Dissertations / Theses on the topic 'Bilingualism and translation'

Researchers are increasingly drawn to the study of societal bilingualism (or multilingualism), which is the study of the specific nature of bilingualism practiced by a nation, state, province or territory. Such studies seek to identify the institutions and legal frameworks put in place to regulate and reproduce bilingualism, as well as to understand groups which practice bilingualism. Drawing on a descriptive approach that flows from a sociological model of critical theory and conflict theory, this study is based on societal bilingualism in Cameroon, the only other country in the world, apart from Canada, that has both English and French as its only official languages. Cameroon is also one of the few African countries that do not have a local language as an official language. Acknowledging the central role of texts and their analysis in understanding social practices, this case study is carried out using critical document analysis to examine previous research, mass media products, government reports, historical data and information, laws, orders, press releases and speeches to uncover the precise nature of official language bilingualism in Cameroon. The study offers insights into the relevant historical and language background against which a critical discussion on official language bilingualism and an analysis of the legal frameworks and institutions set up to regulate and reproduce this bilingualism can be carried out. Attention is given to translation policies and to the most recent measures taken to foster State bilingualism in Cameroon. Indeed, official language bilingualism has been heavily predicated on translation, its institutions and legal framework. This timely case study traces the nation’s failure, as witnessed by the current situation of unrest, to successfully implement, mainly through translation, an official language bilingualism policy that grants equal status to English and French across the national territory. This research concludes that an alternative solution would be to introduce bilingual education as well, particularly from the nursery and elementary school levels, given that, for a long time now, Cameroon has had early simultaneous bilinguals who speak both English and French before they attain school age. A brief comparison between the context of official language bilingualism within the educational system in Cameroon and in Canada highlights the fact that Cameroon has the potential to establish one of the strongest forms of bilingual education in the world.

Bilinguismo: vantagens e mais-valias para a tradução interlingue. A reescrita de alguns capítulos de Mocidade Portuguesa Feminina de Irene Flunser Pimentel é um Trabalho Projeto que pretende, através da elaboração da tradução para a língua francesa, evidenciar algumas vantagens e inconvenientes de ser bilingue para o desempenho do tradutor. Com este intuito efetua-se, em primeiro lugar, um enquadramento históricocultural da obra, de forma a entender as particularidades dos excertos escolhidos. De seguida, procede-se a algumas reflexões sobre a tradução e respetiva teoria, destacando o processo de reescrita e a Escola da Manipulação. Num terceiro tempo, aborda-se o tema do bilinguismo, procedendo-se à sua definição e problematização relacionada com a tradução. Por fim, apresenta-se a reescrita de alguns capítulos da obra em questão, incluindo as dificuldades e possíveis soluções encontradas; ABSTRACT: Bilingualism: advantages and gains to the interlingual translation. The rewriting of a few chapters of Mocidade Portuguesa Feminina by Irene Flunser Pimentel is a work that intends through the elaboration of the translation in the French language, to stress some advantages and disadvantages of being bilingual in the translator’s work as a bilingual person. So, we first present an historical and cultural context of the literary work in order to understand the particularities of the chosen extracts. Then, we make some considerations about the translation and respective theory, pointing out the rewriting process and the Manipulation School. In a third moment, we broach the bilingualism theme proceeding to its definition and questioning related to the translation. Finally, the respective rewriting is presented, as object of this work, including the difficulties and possible solutions found.

Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2016
This study reveals that language dynamisms affect the compilation of Northern Sotho – English bilingual dictionaries. In this regard, the study shows that the role of translation equivalence cannot be taken for granted. To fully grasp what translation equivalence entails, the study compared formal equivalence with dynamic equivalence. Although there are merits in adopting foreign terms and concepts, the study investigates the problem lexicographers and terminologists of English–Northern Sotho or Northern Sotho–English bilingual dictionaries encounter and suggests possible solutions. Different strategies and procedures for dealing with non-equivalence between the source and target languages are also discussed. Lastly, the study recommends that language dynamism is inevitable if Northern Sotho is to thrive as one of the functional languages in the world. The consequences of shunning dynamism are dire as this might lead to language death.

Le présent travail se propose d’analyser les textes littéraires bilingues suméro-akkadiens du Ier millénaire av. J.-C. du point de vue de la méthodologie de traduction employée par les lettrés mésopotamiens. Pour cela, il est fait appel à la traductologie, la science qui s’intéresse aux méthodes de traduction, et tout particulièrement aux récentes études dans le domaine de l’herméneutique et de la linguistique, afin de comprendre les processus intellectuels ayant permis le passage d’une langue à une autre. Il s’agit de montrer en quoi la traduction mésopotamienne est le premier témoin d’une réflexion sur la traduction, le langage et la transmission du savoir dans l’histoire, tout en mettant en avant ses spécificités, dues notamment au système d’écriture cunéiforme, au contexte multilingue de la région, et à la mentalité des savants de l’époque, qui considéraient que tous les phénomènes de la nature pouvaient et devaient être expliqués, et ce, au moyen de l’écriture. Le multilinguisme mésopotamien, une constante durant toute son histoire, présente des manifestations diverses, dont la plus originale est le bilinguisme suméro-akkadien, un bilinguisme exclusivement littéraire et religieux à partir du IIe millénaire av. J.-C., dans lequel la pratique de la traduction s’apparente plus à une forme de divination et de réflexion philosophique qu’à une traduction littérale ou précise. Cette traduction représente par ailleurs une forme particulière de transmission du savoir et une véritable réflexion sur la multiplicité des langues et leur rôle dans la transmission de textes ayant une grande valeur culturelle et idéologique
The present research seeks to analyze Sumero-Akkadian literary bilingualism in 1st millennium B.C. texts from the point of view of the scribes’ translation methods. In order to do so, I have used recent research in Translation Studies, a field in which different translation methods are analyzed and explained. I have specifically focused on recent linguistic and hermeneutic research applied to translation, in order to understand the intellectual processes allowing the passage from one language to another. This approach has allowed me to show how Mesopotamian translation is truly the first witness to a reflection on translation, language in general, and the transmission of knowledge, while taking into account its specificities, such as the importance of the cuneiform writing system, the region’s multilingualism, and the mentalities of the late period scholars, who believed that any natural phenomenon could and had to be explained in writing. Multilingualism existed in Mesopotamia throughout its entire history, but Sumero-Akkadian bilingualism was a specific kind of bilingualism, used exclusively in literary and religious texts from the IInd millennium B.C. onwards. Sumero-Akkadian translation can therefore be compared to divination or philosophy, and did not seek to be precise or literal. It also represented a unique way of transmitting knowledge and a unique understanding of the multiplicity of languages and their importance in the transmission of ancient texts, which had both cultural and ideological value

