Добірка наукової літератури з теми "Interlingual and intralingual errors"

<p class="abstrak"><em>This study aims to investigate the occurrence of errors committed by EFL learners in their composition in terms of interlingual and intralingual errors. The setting of the study was a state Islamic university in Banjarmasin South Kalimantan, Indonesia. The research participants were undergraduate students majoring in English Education. Data were collected </em><em>through</em><em> documentation of students’ composition and analyzed based on Corder’s Error Analysis (EA) theory. From the samples of 38 compositions submitted, it was identified that interlingual errors occurred more frequently than intralingual errors. Interlingual errors comprised morphological selection, lexical selection, syntactical selection, and misordering. Meanwhile, intralingual errors were evident in both omission and addition in the areas of word formation and syntax. The findings of this study revealed that first language interference caused more errors in writing than learners’ incomplete process of acquiring second language rules. To prevent the errors from being fossilized, it is suggested that in the teaching and learning process, language instructors provide continuous corrective feedback, and learners be more active in finding exposure to the correct form of the target language.</em><em></em></p><p class="StyleAuthorBold">Abstrak</p><p class="abstrak">Penelitian ini bertujuan untuk menyelidiki terjadinya kesalahan yang dilakukan oleh pembelajar bahasa asing dalam tulisan mereka yang berupa kesalahan interlingual dan intralingual. Penelitian dilakukan di sebuah universitas Islam negeri di Banjarmasin Kalimantan Selatan Indonesia. Partisipan penelitian adalah mahasiswa S1 jurusan Pendidikan Bahasa Inggris. Data diperoleh melalui dokumentasi hasil karangan mahasiswa yang kemudian dianalisa berdasarkan teori Error Analysis dari Corder. Sebanyak 38 sampel karangan mahasiswa dikumpulkan dan ditemukan bahwa kesalahan interlingual lebih banyak terjadi daripada kesalahan intralingual. Kesalahan interlingual berupa kesalahan dalam memilih kosa kata dan menyusun kalimat yang disebabkan oleh pengaruh bahasa asli. Sedangkan kesalahan intralingual berupa penghilangan atau penambahan yang tidak tepat pada bentuk kata atau bentuk kalimat. Hasil penelitian menunjukkan bahwa pengaruh bahasa asli yang menyebabkan kesalahan interlingual dalam tulisan terjadi lebih banyak daripada kesalahan intralingual. Untuk mencegah melekatnya kesalahan, disarankan agar dalam proses belajar mengajar guru dapat terus memberikan umpan balik, dan siswa harus lebih aktif dalam mencari contoh-contoh bentuk bahasa yang benar.</p><p class="abstrak"><strong>Kata Kunci: </strong>kesalahan, interlingual, intralingual, karangan</p>

This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.

The current study investigates the interference of L1 (Indonesian) into L2 (English) and the errors that occur due to the influence of TL (target language). The focus of the study is on the errors committed by these EFL students in writing narrative text and emphasized on interlingual errors and intralingual errors. The objectives of the study are to investigate the errors committed by these EFL students in order to findout; (1) the types of interlingual errors and intralingual errors in Junior High School, Senior High School and University, (2) the frequencies of interlingual errors and intralingual errors in Junior High School, Senior High School and University, and (3) the similarities and differences of interlingual errors and intralingual errors in Junior High School, Senior High School and niversity. The researcher used Qualitative descriptive as the method design and writing test as the data collecting technique. The data was erroneous sentences found in the students’ narrative writing. The subjects of the study comprised 30 eight grade of SMP Muhammadiyah Pekalongan, East Lampung and 30 eleven grade SMKN 1 Pekalongan, East Lampung, and 30 fourth-year students of English Department of University of Muhammadiyah, Metro Lampung. The findings of the study suggest: (1) The types of interlingual errors andintralingual errors made by SMP, SMK and University students divided into 2 levels, they are morphological level and syntactical level. (2) the frequent of interlingual errors in Junior High School 36 cases (30.26%), in Vocation High School 39 cases (36.77%) and 9 cases (10.98%) in University. The frequent of intralingual errors in Junior High School 83 cases (69.74%), in Senior High School 70 cases (64.23%) and 73 cases (89.02%) in University, and (3) The similarities of interlingual errors and intralingual errors found in Junior High School, Vocation High School and University are 2 types. In morphological level, they are the use of L1 structures and omission of BE in nominal sentences. There are also 2 types in syntactical level, they are the use of present BE in past event and the use of present Verb in past event. The differencesof interlingual errors and intralingual errors found in SMP, SMK and University are (1) in SMP there are 8 types errors that found in the students’ writing, (2) 3 types of errors in SMK, and (3) 2 types of errors found in University.

