches which reflect the same underlying rationale as immersion although on a more limited scale (see Snow, Met & Genesee). Since its inception in Quebec some twentyfive years ago, a variety of immersion programs have been developed (Genesee: 13). They vary primarily in terms of the starting point; that is, the grades in which the target language is used as the principal medium of communication (early, delayed, and late alternatives) and in terms of the amount of time devoted to the

German Via the Airwaves, Phase Two: On the Beam with CB Radio

ABSTRACT In a continuing effort to utilize two‐way radio contacts as a means of generating conversational skills in the foreign language class, a treasure hunt game using hand‐held walkie‐talkie radios has been developed and implemented at the Georgia Institute of Technology. The game consists of a base team and a field team, which must work together in the target language in order to locate a hidden message. The message must be found and decoded before the adversary teams have done the same with their messages. The game can be utilized at any level of language instruction, and the equipment is readily available and relatively inexpensive.