L’objectiu d’aquesta tesi ha estat caracteritzar els processos d’activació léxica i semàntica que es produeixen durant el reconeixement de traduccions en bilingües de Català i Castellà. Aquests bilingües són molt competents i balancejats i viuen immersos en un context on les dues llengües estan molt presents, fent un ús regular de les dues. La tesi es composa de quatre estudis. En un d’ells s’ha desenvolupat una base de parells de paraules relacionades semànticament, i que no tenen relació associativa entre elles. Aquesta base s’há utilitzat per obtenir els materials experimentals d’alguns dels estudis inclosos a la tesi. En els altres tres estudis s’ha avaluat als participants en una tasca de reconeixement de traduccions en la qual s’ha manipulat el tipus de parells de paraules que es presenten. Aquestes poden ser traduccions correctes (p.ex., ruc-burro), o poden ser paraules relacionades formalment o semànticament entre llengües. Pel que fa a les relacions formals, s’han avaluat parells que són veïns lèxics (p.ex., ruc-ruso) i parells que són veïns de traducció (p.ex., ruc-berro). Pel que fa a les relacions semàntiques, s’han avaluat parells amb una forta relació semàntica (p.ex., ruc-caballo) i parells amb una relació no tan forta (p.ex., ruc-oso). En dos dels estudis s’há manipulat la direcció de traducció i s’han registrat mesures conductuals (temps de resposta i errades). En l’altre estudi, s’han enregistrat també potencials evocats cerebrals (ERPs). Els resultats han mostrat que els processos d’activació lèxica i semàntica poden estar modulats per les característiques de les paraules (com la seva semblança entre llengües) i dels bilingües (com l’ús i exposició a les dues llengües). Aquests resultats es discuteixen en relació amb els models més influients de la memòria bilingüe, com són el RHM (Kroll & Stewart, 1994), el BIA (Dijkstra & Van Heuven, 1998) o el DRM (De Groot, 1992)
La tesis trata los procesos de activación léxica y semántica durante el reconocimiento de traducciones en bilingües muy competentes y balanceados de catalán y castellano, inmersos en un contexto en el que las dos lenguas se usan de forma regular. La tesis consta de cuatro estudios. Uno de ellos, es una base de datos de pares de palabras relacionadas semánticamente, y sin relación asociativa. En los otros tres estudios se ha evaluado a los participantes en una tarea de reconocimiento de traducciones en cual se les presentaban pares de palabras y ellos deberían decidir si la segunda palabra del par era la traducción correcta de la primera (p.ej., ruc-burro). Además de las traducciones correctas se utilizaron pares críticos: a) relaciones formales (p.ej., vecinos léxicos: ruc-ruso y vecinos de traducción: ruc-berro) y b) relaciones semánticas (p.ej., mas semejante: ruc-caballo y menos semejante en el significado: ruc-oso). Las medidas fueron conductuales (tiempos de respuesta y errores) y registrado de potenciales evocados cerebrales (ERPs). Los resultados muestran que los procesos de activación léxica y semántica pueden ser modulados por las características de las palabras (como la semejanza entre lenguas) y de los bilingües (como el uso y exposición a las dos lenguas). Estos resultados se discuten en relación con los modelos más influyentes de la memoria bilingüe, como son el RHM (Kroll & Stewart, 1994), el BIA (Dijkstra & Van Heuven, 1998) o el DRM (De Groot, 1992).
The present thesis approach the lexical and semantic processing during translation recognition in highly proficient and balanced Catalan-Spanish bilinguals who use both languages on a regular basis. The thesis includes four studies. One study provides normative ratings for a set of semantically (and non-associatively) related pairs. In the other three studies, the performance of Catalan-Spanish bilinguals was assessed in a translation recognition task. In this task, the participants were presented with pairs of words and they had to decide where the second word of the pair was the correct translation of the first one (e.g., ruc-burro [donkey]). Additionally, there were critical pairs: a) form relatedness (e.g., lexical neighbors: ruc-ruso [Russian] and translation neighbors: ruc-berro [watercress] as well semantically related words (e.g., highly similar: ruc-caballo [horse] and less similar in meaning: ruc-oso [bear]). Behavioral measures (response times and percentage of errors) and event related potentials (ERPs) were recorded. The results show that lexical and semantic activation can be modulated by words’ characteristics (i.e., semantic similarity) as well as by bilinguals’ characteristics (such as languages use). These results are discussed within the framework of the most influential models of bilingual memory, such as the RHM (Kroll & Stewart, 1994), the BIA model (Dijkstra & Van Heuven, 1998) or the DRM (De Groot, 1992).

With the growing amount of citizens with another mother tongue than Swedish, the need for assessment instruments in other languages than Swedish within the Swedish health care increases. To enable this, the knowledge of multilingualism and adequate assessments are required. The aim is to develop a modern Arabic version of a screening material that is comparable to what is used in the Swedish clinic in the assessment of people diagnosed with aphasia. In the present study, Short Aphasia Examination (Kortfattad Afasiprövning), which is one of the few screening material is available in Swedish and among the ten most frequently used assessment materials (Blom Johansson, Carlsson & Sonnander, 2011). Translation and adaptation was made to the Standard Arabic (KAPARABISKA) and Arabic dialect of Hadari (KAPHADARI). The results were also compared with the participants' self-rated language abilities. The study is also implementing a comparison between KAP and the Hadari Arabic screening version of the Bilingual Aphasia Test (BAT). The translated assessment materials were tested on six participants, where five had Arabic as their mother tongue and one participant had Arabic and Swedish as mother tongues. The result indicates that the Arabic versions of KAP and BAT are assessing the language ability of the participants almost equally, but that KAP is assessing reading and writing abilities on a higher difficulty. The KAP assessments were conducted during half as long time as BAT. Both the KAP assessments and the BAT assessment identified participants with limited literacy skills, which indicates the importance of inquiring the patient’s education level to avoid false interpretation of the results.
Antalet människor som är utlandsfödda ökar i Sverige. Detta kan leda till att allt fler människor som insjuknar i afasi har ett annat modersmål än svenska och med detta följer behovet av undersökningsmaterial och kunskap om flerspråkighet. Syftet är att utarbeta en arabisk version av ett modernt screeningmaterial, som är jämförbart med vad som används i svensk klinik vid bedömning av nyinsjuknade personer med afasi. I föreliggande studie användes Kortfattad Afasiprövning (KAP), som är ett av få screeningmaterial som finns på svenska och bland de tio mest använda bedömningsmaterialen (Blom Johansson, Carlsson & Sonnander, 2011). Översättning och anpassning gjordes till klassisk arabiska (KAPARABISKA) och hadaridialekt (KAPHADARI). Resultatet jämfördes även med deltagarnas självskattning av språkförmågor. Efter översättnings- och anpassningsarbetet testades och jämfördes alla bedömningsmaterialen på sex stycken deltagare, av vilka fem hade arabiska som modersmål och en hade svenska och arabiska som modersmål. Resultatet visade att de arabiska versionerna av KAP och BAT bedömde språkförmågorna hos samtliga deltagare på ett likvärdigt sätt, men att KAP bedömer vissa språkliga förmågor med en högre svårighetsgrad. KAP tog ungefär hälften så lång tid att genomföra än BAT. Båda bedömningsmaterialen identifierade deltagare med begränsad läs- och skrivförmåga vilket visades i intervjun och självskattningen. Patientens skolgång bör därför efterfrågas för att undvika feltolkning av resultat.