In curriculum in Indonesia, writing is one of the skills taught in English subject. The common problems faced by students in composing English sentence were interlingual errors and intralingual errors. This study aimed to analyze the students' interlingual and intralingual interferences of Vocational Students’ descriptive writing. A qualitative approach was applied by examining the students' descriptive writing. There were 30 students’ writings as object of study. Data collection was done through reading, note-taking, classifying, and describing. The results of study revealed that the most frequent interlingual form produced by the students was subject-verb agreement. Meanwhile the frequent intralingual form found was overinclusion. To sum up, interlingual and intralingual interferences were found in the students' descriptive writing

The objective of this study are to (1) investigate types of errors in students’ Written Narrative Text made by students grade IX, (2) to find out the causes of errors on the students’ writing. Based on the analysis by Dulay’s theory, there are four kinds of errors: 1. Error of Omission, 2. Error of Addition, 3. Error of Misformation, 4. Error of Misorder. The dominant types of errors found in the students writings is Error of Misformation. The source of errors is analysed based on Brown’s Theory. The source of the errors are: 1) Interlingual Transfer, 2) Intralingual Transfer, 3) Context of Learning, and 4) Communication Strategy. Based on the analysis, the source of errors found are Interlingual Transfer and Intralingual Transfer. This study uses descriptive qualitative research. The subjects of this study are the students of grade IX SMK Satria Binjai. In conclusion, students make some morphosyntactic errors in their writing an d the potential cause of the errors is intralingual Transfer and Interlingual Transfer. In this case, the conclusion and the suggestions are directed to those who would teach and learn english writing. Keywords : Error Analysis, Narrative Text, Morphosintactic

<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors. Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>

This research aims to find the error analysis that can be found in The Way, Way Back (2013) movie. The source data was taken from English to Indonesian subtitles. Based on Carl James theory (2008) there are substance error, text error, grammar error and lexical error. There are also two causes of errors: interlingual and intralingual. This research used a descriptive qualitative method. Error analysis occurs because lack of vocabulary, words, and structure. To finished this study, the researcher watched the movie, gather the data and pick which word that had error analysis. Based on the data analysis there were lexical errors and text error that found in 100 data, which consist 44 lexical errors (44%) 56 text errors (56%) 3 grammar errors (3%) and 1 substance errors (1%). The cause of error, 64 interlingual (64%) and 36 intralingual (36%)

The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.

The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.

Abstract - The objective of this study is to know the most dominant grammatical error made by the seventh-grade students of SMP Trisula Perwari 2 in writing recount text and the reason for the errors. The writer used Betty Azar’s types of error theory and Richards’ sources of error theory. The method used in this study was a descriptive analysis method to describe students’ errors and analyze the data. The research findings show that add a word error holds the first position in the most dominant errors made by the seventh-grade students of SMP Trisula Perwari 2 with 154 errors or 20% followed by other types of error with the total error of verb tense is 114 errors or 15% and spelling is 93 errors or 12%. In addition, the writer found that the students’ errors caused by interlingual transfer and intralingual transfer. The most frequent source of errors affecting the students in making recount text is intralingual transfer with a total of 437 errors (57%), which is followed by interlingual transfer in the second position with a total of 328 errors (43%). Key Words: Error Analysis, Writing, Recount Text.Abstrak - Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang paling dominan dibuat oleh siswa kelas tujuh SMP Trisula Perwari 2 dalam menulis teks recount dan sebab dari kesalahan-kesalahan tersebut. Penulis menggunakan teori jenis kesalahan milik Betty Azar dan teori sumber kesalahan milik Richards. Metode yang digunakan dalam penelitian ini adalah metode analisis deskriptif untuk menjelaskan kesalahan siswa dan menganalisis data. Hasil penelitian menunjukkan bahwa jenis kesalahan add a word berada di posisi pertama dalam jenis kesalahan paling dominan yang dilakukan oleh siswa kelas tujuh SMP Trisula Perwari 2 dengan 154 kesalahan atau 20% diikuti oleh jenis kesalahan lainnya dengan total kesalahan verb tense adalah 114 kesalahan atau 15% dan spelling adalah 93 kesalahan atau 12%. Selain itu, penulis menemukan bahwa kesalahan siswa disebabkan oleh interlingual transfer dan intralingual transfer. Sumber kesalahan yang paling sering mempengaruhi siswa dalam membuat teks recount adalah intralingual transfer dengan total 437 kesalahan (57%) yang diikuti oleh interlingual transfer di posisi kedua dengan total 328 kesalahan (43%).Kata Kunci : Analisis Kesalahan, Menulis, Teks Recount

In this quantitative study, time controlled written English compositions by 39 Chinese university majors of English were analyzed by means of Error Analysis (EA) in order to find out what grammatical errors were made. It investigates errors made by more than one fifth of the participants, in order to see whether they can be ascribed to either interlingual or intralingual influence. An error taxonomy based on previous research was created specifically for the errors encountered in the EA. The following grammatical errors were analyzed in the error analysis: article errors, noun number errors, prepositions errors, and verb errors. The results of the error analysis showed that while Chinese learners of English make mistakes due to both interlingual and intralingual influence, the vast majority are due to interlingual influence. These findings strengthen previous notions that when the target language belongs to another language family than the L1, errors are due more often to interlingual influence (also referred to as negative transfer) than to intralingual influence.
I den här kvantitativa studien har en felanalys gjorts på tidskontrollerade engelskuppsatser skrivna av 39 kinesiska universitetsstudenter med engelska som huvudämne. Studiens syfte var att undersöka vilka typer av grammatiska fel som är vanligast. Den undersöker vilka fel som är frekventa hos studenterna och om de kan hänföras till förstaspråks- eller målspråksinterferens. En felanalys baserad på tidigare forskning utarbetades specifikt för de kategorier som påträffades i felanalysen. Följande grammatiska fel analyserades: artikelfel, fel i substantivets singular- och pluralform, prepositionsfel och verbfel. Resultaten visade att medan kinesiska studenter tenderar att göra misstag som är grundade i både förstaspråks- och målspråksinterferens, så beror de flesta felen på förstaspråksinterferens. De här resultaten styrker tidigare forskning som visar att när målspråket tillhör en annan språkfamilj än förstaspråket, uppstår felen oftare på grund av förstaspråksinterferens (även kallat negativ transfer) än av målspråksinterferens.

Grammar is an important aspect of language learning and is thus of concern in language teaching as well. This study sets out to investigate the kinds of grammatical mistakes Swedish secondary school pupils make in their written production of English and the possible causes behind these different mistakes. Forty essays from pupils in year nine have been used to study the phenomenon of frequently occurring mistakes and their causes, and the salient mistakes have been quantatively and qualitatively accounted for in the study.      Common mistakes found in the material were subject-verb concord mistakes, mistakes involving plural nouns, incorrect article usage as well as problems using prepositions correctly. Interlingual transfer, i.e. negative transfer from the pupils’ L1, proved to be one significant factor causing mistakes in the material. However, other causes could be traced as well, such as intralingual transfer for example.      Consequently, the findings of this study point in the direction of areas which need specific attention in English L2 learning in Swedish classrooms. Thus, the study contributes with valuable insights for English teacher and teacher trainees to consider in their future practice.