Most bilingual lexical models assume that L1 and L2 either share the same semantic system, or are distinguished at the semantic level but connected through lexical associations. For example, the Revised Hierarchical Model (Kroll & Stewart, 1994) assumes the stronger access from L2 to concepts via the L1 lexical representation at the early stage of L2 acquisition and direct access to concepts after L2 proficiency is achieved. However, the model is not well supported by subsequent empirical evidence, and encounters difficulty in explaining cross-language priming data. The recently developed Sense Model (Finkbeiner, M., Forster, K., Nicol, J., & Nakamura, K., 2004) assumes a direct access from the L2 form to its related meaning and argues for the representational asymmetry in lexical semantics between L1 and L2. This model was designed to account for the translation asymmetry and task effect in the masked priming literature: L2-L1 priming is not observed in lexical decision due to the small proportion of L1 senses activated by the L2 prime; however, the category provides a context which restricts L1 sense activation and thus enhances the effectiveness of the L2 prime in semantic categorization. This dissertation reports the results of several semantic categorization experiments designed to test several assumptions of the Sense Model. Experiments 1-4 investigated whether the Category Restriction Hypothesis assumed by the Sense Model was empirically supported when congruence effects are minimized. The results showed that translation priming could be obtained for exemplars when congruence effects were controlled, but that there were no effects for non-exemplars, as predicted by the Sense Model. Subsequent experiments showed that category size is an important variable, since L2-L1 priming was not obtained with large categories (e.g., living thing), which was taken to indicate that a large category is ineffective as a 'focusing' device to enhance the activation of L2 semantic senses. Finally, it was shown that the priming asymmetry in lexical decision was not due to differential degrees of semantic activation of the prime in L1 and L2.

L’autotraduction est le résultat d’une équation qui combine bilinguisme, traduction et littérature L’autotraducteur n’est pas un simple médiateur entre texte source et texte cible : il est écrivain, puis lecteur de son œuvre, puis écrivain à nouveau et enfin lecteur de sa traduction, qui acquiert une valeur de deuxième œuvre originale. C’est à la lumière du cas de Agustín Gómez-Arcos que cette thèse se propose de répondre à la question de la stratégie de réécriture et d’adaptation mise en place lors du processus de l’autotraduction, en étudiant les différents mécanismes auxquels a recours l’autotraducteur, qu’il s’agisse de choix contraints ou de prise de liberté auctoriale, mais aussi en analysant les interférences entre les deux langues qui laissent entrevoir une « pollinisation » certaine des œuvres bilingues du corpus choisi. Cette réflexion sur la poétique de l’autotraduction à travers les obstacles qui peuvent gêner l’écriture bilingue, mais aussi à travers la liberté qu’apporte à un auteur le fait d’être son propre traducteur, se veut une manière de rendre hommage à la figure du traducteur littéraire
Self-translation is the result of an equation that combines literature with bilingualism and translation. The self-translator is not a mere mediator between the source text and the target text. In fact, he is the writer and reader of his work, but also the writer and reader of his translation, which becomes a second original work. The aim of this thesis is to address the issue of how Agustín Gómez-Arcos rewrites and adapts his novels when he self-translates them. That is why we are going to study the various translation procedures he uses – be they choices that conform to constraints or auctorial licenses – and then analyse the way the two languages interact with one another and lead to cross-pollination within the bilingual novels of the selected corpus. This reflection on the poetics of self-translation not only through obstacles to bilingual writing, but also through the freedom offered to an author who is his own translator, can be regarded as a tribute paid to the figure of the literary translator

Ce travail explore la « francophonie translingue », littérature écrite en français par des auteurs dont le français est une langue seconde, apprise tardivement par une démarche individuelle. Au sein de cet ensemble est examinée l’œuvre à la fois représentative et problématique d’Agota Kristof.Qu’implique le choix d’écrire en français, lorsque le français est une langue seconde, apprise par une démarche volontaire à un âge relativement avancé ? S’agit-il d’une simple « conversion » à un centre politique et littéraire prestigieux et à sa tradition littéraire, ou bien d’une pratique littéraire hybride, qui perturbe les liens supposés nécessaires entre langue, littérature et nation ?Une première partie de la recherche est consacrée à l’élaboration d’une poétique francophone translingue, qui rend compte des contraintes communes des écrivains du point de vue de l’institution littéraire, de la diversité et complémentarité de leurs imaginaires des langues et de la traduction, des régularités formelles et thématiques dans leurs œuvres.Dans une deuxième partie est abordée l’œuvre d’Agota Kristof. Son appartenance à la francophonie translingue constitue le point de départ pour interroger les positionnements de l’auteure, les transformations de sa poétique et les stratégies d’écriture qu’elle déploie.Si l’œuvre d’Agota Kristof gagne à être lue au prisme de la francophonie translingue, inversement la francophonie translingue mérite d’être « mise à l’épreuve » d’une écrivaine qui semble excéder son cadre
This doctoral thesis explores literature written in French by non-native authors who learned the language of their writing relatively late. Among this literature, which I propose referring to as “translingual francophone literature”, I focus on work which is both representative and problematic of Hungarian-Swiss writer Agota Kristof. While the conceptualization of translingual francophone literature sheds new light on Kristof’s oeuvre, the single author analysis also allows the concept to be tested.In the first part of my work, I describe the elements of translingual Francophone poetics. I contend that translingual francophone writers share several formal choices, as well as institutional constraints; I then analyze the representations of languages and translation in their work, which work as rival positions in the translingual discursive space. Lastly I examine their narratives in novel and autobiography, whose frequent topics show their common intentions and the variety of literary solutions.In the second part of the thesis, I consider the work of Agota Kristof. Translingual francophone literature will not be an explanatory principle, but the starting point of the investigation. Through this lens I will examine the author’s isolation strategy in the French literary field and in the translingual discursive space, her trajectory from Hungarian poetry to French novel through self-translation and theater, her representation of languages as separate, non-communicating entities, the importance of the theme of the border in her plays and novels and the construction of an “illiterate writing” through her mature work

My thesis, Literary Citizenship and the Politics of Language: The Galician Literary Field between 1939 and 1965, is the first attempt to examine the building process of Galician national literature by focusing on one of its constitutive elements, the linguistic criterion. Drawing on Mario Santana's concept of literary citizenship, which can be defined as membership of a literary community, it pays attention to the development of the idea that Galician literary citizenship is language specific, in other words, that to be a member of the national literature, writers have to write in Galician. It does so by focusing on one of the most neglected periods in Galician and Spanish Studies (1939–1965). Chapter one, 'Going Public: The Adventure of Galician Publishing, 1939–1965', presents the first ever account of the publishing world in the studied period. Chapter two, 'From Region to Nation: Galician Literary Studies', argues that the main battleground in the definition of Galician literary citizenship was the field of Galician literary studies, where the concept of literary citizenship was naturalised and then institutionalised. Chapter three, 'Negotiating Identities', explores writers' language choices, paying special attention to those who wished to earn a language-specific Galician literary citizenship. Apart from native and exophonic writers, the chapter addresses writers who did so through translation. Chapter four, 'No Man's Land: Female Writing and Language', argues that female writers had a double-edged experience in the literary field. The patriarchal literary institutions were interested in their symbolic capital but they exercised firm control over them. The conclusion, 'A New raison d'être for Galician Literary Studies', summarises the main argument put forward by this thesis, that to understand fully the development of Galician literary citizenship, literature must be studied outside the national framework.