Cette thèse a pour objectif l’analyse des erreurs linguistiques commises dans les productions orales et écrites par les étudiants de l’arabe langue seconde / étrangère aux niveaux A1 et A2 à l’Université Savoie Mont Blanc (USMB). Pour atteindre cet objectif, nous avons utilisé trois techniques : - tout d’abord, nous avons constitué un questionnaire adressé aux étudiants afin de recueillir des informations sur le public visé par cette étude ; - ensuite, nous avons constitué un corpus composé de 51 productions orales, 34 au niveau A1 et 17 au niveau A2 ; - enfin, nous avons constitué un corpus de 51 productions écrites (34 productions écrites au niveau A1 et 17 au niveau A2), rédigées lors de l’examen final du second semestre de l’année universitaire 2014-2016. Étant donné la nature de la recherche, nous avons utilisé une méthode statistique et analytique, cette dernière est fondée sur trois étapes : 1) la collecte des données de productions orales et écrites, l’identification, la définition, le classement et la description des erreurs, 2) l’explication des sources d’erreurs, 3) la remédiation et les propositions des pistes didactiques pour minimiser les erreurs dans les productions orales et écrites de nos étudiants et améliorer l’enseignement / apprentissage de l’arabe langue seconde / étrangère en France. Les résultats de la recherche ont montré que les principales catégories d’erreurs dans l’ordre sont de natures phonologiques/orthographiques, lexico-sémantiques, morphologiques et syntaxiques. Les principaux types d’erreurs sont les erreurs de substitution, d’omission, d’addition et d’ordre. Enfin, deux sources d’erreurs sont apparues : les erreurs intralinguales et les erreurs interlinguales. Compte tenu des résultats de l’étude, nous avons proposé une correction d’erreurs avec la méthode verbo-tonale basée sur trois techniques : une correction fondée sur l’intonation et la durée des voyelles, une correction de la prononciation nuancée et une correction de la prononciation combinatoire. Pour conclure, nous avons proposé trois pistes didactiques visant à minimiser ces erreurs. La première est une proposition phonologique basée sur l’écoute ; la seconde, une proposition axée sur l’enseignement de la morphologie ; la troisième une proposition fondée sur les contenus linguistiques qui tiennent compte du caractère polyglossique de la langue arabe
The goal of this thesis is to analyse linguistic errors made by Université Savoie Mont Blanc (USMB) students of Arabic as a secondary / foreign language with levels A1 and A2 in oral and written utterances. For that purpose, I resorted to three techniques: - firstly, I prepared a questionnaire for these students in order to collect data on the targets of this study; - I then elaborated a corpus made up of 51 oral utterances, 34 with level A1 and 17 with level A2; - lastly, I formed a corpus made up of 51 written utterances (34 written utterances with level A1 and 17 with level A2), drawn up on the occasion of the second semester final exam of the 2014-2016 academic year. Due to the nature of this research, I resorted to a statistical and analytical method, the latter being based upon three stages: 1) collecting oral and written utterance data, identifying, defining, classifying and describing errors, 2) explaining the sources of errors, 3) solving errors and suggesting didactical possibilities to minimise these students’ errors in oral and written utterances and improving the teaching / learning of Arabic as a secondary / foreign language in France. The results of this research revealed that the main categories of errors are of phonological/orthographic, lexico-semantic, morphological and syntactic natures respectively. The main types of errors are substitution, omission, addition and order. Finally, two sources of errors appeared: intralingual errors and interlingual errors. Considering this study results, I suggested using the verbo-tonal method based on three techniques to correct errors: correction based on the intonation and length of vowels, correction of nuanced pronunciation and correction of combinatorial pronunciation. In conclusion, I suggested three didactical solutions aiming at minimising those errors. The first one is a phonological proposition based on listening; the second one is a proposition centred on teaching morphology; the third one is proposition based on linguistical contents taking the polyglossic feature of the Arabic language into account