The aim of this study is to investigate crosslinguistic influence in the Arabic language of Iraqi Arabic-Swedish bilingual children (5-7) who live in Sweden. The scope is to study lexical, morphological and syntactic uses in the children’s speech that do not belong to the Iraqi Arabic variety (IAV). The used research method was interview method that has been applied in a descriptive framework without any normative evaluations. The interviews were based on a series of narrative pictures that had already been designed for the Multilingual Assessment Instrument for Narratives (MAIN). The primary material is a corpus which totals 164 recorded minutes that were obtained from twelve Iraqi Arabic-Swedish bilingual children who are 5-7 years old. The secondary material was sociolinguistic background information that was obtained from the children’s parents by using a questionnaire. The results revealed the following main points: (1) Most of the children’s linguistic uses that did not belong to IAV occurred mainly on the lexical level, less on the morphological level and least on the syntactic level. (2) Not all linguistic uses that do not belong to the IAV indicate a crosslinguistic influence in the children’s language development, because some of these uses occur occasionally. (3) Many linguistic uses that do not belong to the IAV were related to Modern standard Arabic (MSA), other Arabic varieties and Swedish, but some of them, e.g. morphological observations, were not related to a specific language. (4) Diglossia and bilingualism have led to different crosslinguistic influences on the children’s speech. Diglossia has led to lexical influence and bilingualism has led to lexical and syntactic influence. (5) The combination of diglossia and bilingualism can increase the crosslinguistic influence on the bilingual children compared to other bilingual children that do not experience this combination of both phenomena. (6) The fact that the children use MSA spontaneously along with their mother tongue shows that they learn MSA before they start school. (7) Use of other Arabic varieties by the children along with their mother tongue can bring these different Arabic varieties closer to the IAV and may also create a mixed variety in the future, if there is continuous and intensive language contact. (8) The results indicate the possible types of language acquisition for all children’s languages/varieties but without normative evaluation as the following: IAV as L1 (first language/mother tongue), Swedish as L1 or ESLA (early second language acquisition), MSA as ESLA or L2, and other Arabic varieties as ESLA or L2.

Cette thèse démontre le caractère fondamental du multilinguisme de Nabokov dans son écriture en anglais : après avoir été un auteur prolifique en russe, l’écrivain a opéré une transition linguistique et n’a plus composé ses romans qu’en langue anglaise. Cette dernière ne peut nullement être réduite à une langue seconde puisque Nabokov a su l’écrire avant le russe et la parlait depuis l’enfance. Il a par ailleurs bénéficié d’une éducation polyglotte puisqu’il maîtrisait parfaitement le français. Cette thèse étudie le style de Nabokov en soulignant sa créativité linguistique et en examinant le rôle fondateur que la traduction a joué dans le positionnement de ses différentes langues les unes par rapport aux autres. L’identité bilingue de Nabokov a pour conséquence que son écriture est déviante, mais aussi défiante : elle est marquée d’étrangeté (le caractère de ce qui est étrange) et d’étrangéité (ce qui est étranger). Dans ses romans, la langue anglaise voit surgir en son sein des mots étrangers qui, typographiquement et sémantiquement, déstabilisent la lecture : le phénomène de l’alternance codique (ou code-switching) est au cœur de cette thèse et interroge le rapport entre l’auteur tyrannique (Couturier) et son lecteur. La langue anglaise elle-même perd de sa familiarité et devient étrangère : le bilinguisme de Nabokov lui confère un statut d’étranger dans la langue, ce qui lui permet de voir la violence du langage (Lecercle) et de la faire apparaître, notamment grâce à des calembours et des néologismes. Nabokov est ce que Deleuze appelle un grand écrivain à l’aide d’une formule proustienne : ses livres « sont écrits dans une sorte de langue étrangère »
This thesis shows how central Nabokov’s multilingualism was to his prose in English: after authoring several works in Russian, the writer changed languages and then only wrote his novels in English. It was not merely a second language for him because Nabokov could write English before Russian and he had spoken it since childhood. Besides, he enjoyed a polyglot education and was fluent in French. This thesis studies Nabokov’s style in English by focusing on his linguistic creativity and by examining the founding role that translation played in how his several tongues were going to position themselves in relation to one another. Nabokov’s bilingual identity means that his writing both challenges and deviates from the norm: it is dappled with strangeness and foreignness. In his novels, foreign words irrupt in the midst of the English prose and, typographically and semantically, they destabilize the reading experience: code-switching is at the heart of this thesis and questions the relation between “the narrator’s tyranny” (Couturier) and his reader. English itself loses its familiarity and becomes a foreign language: Nabokov’s bilingualism means he is like a foreigner in this tongue; therefore he reveals the violence of language (Lecercle) and puts it into play through puns and neologisms. Nabokov is what Deleuze calls, thanks to a Proustian expression, a great writer: his books “are written in a kind of foreign language”

Abstract

The aim of this study was twofold. On the one hand, the aim was to discuss how lexical gaps can be solved or dealt with when a text about wildlife and nature different from that of the target culture is translated. On the other hand, the aim was also to discuss how the style and tone of such a text can be preserved and transferred into the target text. The study was qualitative and based on a translation into Swedish of short chapters of the book Spirit of the Bush by Peter Borchert, describing the South African wildlife and nature. The intended target reader of the translation is anyone with an interest in nature, wildlife and animals, as well as anyone with an interest in the history and culture of South Africa. Despite the fact that the terminology used in both the source text and the target text may require some previous knowledge on behalf of the reader, both texts could, nevertheless, very well be appreciated by a complete “wildlife-novice”. In order to create a theoretical base and a framework for the analysis, relevant research made in translation theory and stylistics was presented and discussed. Regarding lexical gaps, all the different strategies, apart from omission, proved to be of great help when the source text was translated into Swedish. Several examples of metaphors were discussed, such as how the wilderness is described as a stage, the animals as actors, and the visitors as making a pilgrimage. The metaphors in combination with the similes and the personifications in the source text, such as bold clouds and confident rivulets, fire the readers’ imagination and create a very vivid and capturing text. This is also something that supports the claim made that Spirit of the Bush is more than an ordinary informative text.

 

Keywords: translation, lexical gaps, style, tone, stylistics, wildlife, bush.

 

Dans l’aire arabofrancophone, la valeur littéraire de la fiction narrative tend souvent à se confondre avec sa dimension subversive. Le présent travail aborde cette notion problématique de subversion en tant que modalité discursive et posturale. Sont analysées les perturbations infligées aux codes linguistiques, énonciatifs et génériques à la lumière du postulat suivant lequel le bilinguisme et le biculturalisme des écrivains favorisent cette veine et la nourrissent. C’est, en effet, autour d’une double appartenance, feinte ou avérée, que se rejoignent les poétiques d’auteurs aussi éloignés que Rachid BOUDJEDRA, Albert COSSERY, Edmond Amran EL MALEH, Émile HABIBI et Paul SMAÏL. L’articulation de l’analyse textuelle à celle des postures auctoriales permet de discerner une dynamique littéraire dans laquelle ce qui s’offre a priori comme une littérature politique s’avère un avatar d’une politique de la littérature
In the Arabo-Francophone culture, the literary value of narrative fiction often tends to intermingle with its subversive dimension. The present study deals with this problematical notion of subversion considered as a posture and a discursive modality. The disturbances inflicted on linguistic, enunciative and generic codes are analysed under the assumption that the writers' bilingualism and biculturalism favour this type of inspiration and nurture it. Indeed, the poetics of authors as different as Rachid BOUDJEDRA, Albert COSSERY, Edmond Amran EL MALEH, Émile HABIBI and Paul SMAÏL seem to meet around this double belonging, whether it is real or simply assumed. Together, text analysis and authors' postures observation enable us to discern a literary movement in which what is a priori offered as a political literature ends up being a metamorphosis of a literary policy

The aim of the study is to investigate how multilingualism can be expressed in a classroom. With the aid of a qualitative approach applying the sociocultural perspective and with translanguaging as a theoretical framework, a fifth-grade class has been observed during three lessons in Swedish and mathematics. The class teacher was also asked to answer questions by email about how the pupils’ multilingualism was manifested in the classroom. The result shows that the teacher promotes the pupils’ opportunities for developing knowledge, language and identity by letting them translate words and summaries of texts from Swedish into their mother tongue. The pupils are helped by being allowed to use their multilingualism since they can help each other with words they do not understand and can carry on conversations with each other with no linguistic obstacles. By working in language groups, the pupils are allowed to converse with each other by switching between their languages and thereby creating further conditions for accomplishing the tasks with which they are presented.

Bilinguals have the unique ability to translate words between their languages. Although translation is a seemingly deliberate and conscious process, recent research has shown that first language (L1) translation equivalents can be automatically and quickly activated during second language (L2) word reading. Automatic translation activation strongly supports the idea of non-selective lexical access. This thesis investigates L1 (Chinese) translation activation during L2 (English) word reading in Chinese-English bilinguals, mainly through using the hidden translation repetition paradigm. In a series of behavioural and electrophysiological experiments using carefully selected stimuli, English words were subliminally or visibly presented to Chinese-English bilinguals in an attempt to seek the source of automatic translation activation (phonology: segment and/or tone, and/or orthography) and to explore to what extent translation activation is automatic. In contrast to previous studies, the behavioural investigations revealed that automatic translation only occurs for target words, which were visible to bilinguals, but not for the invisible masked primes. In addition, in the electrophysiological study, the event-related brain potentials and event-related brain oscillations provided evidence for the dominant role of Chinese segmental (consonants and vowels) activation during English word reading. Possible interpretations for these new findings are provided. Theoretical and methodological implications of the present thesis are also discussed.

À commencer avec les premiers contacts présentés dans le Chapitre 1, jusqu'à l'essor des relations franco-roumaines, nous avons restitué par cette thèse une image sur la manière dans laquelle a été bâtie et développée l'histoire commune des deux peuples, de sorte que nous pouvons parler finalement du franco - roumanisme en tant que phénomène d'ampleur. Le document sur lequel se basent nos études est la première édition du Règlement Organique, rédigé en alphabet cyrillique, mais la variante qui nous a été très utile est la variante bilingue, roumaine - française, préservée dans les Annales Parlementaires de la Roumanie, 1890. Elle a été une source très riche d'exploitation lexicale, stylistique, morphosyntaxique et de la traduction, aspects abordés dans le Chapitre 3. Celui-ci, nous l'avons structuré en deux parties : théorique, comprenant les principes de deux grands noms de la stylistique, Charles Bally, représentant suisse et Tudor Vianu, représentant roumain et des théoriciens de la traduction parmi lesquels : Georges Mounin, Marianne Lederer, John Catford, Henri Meschonnic, Algirdas-Julien Greimas, Eugene Nida, etc. et pratique, avec des analyses contrastives franco-roumaines, sur des exemples de la variante roumaine – le texte source et la variante française – le texte cible. A la fin de notre thèse, dans le Chapitre 4., nous avons exposé quelques aspects du franco - roumanisme actuel et de la variante actuelle de la Constitution roumaine, variante bilingue qui reflète très bien le saut considérable du XIXe siècle à l'époque actuelle
Starting with the first contacts mentioned in Chapter 1., to the flourishing of French-Romanian relationships, we have offered through this thesis an image of how has been built and developed the common history of two peoples, so that we can speak afterward of the significant French-Romanian phenomenon. The document that constitutes the basis of our studies is the first edition of the Romanian Constitutional Texts, written in Cyrillic Alphabet, but the version that has been very useful to us is the bilingual French-Romanian version preserved in the 1890 Romanian Parliamentary Annuaries. This has been a very rich source for our lexical, stylistic, morphological, syntactical and translation analysis, aspects presented in Chapter 3. We have structured it into two sections: a theoretical one, having in center two important names in stylistics, Swiss and Romanian representatives, Charles Bally and Tudor Vianu and different translation theoreticians such as: Georges Mounin, Marianne Lederer, John Catford, Henri Meschonnic, Algirdas-Julien Greimas, Eugene Nida, etc.; the second part is a practical one, with contrastive French-Romanian analysis of the two texts: the Romanian text (the source-text) and the French text (the target-text). At the end of our thesis, in Chapter 4, we have detailed some aspects of the nowadays version of the Romanian Constitutional Texts, bilingual version reflecting very well the significant progressive steps taken from the 19th century until now

Do adult L2 English bilingual speakers have difficulty with cognate words whose meanings are distinct across their two languages? This study explored the extent to which variations in meaning in cross-language cognates affect translation performance in a translation task by L2 English (L1 Spanish) speakers who learned English as adults. A prep-phase experiment was conducted to test native English-speakers’ predicted completions of the study’s stimuli sentences, in order to choose the optimal stimuli for the primary experiment. The method for the primary experiment of this study consisted of a web-based translation task of 120 sentences from Spanish to English, while controlling for polysemy and frequency. The results showed that adult L2 learners of English did experience difficulty when translating cognates in sentences from their L1 to their L2. The interaction of the Spanish word’s polysemous nature, Spanish word frequency, English target frequency and English cognate frequency played a role in the participants’ performance.

The present dissertation explores language effects in a comparative survey i.e. to what extent linguistic diversity affects equivalence in a comparative survey. This is done by studying three different dimensions on the challenges of designing a comparative multilingual survey: survey translation, linguistically diverse countries and bilingualism. Guidelines in survey translation do not link assessment criteria and measurement equivalence testing. I propose a systematic procedure to compare versions of a question in different languages before fieldwork which establishes that link. In linguistically diverse countries, survey instruments are translated into more than one language, equivalence is commonly assumed, not tested. I test for invariance distinguishing the response and cognitive processes to a survey question. Finally, I study measurement equivalence within an individual in two languages for political constructs (bilingualism), challenging current methodological approaches by bringing latent variable models. In each dimension, findings aim to contribute to improving comparative survey methodology.
Esta tesis explora los efectos del lenguaje en una encuesta comparativa: en qué medida la diversidad lingüística afecta la equivalencia de los datos mediante el estudio de tres dimensiones: la traducción de encuestas, países lingüísticamente diversos y el bilingüismo. Las directrices actuales en la traducción de encuestas no vinculan los criterios de evaluación con un test de equivalencia. Se propone un procedimiento sistemático para comparar las versiones de una pregunta que establece dicho vínculo, en diferentes idiomas antes del trabajo de campo. En países lingüísticamente diversos, el cuestionario se traduce en más de un idioma. Se realiza un test de equivalencia que permite distinguir los procesos de respuesta de los cognitivos. Finalmente, se estudia la equivalencia de conceptos políticos en dos idiomas para un individuo (bilingüismo), proponiendo un enfoque metodológico de modelos de variables latentes. Los hallazgos tienen por objeto contribuir a mejorar la metodología de encuestas en estudios comparativos.
Aquesta tesi explora els efectes del llenguatge en una enquesta comparativa: en quina mesura la diversitat lingüística afecta l'equivalència de les dades; mitjançant l'estudi de tres dimensions: la traducció d'enquestes, els països lingüísticament diversos i el bilingüisme. Les directrius actuals en la traducció d'enquestes no vinculen els criteris d'avaluació amb un test d'equivalència de mesures. Per tant, es proposa un procediment sistemàtic que estableix aquest vincle per comparar les versions d'una pregunta en diferents idiomes abans del començament del traball de camp. En països lingüísticament diversos, el qüestionari es tradueix en més d'un idioma. A la tesi, es realitza un test d'equivalència que permet diferenciar els processos de resposta dels cognitius. Finalment, s'estudia l'equivalència de conceptes polítics pel mateix individu en els seus dos idiomes (bilingüisme), mitjançant l’aplicació de models amb variables latents. Els resultats tenen per objectiu contribuir a millorar la metodologia d'enquestes en estudis comparatius.