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
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Abstract : This dissertation explores the effects of intralingual and interlingual subtitles on Brazilian EFL learners? development. More specifically, it seeks to explore (i) the effects of intralingual and interlingual subtitles on learners? general and specific video comprehension; (ii) the effects of intralingual and interlingual subtitles on learners? L2 vocabulary recognition; (iii) and a possible correlation amongst learners? Working Memory (WM) capacity, their level of general and specific video comprehension, and their level of L2 vocabulary recognition. A total of 36 intermediate-level EFL learners, enrolled at the Extracurricular Language Courses at Universidade Federal de Santa Catarina (UFSC), were divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (soundtrack only). In addition to profile data, participants? performance was also measured on three sets of tests: (i) a general and a specific video comprehension test; (ii) an L2 vocabulary recognition test, comprising a pre-test, a test, and a post-test; (iii) and two WM tests, a Reading Span Test (RST) and an Operation-Word Span Test (OSPAN). Data were analyzed both quantitatively and qualitatively. As regards the effects of subtitles on video comprehension, statistical tests and analyses performed indicated more beneficial effects when using intralingual subtitles over the other conditions, even though participants? performance in the experimental conditions was not statistically different from one another. As for the effects of subtitles on L2 vocabulary recognition, experimental conditions were not found to substantially foster it, and no statistically significant differences among the experimental groups and the control group were found. Across time, the results obtained on the L2 vocabulary recognition tests point out to more positive growth in performance obtained by the intralingual subtitles group, followed by the interlingual subtitles group, and then the control group. Finally, concerning the correlation tests performed, participants? WM capacity did not significantly interact with their performance on any of the tests, which may possibly be related to the study design at large.
Esta tese de doutorado explora os efeitos de legendas intralinguais e interlinguais no desenvolvimento de aprendizes brasileiros de ILE. Especificamente, este estudo busca explorar (i) os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica de vídeo pelos aprendizes; (ii) os efeitos de legendas intralinguais e interlinguais no reconhecimento de vocabulário em L2 pelos aprendizes; (iii) e uma possível correlação entre a capacidade de Memória de Trabalho (MT) dos aprendizes, seu nível de compreensão geral e específica e seu nível de reconhecimento de vocabulário em L2. Um total de 36 aprendizes de nível intermediário de ILE, matriculados nos Cursos Extracurriculares de Línguas da Universidade Federal de Santa Catarina (UFSC), foram divididos em dois grupos experimentais (legendas intralinguais e legendas interlinguais) e um grupo controle (sem legendas). Além de informações sobre seus perfis, o desempenho dos participantes também foi medido por meio de três testes: (i) teste de compreensão geral e específica de vídeo; (ii) teste de reconhecimento de vocabulário em L2, contendo um pré-teste, um teste e um pós-teste; (iii) e dois testes de MT, sendo um Teste de Alcance de Leitura (TAL) e um Teste Soma-Palavra (TSP). Os dados foram analisados de forma quantitativa e qualitativa. Com relação aos efeitos das legendas na compreensão de vídeo, os testes estatísticos e análises feitas indicaram mais efeitos benéficos com legendas intralinguais, ainda que o desempenho dos participantes nas condições experimentais não tenha sido estatisticamente diferente entre si. Sobre os efeitos de legendas em reconhecimento de vocabulário em L2, as condições experimentais não pareceram promovê-lo substancialmente, não sendo encontradas diferenças estatisticamente significantes entre os grupos. Ao longo do tempo, os resultados obtidos nos testes de reconhecimento de vocabulário em L2 demonstraram maior crescimento no desempenho por parte do grupo de legendas intralinguais, seguido pelo grupo de legendas interlinguais e depois pelo grupo controle. Finalmente, no tocante aos testes estatísticos de correlação, a capacidade de MT não interagiu significativamente com o xi desempenho dos participantes nos demais testes, estando possivelmente relacionado ao design do estudo.

Cette recherche se concentre sur les erreurs globales relevées dans les corpus collectés auprès des apprenantsdu français de l’université d’Arsi. À travers une étude comparative, l'objectif principal de cette recherche est,d'une part, d'examiner si les erreurs constatées sont dues à l'interférence des langues premières (L1) et,d'autre part, de déterminer si ces erreurs apparaissent à chaque niveau linguistique. Il s'agit donc d'évaluer sicette interférence affecte l'acquisition de la langue cible au niveau phonétique, morphologique et syntaxique.Au contexte de la didactique, certaines stratégies d'enseignement, introduites par un certain nombred'auteurs, sont proposées afin d’enseigner la production des sons uniques, la formation et l’assemblage desmots
This research focuses on global errors found in corpora collected from learners of French at the University ofArsi. Through a comparative study, the main aim of this research is, on the one hand, to examine whether theerrors noted are due to interference from the first languages (L1) and, on the other, to determine whetherthese errors appear at each linguistic level. The aim is therefore to assess whether this interference affects theacquisition of the target language at the phonetic, morphological and syntactic levels. In the context ofdidactics, certain teaching strategies, introduced by certain authors, are proposed to teach the production ofsingle sounds, word formation and word

Questa tesi presenta il risultato di un duplice progetto di traduzione intersemiotica, dedicato al Museo Guttuso, la Galleria d’arte moderna di Bagheria (PA). Da un testo per essere letto, scritto in italiano dalle guide del museo, si è compiuta una traduzione intersemiotica risultata nel copione, in inglese lingua franca, di un’audio guida da trasmettere oralmente a un pubblico internazionale. Il copione è stato poi tradotto intralinguisticamente nel copione di un’audio descrizione (AD) per persone cieche o ipovedenti. Il capitolo 1 offre una panoramica sulla multimodalità e la sua applicazione in traduttologia. In questo capitolo, le due traduzioni sono classificate secondo la tipologia della traduzione intersemiotica di Gottlieb. Il capitolo 2 delinea le basi teoriche della tesi, offrendo una panoramica su: paesaggio sonoro dei testi multimodali, comunicazione interculturale e traduzione turistica, e lo stile ibrido delle audio guide come genere testuale. Il capitolo 3 presenta la traduzione intersemiotica, corredata di un commento teorico basato sul capitolo 2. I capitoli 4 e 5 sono dedicati all’audio descrizione: il primo descrive i modelli di riferimento e le linee guida per l’AD delle arti visive, mentre il secondo presenta il copione dell’AD e il relativo commento. L’elaborato si conclude con un parallelismo tra le due traduzioni presentate e il binomio traduzione-transcreazione, e con una riflessione sulla realtà quotidiana delle professioniste della traduzione.