Le bilinguisme franco-espagnol est une manifestation de la quete d’autonomie et de legitimite de la litterature hispano-americaine dans la periode 1890-1950. L’oeuvre de Jose-Maria de Heredia, Nicanor della Rocca Vergalo, Ventura Garcia Calderon, Armando Godoy, Victor Manuel Rendon, Jose Maria Cantilo, Adolfo Costa du Rels, Vicente Huidobro, Cesar Moro et Alfredo Gangotena temoigne de l’importance du phenomene. Oublies ou consideres comme des exceptions plus ou moins significatives, ces auteurs participent a un mouvement collectif visant a construire la langue litteraire hispano-americaine par le biais d’un rapprochement du francais tout aussi linguistique qu’imaginaire. De nombreux facteurs culturels et historiques, comme l’essor de l’ideologie panlatiniste, justifient une telle demarche litteraire, expression de la domination symbolique que la France exercait sur les jeunes republiques hispano-americaines. Ce travail retrace les principaux elements historiques et litteraires qui permettent d’etablir l’existence d’une veritable tradition bilingue, insistant sur la double reception de l’oeuvre de ces auteurs. Il cherche aussi a comprendre les motivations et les modalites du changement de langue, ainsi que les expressions litteraires du dedoublement provoque par l’ecart symbolique, culturel et grammatical entre les deux univers linguistiques. Il analyse, enfin, la specificite de l’ecriture bilingue a travers l’etude des interferences, des autotraductions et des differents projets esthetiques qui tentent de donner corps a une « troisieme langue » franco-espagnole
French-Spanish bilingualism is an expression of Hispano-Americain literature search for autonomy and legitimacy in the period 1890-1950. The work of Jose-Maria de Heredia, Nicanor della Rocca Vergalo, Ventura Garcia Calderon, Armando Godoy, Victor Manuel Rendon, Jose Maria Cantilo, Adolfo Costa du Rels, Vicente Huidobro, Cesar Moro and Alfredo Gangotena show the importance of this pratice. Either neglected or considered as exceptions of variable significance, these authors participate in a collective mouvement aiming at the formation of an Hispano- Americain literary language through contact with French, both linguistic and imaginary. Several cultural and historical factors, such as the spread of panlatinism ideology, justify this literary endeavour, which reflects the symbolic domination that France exerted on the young Hispano-American republics. Our work displays the main historical and literary elements which prove the existence of a bilingual tradition, insisting on the double reception of these authors. It also intends to understand reasons and modalities of language-switching, as well as litterary manifestations of duality, which results from the symbolic, cultural and grammatical gap between two different linguistic worlds. It examines, at last, bilingual writing specificity by studying interferences, self-translations, and the different aesthetic projects which attempt to materialize a “third language” between Spanish and French

In der Arbeit wird die Eignung als Dolmetscher und Übersetzer von Personen untersucht, die spätestens ab einem Alter von zwölf Jahren mit mehr als einer Sprache aufgewachsen sind, z. B. weil ihre Eltern unterschiedliche Muttersprachen haben, aufgrund von Migration in der Kindheit oder das Aufwachsen in einem mehrsprachigen Land. Nach einführenden Bemerkungen zur Zweisprachigkeitsforschung werden unterschiedliche Sprachen in diesem Zusammenhang thematisiert (wie Muttersprache, Erstsprache, Herkunftssprache, Minderheitensprache). Es werden u. a. unterschiedliche Definitionen nach Alter zu Erwerbsbeginn, Kompetenz und Gebrauch der Sprachen sowie Konzepte (doppelte, balancierte, asymmetrische, natürliche, künstliche Zweisprachigkeit etc.) und Typen der Zweisprachigkeit vorgestellt. Außerdem wird auf die Zweisprachigkeit begünstigende Faktoren, den Sprachverlust und unvollständigen Spracherwerb, die Sprachkompetenz, die Repräsentation der Sprachen bei Bilingualen sowie deren Verarbeitung im Gehirn und die Bikulturalität zweisprachig aufgewachsener Personen eingegangen. Es folgt eine Einführung zur Translation unter dem Aspekt der Zielsetzung der Arbeit. Einem zusammenfassenden historischen Überblick folgen Erläuterungen zu den verschiedenen Arbeitssprachen von Translatoren, Bemerkungen zu Erscheinungsformen beim Dolmetschen und dem Gegenstand professioneller Übersetzungen. Außerdem werden die Ausbildung und die Anforderungen an Dolmetscher und Übersetzer mit Schwerpunkt auf der Sprach- und Kulturkompetenz thematisiert. Im empirischen Teil werden zunächst Arbeitshypothesen zur Eignung Bilingualer als Translatoren aufgestellt, insbesondere im Hinblick auf die Nutzung der stärkeren und schwächeren Sprache, den Erwerb weiterer Sprachen, die interkulturelle Kompetenz Bilingualer und den Sprachwechsel. Diese Arbeitshypothesen werden dann anhand der Auswertung von Befragungen geprüft: einer telefonischen Befragung von zwei Lehrenden von Dolmetsch- und Übersetzungskursen sowie einer Mitarbeiterin des Instituts für Slavistik der Universität Leipzig sowie zwei schriftlichen Befragungen – einerseits von 76 bilingualen Studierenden und Absolventen translatorischer Studiengänge, andererseits von 39 Lehrenden von Dolmetsch- und Übersetzungskursen. Schließlich werden Grenzen dieser Arbeit und Möglichkeiten zur weiteren Untersuchung der Fragestellung aufgezeigt.:1 Einleitung 2 Zweisprachigkeit 2.1 Einführende Bemerkungen 2.2 Subkategorien: Definitionen und Abgrenzung 2.2.1 Erstsprache und Muttersprache 2.2.2 Mehrheits- und Minderheitensprachen 2.2.3 Herkunftssprache 2.3 Zur Definition 2.3.1 Definitionen nach Alter zu Erwerbsbeginn 2.3.2 Definitionen nach der Anwendung der Sprachen 2.3.3 Definitionen nach Sprachkompetenz 2.4 Konzepte 2.4.1 Ambilingualism vs. doppelte Halbsprachigkeit 2.4.2 Balancierte Zweisprachigkeit vs. Sprachdominanz 2.4.3 Rezeptive, produktive Zweisprachigkeit und semibilingualism 2.4.4 Funktionale Bilingualität 2.4.5 Simultane, sukzessive, frühe und späte Zweisprachigkeit 2.4.6 Natürliche vs. künstliche Zweisprachigkeit 2.4.7 Institutionell vs. außerinstitutionell erworbene Zweisprachigkeit 2.5 Typen der Bilingualität nach Romaine 2.6 Überforderung des Kindes? 2.7 Bilingualität bei Geschwistern 2.8 Die Zweisprachigkeit begünstigende Faktoren 2.8.1 Sprachtrennung 2.8.2 Quantitativ und qualitativ hochwertiger Input 2.8.3 Motivation 2.8.4 Gesprächsstrategien bei Sprachmischungen 2.8.5 Weitere Faktoren 2.9 Kontaktprodukte 2.9.1 Interferenzen 2.9.2 Übergeneralisierung und Simplifizierung 2.9.3 Nicht materieller Transfer 2.9.4 Codeswitching 2.10 Sprachverlust und unvollständiger Spracherwerb 2.11 Sprachkompetenz 2.11.1 Rezeptive und produktive, mündliche und schriftliche Sprachkompetenz 2.11.2 Stärkere und schwächere Sprache 2.11.3 Die Charakterisierung der schwächeren Sprache 2.11.4 Die schwächere Sprache im Vergleich zum Zweitspracherwerb 2.11.5 Der Umgang mit Mängeln in der Sprachkompetenz 2.12 Bilingualität und das Gehirn 2.12.1 Modelle zur Repräsentation der zwei Sprachen 2.12.1.1 Modell von Weinreich 2.12.1.2 Weitere Modelle 2.12.2 Zweisprachigkeit und Kognition 2.12.3 Sprachbewusstsein 2.12.4 Weitere Zusammenhänge zwischen Bilingualität und Gehirn 2.12.5 Neurowissenschaftliche Untersuchungen zur Zweisprachigkeit 2.13 Monolingualer Habitus 2.14 Bikulturalität 2.15 Zusammenfassung 3 Translation 3.1 Zur Benennung 3.2. Zur Definition 3.2.1 Dolmetschen 3.2.2 Übersetzen 3.3 Translationswissenschaft 3.4 Historischer Überblick zur Translation 3.4.1 Dolmetschen und Übersetzen im Altertum und im Mittelalter 3.4.2 Renaissance, Reformation und Romantik 3.4.3 Dolmetschen im 18. und 19. Jahrhundert 3.4.4 Ausbildung von Dolmetschern und Übersetzern vor dem 20. Jahrhundert 3.4.5 Die Entwicklung der Sprachmittlerberufe Anfang des 20. Jahrhunderts bis 1945 3.4.6 Die Entwicklung der Sprachmittlerberufe nach 1945 3.5 Arbeitssprachen eines Translators 3.5.1 A-Sprache(n) 3.5.2 B-Sprache(n) und Translationsrichtung 3.5.3 C-Sprache(n) 3.6 Erscheinungsformen des Dolmetschens 3.6.1 Konsekutivdolmetschen 3.6.2 Simultandolmetschen 3.6.3 Weitere Erscheinungsformen des Dolmetschens 3.7 Kognitive Verarbeitungsprozesse beim Dolmetschen 3.8 Zum Gegenstand von Übersetzungen 3.9 Modellierung des Übersetzungsprozesses 3.9.1 Textverstehen und Recherchieren 3.9.2 Textproduktion 3.9.2.1 Stufenmodelle: Die Subprozesse der Textproduktion 3.9.2.2 Interaktionistische Modelle: Text und Gesellschaft 3.9.2.3 Integrative Modelle: Texte als Formulierungsleistung 3.9.3 Das idealtypische Modell des Übersetzungsprozesses nach Kußmaul und Hönig 3.10 Ausbildung 3.11 Anforderungen an Dolmetscher und Übersetzer 3.11.1 Zur übersetzerischen Kompetenz 3.11.2 Zur Dolmetschkompetenz 3.11.3 Sprachkompetenz 3.11.3.1 Muttersprachliche Kompetenz 3.11.3.2 Fremdsprachliche Kompetenz 3.11.4 Kulturkompetenz 3.12 Zusammenfassung 4 Zur Eignung Bilingualer als Translatoren 4.1 Formulierung und Präzisierung des Forschungsproblems 4.1.1 Bilinguale Translatoren in der Literatur 4.1.2 Erfahrungen aus dem Studium 4.1.3 Arbeitshypothesen 4.2 Telefonische Interviews 4.2.1 Vorbereitung und Datenerhebung 4.2.2 Transkription 4.2.3 Inhaltsanalyse der Einzelfälle 4.2.4 Auswertung 4.3 Schriftliche Befragung 4.3.1 Planung und Vorbereitung der Erhebung 4.3.2 Datenerhebung 4.3.3 Datenauswertung 4.3.3.1 Datenübertragung und Datenaufbereitung 4.3.3.2 Auswertung der Befragung von Bilingualen 4.3.3.2.1 Sprachlich-biografischer Hintergrund der Befragten 4.3.3.2.2 Sprachkompetenz 4.3.3.2.3 Kulturkompetenz 4.3.3.2.4 Sprachwechsel 4.3.3.2.5 Arbeitssprachen 4.3.3.2.6 Dolmetschen 4.3.3.2.7 Übersetzen 4.3.3.2.8 Erfolg im Studium 4.3.3.2.9 Zur Eignung Bilingualer als Translatoren 4.3.3.3 Auswertung der Befragung von Lehrenden 4.3.3.3.1 Sprachkompetenz 4.3.3.3.2 Kulturkompetenz 4.3.3.3.3 Sprachwechsel 4.3.3.3.4 Translationsleistung 4.3.3.3.5 Zusammenhang zwischen Bilingualität und Translation 4.3.3.3.6 Erfolg im Beruf 4.3.3.3.7 Zur Eignung Bilingualer als Translatoren 4.4 Zusammenfassung 4.4.1 Arbeitshypothesen 4.4.2 Datenerhebung 4.4.3 Auswertung 4.4.3.1 Sprachlich-biografischer Hintergrund 4.4.3.2 Sprachkompetenz 4.4.3.3 Kulturkompetenz 4.4.3.4 Sprachwechsel 4.4.3.5 Arbeitssprachen 4.4.3.6 Translationsleistung 4.4.3.7 Erfolg als Translator 4.4.3.8 Zur Eignung Bilingualer als Translatoren 4.4.4 Grenzen der Untersuchung und Ausblick 4.4.5 Vorläufige Ergebnisse 5 Fazit

The master thesis deals with the dialogical communication interpreted by children. Its primary focus was to analyze situations in which the interpreter and the language brokerer is a child and not a professional adult interpreter. The thesis is devided into two parts. In the theoretical part of the study we will describe the theoretical framework of our research such as natural translation and interpreting, bilingualism and child language brokering. The empirical part of this study describes the research and presents the results of our research. Our aim was to analyze dialogical interpreting and mode of addressing other participants in situations in which the mediator of the communication is a child. Moreover, the research wanted to answer the question about what strategies a child language brokerer uses when interpreting negative criticism about himself. We discovered that dialogical interpreting with a child language brokerer has its specific features and children use some strategies to mitigate or to totally avoid criticism that concerns them directly and they do not interpret as a neutral interpreter should do.