La sottotitolazione in tempo reale (Live Subtitling, LS), trova le sue fondamenta nella sottotitolazione preregistrata per non udenti e ipoudenti per la produzione di sottotitoli per eventi o programmi televisivi dal vivo. La sottotitolazione live comporta il trasferimento da un contenuto orale a uno scritto (traduzione intersemiotica) e può essere effettuata da e verso la stessa lingua (intralinguistica), o da una lingua a un’altra (interlinguistica), fornendo così accessibilità per soggetti non udenti e al tempo stesso garantendo accesso multilingue ai contenuti audiovisivi. La sottotitolazione interlinguistica in tempo reale (d'ora in poi indicata come ILS, Interlingual Live Subtitling) viene attualmente realizzata con diversi metodi: l'attenzione è qui posta sulla tecnica del respeaking interlinguistico, uno dei metodi di sottotitolazione in tempo reale o speech-to-text interpreting (STTI) che ha suscitato negli ultimi anni un crescente interesse, anche nel panorama italiano. Questa tesi di Dottorato intende fornire un quadro della letteratura e della ricerca sul respeaking intralinguistico e interlinguistico fino ad oggi, con particolare enfasi sulla situazione attuale in Italia di questa pratica. L'obiettivo della ricerca è stato quello di esplorare diversi metodi di ILS, mettendone in luce i punti di forza e le debolezze nel tentativo di informare il settore delle potenzialità e dei rischi che possono riflettersi sulla qualità complessiva finale dei sottotitoli attraverso l’utilizzo di diverse tecniche. Per fare ciò, sono stati testati in totale cinque metodi di ILS con diversi gradi di interazione uomo-macchina; ciascun metodo è stato analizzato in termini di qualità, quindi non solo dal punto di vista dell'accuratezza linguistica, ma anche considerando un altro fattore cruciale quale il ritardo nella trasmissione dei sottotitoli stessi. Nello svolgimento della ricerca sono stati condotti due casi di studio con diverse coppie linguistiche: il primo esperimento (dall'inglese all'italiano) ha testato e valutato la qualità di respeaking interlinguistico, interpretazione simultanea insieme a respeaking intralinguistico e, infine, interpretazione simultanea e sistema di riconoscimento automatico del parlato (Automatic Speech Recognition, ASR). Il secondo esperimento (dallo spagnolo all'italiano) ha valutato e confrontato cinque i metodi: i primi tre appena menzionati e altri due in cui la macchina svolgeva la maggior parte se non la totalità del lavoro: respeaking intralinguistico e traduzione automatica (Machine Translation, MT), e ASR con MT. Sono stati offerti due laboratori di respeaking interlinguistico nel Corso magistrale in Traduzione e Interpretazione dell'Università di Genova per preparare gli studenti agli esperimenti, volti a testare diversi moduli di formazione sull'ILS e la loro efficacia sull’apprendimento degli studenti. Durante le fasi di test, agli studenti sono stati assegnati diversi ruoli per ogni metodo, producendo sottotitoli interlinguistici live a partire dallo stesso testo di partenza: un video di un discorso originale completo durante un evento dal vivo. Le trascrizioni ottenute, sotto forma di sottotitoli, sono state analizzate utilizzando il modello NTR (Romero-Fresco & Pöchhacker, 2017) e per ciascun metodo è anche stato calcolato il ritardo. I risultati quantitativi preliminari derivanti dalle analisi NTR e dal calcolo del ritardo sono stati confrontati con altri due casi di studio condotti dall'Università di Vigo (Spagna) e dall'Università del Surrey (Gran Bretagna), sottolineando come i flussi di lavoro più automatizzati o completamente automatizzati siano effettivamente più veloci degli altri, ma al contempo presentino ancora diversi problemi di traduzione e di punteggiatura. Anche se su scala ridotta, la ricerca dimostra anche quanto sia urgente e possa potenzialmente essere facile formare i traduttori e gli interpreti sul respeaking durante il loro percorso accademico, grazie anche al loro spiccato interesse per la materia. Si spera che i risultati ottenuti possano meglio mettere in luce le ripercussioni dell'uso dei diversi metodi a confronto, nonché indurre un'ulteriore riflessione sull'importanza dell'interazione umana con i sistemi automatici di traduzione e di riconoscimento del parlato nel fornire accessibilità di alta qualità per eventi dal vivo. Si spera inoltre che l’interesse degli studenti in questo campo, che era a loro completamente sconosciuto prima di questa ricerca, possa informare sull'urgenza di sensibilizzare gli studenti nel campo della sottotitolazione dal vivo attraverso il respeaking.
Live subtitling (LS) finds its foundations in pre-recorded subtitling for the d/Deaf and hard of hearing (SDH) to produce real-time subtitles for live events and programs. LS implies the transfer from oral into written content (intersemiotic translation) and can be carried out from and to the same language (intralingual), or from one language to another (interlingual) to provide full accessibility for all, therefore combining SDH to the need of guaranteeing multilingual access as well. Interlingual Live Subtitling (from now on referred to as ILS) in real-time is currently being achieved by using different methods: the focus here is placed on interlingual respeaking as one of the currently used methods of LS – also referred to in this work as speech-to-text interpreting (STTI) – which has triggered growing interest also in the Italian industry over the past years. The hereby presented doctoral thesis intends to provide a wider picture of the literature and the research on intralingual and interlingual respeaking to the date, emphasizing the current situation in Italy in this practice. The aim of the research was to explore different ILS methods through their strengths and weaknesses, in an attempt to inform the industry on the impact that both potentialities and risks can have on the final overall quality of the subtitles with the involvement of different techniques in producing ILS. To do so, five ILS workflows requiring human and machine interaction to different extents were tested overall in terms of quality, thus not only from a linguistic accuracy point of view, but also considering another crucial factor such as delay in the broadcast of the subtitles. Two case studies were carried out with different language pairs: a first experiment (English to Italian) tested and assessed quality in interlingual respeaking on one hand, then simultaneous interpreting (SI) combined with intralingual respeaking, and SI and Automatic Speech Recognition (ASR) on the other. A second experiment (Spanish to Italian) evaluated and compared all the five methods: the first three again, and two others more machine-centered: intralingual respeaking combined with machine translation (MT), and ASR with MT. Two workshops in interlingual respeaking were offered at the master’s degree in Translation and Interpreting from the University of Genova to prepare students for the experiments, aimed at testing different training modules on ILS and their effectiveness on students’ learning outcomes. For the final experiments, students were assigned different roles for each tested method and performed different required tasks producing ILS from the same source text: a video of a full original speech at a live event. The obtained outputs were analyzed using the NTR model (Romero-Fresco & Pöchhacker, 2017) and the delay was calculated for each method. Preliminary quantitative results deriving from the NTR analyses and the calculation of delay were compared to other two case studies conducted by the University of Vigo and the University of Surrey, showing that more and fully-automated workflows are, indeed, faster than the others, while they still present several important issues in translation and punctuation. Albeit on a small scale, the research also shows how urgent and potentially easy could be to educate translators and interpreters in respeaking during their training phase, given their keen interest in the subject matter. It is hoped that the results obtained can better shed light on the repercussions of the use of different methods and induce further reflection on the importance of human interaction with automatic machine systems in providing high quality accessibility at live events. It is also hoped that involved students’ interest in this field, which was completely unknown to them prior to this research, can inform on the urgency of raising students’ awareness and competence acquisition in the field of live subtitling through respeaking.