L'écriture dans une langue « d'adoption » est un phénomène littéraire de plus en plus courant. À ce jour, la contextualisation qui en est faite gravite principalement autour de l'identitaire et de l'exil, et néglige une approche moins biographique, plus attentive à ce que l'on pourrait appeler une poétique du bilinguisme, en filiation avec la philosophie du langage de Walter Benjamin. Le concept d'une langue pure, résonnant dans le silence de chacune des langues comme une présence antérieure, peut permettre d'accéder à cette ouverture des mots, et contribuer à réaliser leur simultané pouvoir de dévoilement et de dérobade, comme une invitation à l'écoute attentive de ce qui se dit à travers eux. de Silvia Baron Supervielle, écrivaine et traductrice francophone d'origine argentine, témoigne de l'extériorité inhérente aux langues. L'analyse du mémoire essaye de manière suggestive, par un agencement de concepts philosophiques complémentaires, de rendre palpable cette voix singulière dans trois publications de genres différents : réflexions philosophiques sur les langues (l'alphabet du feu), journal de lectrice et de poète (Le pays de l'écriture), poème en prose (La frontière). Il s'agit moins de formuler une théorie de l'entre- deux-langues que de montrer l'ouverture du verbe générée par l'écriture d'une langue à l'autre.
Writing in an «adopted» language has become more and more a common literary phenomenon. To date, its contextualisation mostly emphasizes on the topics of identity and exile, and neglects a less biographic approach, that would more likely refer to a poetic of bilingualism in the tradition of Walter Benjamin's philosophy of language. The concept of a pure language, resonating within the silence of each language like the evidence of an elapsed presence, can help to access this opening-dimension of words, their concurrent power of both unveiling and eluding what they supposedly name; it might lead to an attention on what's being said through them. The work of Silvia Baron Supervielle, a francophone writer and translator of Argentinian origin, testifies this exteriority inherent to all languages. By configuring complementary philosophical concepts, the thesis' analysis aims, in a suggestive way, to make this singular voice palpable in three publication of different genres: philosophical reflections on language (L'alphabet du feu), a diary of a reading poet (Le pays de l'écriture), and a poem in prose (La frontière). It intends less to develop a theory of the in-between-language than rather to show the opening of the word, generated by the writing from one language to the other.

Twenty-seven years after the adoption of the Constitution Act, 1982, the Constitution of Canada is still not officially bilingual in its entirety. A new translation of the unilingual English texts was presented to the federal government by the Minister of Justice nearly twenty years ago, in 1990. These new French versions are the fruits of the labour of the French Constitutional Drafting Committee, which had been entrusted by the Minister with the translation of the texts listed in the Schedule to the Constitution Act, 1982 which are official in English only. These versions were never formally adopted. Among these new translations is that of the founding text of the Canadian federation, the Constitution Act, 1867. A look at this translation shows that the Committee chose to depart from the textual tradition represented by the previous French versions of this text. Indeed, the Committee largely privileged the drafting of a text with a modern, clear, and concise style over faithfulness to the previous translations or even to the source text. This translation choice has important consequences. The text produced by the Committee is open to two criticisms which a greater respect for the prior versions could have avoided. First, the new French text cannot claim the historical legitimacy of the English text, given their all-too-dissimilar origins. Its adoption through a constitutional amendment will not grant it the requisite legitimacy, as the nature of such an amendment is generally misunderstood by lawyers, let alone the ordinary citizen. In addition, the new text is, in many instances, anachronistic, as a result both of the purism and the modernism of the Committee. This desire to erase the “mistakes” of our ancestors, to “refrancize” the language of the era, leads to the drafting of a text which is entirely divorced from its original context, a text which cannot be a true reflection of the historical source text. This necessarily results in a lack of historical accuracy in the new translation. These two problems might have been avoided by giving greater weight to the translations of the past. In the current circumstances, the unreflecting adoption of the new text would have unfortunate effects for the understanding of our constitutional law and its history.
Thesis (Master, Law) -- Queen's University, 2009-10-06 18:32:47.602

碩士
國立彰化師範大學
翻譯研究所
105
This thesis investigates how cognitive functions can predict the performance of translators, interpreters and bilinguals in understanding and translating a homonym in an ambiguous context in respect of reaction times and accuracy rates. The participants were separated into three groups: interpreters, translators, and bilinguals, who were students at either Graduate Institute of Translation and Interpretation or Graduate Institute of English at National Changhua University of Education, Taiwan. The thesis included four experiments. In Experiment 1, the participants were required to decide the relation between an English word and its following sentence that contained two homonyms. Experiment 2 was a reading span task that was designed to test working memory span of the participants in English and in Chinese. In Experiment 3, the participants were asked to choose the most related or the literal Chinese translation of an English homonym highlighted in an English sentence. Experiment 4 was a Stroop color naming task that was designed to test the participants’ executive function. Means of different groups’ reaction times and accuracy rates were computed with SPSS 20. An ANOVA was conducted to compare the participants’ performance differences in tasks testing homonym access and cognitive functions; secondly, a regression analysis was conducted to predict the homonym performance of the three participant groups (data in Experiments 1 and 3) from the cognitive functions data obtained in Experiment 2 and 4. The results suggested that interpreters had significant larger working memory and better inhibitory abilities than bilinguals, which could be predictive of their accuracy rates from the lexical access task (Experiment 1) and from the homonym translation task (Experiment 3).

Dissertação de mestrado integrado em Psicologia
According to the Multilink model (Dijkstra et al., 2018), words from the first (L1) and second (L2) language share a common store and their access is non-selective. Thus, the presentation of a target-word activates in parallel lexical candidates from both languages that share with it orthographic, phonological, and semantic overlap. The degree of words’ activation not only depends on the form and semantic overlap but also on their resting level of activation (i.e., words that are more used, usually L1 words, have a higher resting level of activation). Since translations and synonyms share meaning, they are seen as qualitatively similar lexical representations and so might be subject to a similar processing if their frequency levels are matched. The aim of the present study was to test the tenets of the Multilink model regarding the representation and processing of synonyms and translations by using a masked priming lexical decision task (LDT). Twenty-two unbalanced highly proficient bilinguals of European Portuguese and English were recruited for the task. In the LDT, English target words could be preceded either by synonyms or their corresponding unrelated English control prime words. One month later, the target words were preceded by their non-cognate European Portuguese translations or their corresponding unrelated European Portuguese control prime words. The order of the presentation was counterbalanced. Results showed no significant priming effects for synonyms nor translations.
De acordo com o modelo Multilink (Dijkstra et al., 2018), as palavras de primeira (L1) e segunda (L2) língua partilham um armazenamento comum e o seu acesso é não-seletivo. Desta forma, a apresentação de uma palavra-alvo ativa, em paralelo, candidatos léxicos de ambas as línguas que partilham sobreposição ortográfica, fonológica e semântica com o alvo. O grau de ativação de palavras depende da forma, sobreposição ortográfica e semântica, bem como do seu nível de ativação em repouso (i.e., palavras usadas com mais frequência, usualmente palavras de L1, têm um maior nível de ativação em repouso). Dado que as traduções e sinónimos partilham significado, podem ser vistas como representações léxicas qualitativamente semelhantes e, portanto, sujeitas a um processamento similar se os níveis de frequência forem comparáveis. O presente estudo objetivou testar as assunções do modelo Multilink (Dijkstra et al., 2018) relativamente à representação e processamento dos sinónimos e traduções recorrendo a uma tarefa de decisão lexical com priming mascarado (TDL). Vinte e dois bilingues proficientes de Português Europeu e Inglês foram recrutados para a tarefa. Na TDL, palavras-alvo Inglesas eram precedidas pelo seu sinónimo ou por uma palavra Inglesa de controlo não relacionada. Após um mês, as palavras-alvo eram precedidas pela sua tradução em Português Europeu ou por uma palavra Portuguesa de controlo não relacionada. A ordem de apresentação dos primes foi contra balanceada. Os resultados não mostraram quaisquer efeitos significativos de priming para sinónimo ou traduções.

The dissertation deals with the literature of the Czech lands on the background of the social change. The project follows the development of literature, from the enlightenment reforms at the end of the 18th century to the later phase of the Czech National Revival in the middle of the 19th century. The analysis of chosen texts is particularly focused on the role of the florilegia, written in German: collections of literary works and almanacs. The exploration is interested in tendencies, which this literary genre reflects: educative, reviving and mediating.