The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.

Considered the increasing demand for institutional translation and the multilingualism of international organizations, the application of Artificial Intelligence (AI) technologies in multilingual communications and for the purposes of accessibility has become an important element in the production of translation and interpreting services (Zetzsche, 2019). In particular, the widespread use of Automatic Speech Recognition (ASR) and Neural Machine Translation (NMT) technology represents a recent development in the attempt of satisfying the increasing demand for interinstitutional, multilingual communications at inter-governmental level (Maslias, 2017). Recently, researchers have been calling for a universalistic view of media and conference accessibility (Greco, 2016). The application of ASR, combined with NMT, may allow for the breaking down of communication barriers at European institutional conferences where multilingualism represents a fundamental pillar (Jopek Bosiacka, 2013). In addition to representing a so-called disruptive technology (Accipio Consulting, 2006), ASR technology may facilitate the communication with non-hearing users (Lewis, 2015). Thanks to ASR, it is possible to guarantee content accessibility for non-hearing audience via subtitles at institutionally-held conferences or speeches. Hence the need for analysing and evaluating ASR output: a quantitative approach is adopted to try to make an evaluation of subtitles, with the objective of assessing its accuracy (Romero-Fresco, 2011). A database of F.A.O.’s and other international institutions’ English-language speeches and conferences on climate change is taken into consideration. The statistical approach is based on WER and NER models (Romero-Fresco, 2016) and on an adapted version. The ASR software solution implemented into the study will be VoxSigma by Vocapia Research and Google Speech Recognition engine. After having defined a taxonomic scheme, Native and Non-Native subtitles are compared to gold standard transcriptions. The intralingual and interlingual output generated by NMT is specifically analysed and evaluated via the NTR model to evaluate accuracy and accessibility.

This chapter argues that the translation of poetry can work as an instrument to identify the genius of the original poem, in particular to single out aural effects that are part of meaning and are lost in translation. First, the longstanding controversy over whether it is possible to translate poetry is addressed: while Frost’s dictum that ‘poetry is what is lost in translation’ provides a starting point, the theories of Dryden and Steiner are fundamental to the enquiry. Three translations of Paradise Lost are examined: two interlingual versions, the German of Haak (1681) and the French of Himy (2001), and the intralingual translation by Danielson (2008). The foreign-language versions throw light on Milton’s original by way of shock effect, while Danielson’s English paraphrase offers an opportunity to distinguish minute sound effects that are part of the poem’s meaning and central to Milton’s genius.

This chapter analyses learners' writing errors. It focuses on error types and sources because these will reveal learners' current linguistic competence and what they need now for improvement. Data was collected mainly from the written work of English Department students at Al Buraimi University College. Results show that their errors are both interlingual and intralingual and that there is a positive relationship between these and learning strategies. Not only does the learners' previous language-learning experience influence the process of second language acquisition; target language learning experience does so as well.

O presente trabalho parte do pressuposto que os nossos alunos de língua inglesa, mesmo em nível avançado, cometem muitos erros em suas escritas. Algumas pesquisas vêm surgindo, no campo do ensino, a fim de comprovarem que os erros causados por esses alunos adultos em nível avançado são, em sua maioria, provenientes da própria aprendizagem da L2, a exemplo de Dulay (1982), Ellis (2003), Richards (1970, 1995) e Figueiredo (2007). Porém, temos visto que é possível encontrar em escritas erros que parecem ser provenientes da interferência da L1. Diante disso, essa pesquisa tem como finalidade analisar se a interferência da L1 também ocorre nos níveis avançados, ou seja, se essa ocorrência de erros, chamados de interlinguais, independe do nível de proficiência linguística do aluno. Apresentaremos um panorama das principais teorias de aprendizagem, desde o behaviorismo até o sociointeracionismo, no qual citamos teóricos como Ellis (2003), Pinker (2004), Littlewood (2006), Beaugrande (1997), Tomasello (2003) e Krashen (1987). Faremos uma análise sobre como os erros são vistos pelas teorias e analisaremos o corpus à luz das duas perspectivas relacionadas a erros: a Análise de Erros e a Análise Contrastiva, tomando por base teóricos como Ellis (2003), Richards (1995), Silva (2000), Santos (2005), Slama-Cazacu (1979), bem como discutiremos como a escrita é vista pelas teorias de aprendizagem, tendo como respaldo Kato (1986). O corpus desta pesquisa é composto de duas composições escritas por alunos de uma escola de línguas em Campina Grande, PB. Os resultados obtidos após a análise das redações, confirmam nossa hipótese de que mesmo em nível avançado, a L1 interfere nas escritas dos alunos, além da própria L2.

The article explores the linguistic peculiarities of the works of James Joyce, known for his passion for experimenting with the means of expressing creative intent in pursuit of the ultimate realization of the potential of his native language. It highlights the author’s creative techniques, such as musicalization, blending, interlingual puns, deconstruction of words, inten tional grammar errors, and many more. A structural analysis was employed to examine several ‘deformed’ lexical units found in Joyce’s works “Ulyss es” and “Finnegans Wake”. Despite adhering to conventional word- build ing patterns, the rich semantic complexity inherent in Joyce’s poetics poses significant challenges for interpreting these neologisms in the source language. The translations of the novel “Finnegans Wake” into German by Beck and Stündel have been analyzed. The results of the comparative analysis of English (original) lexical innovations and their equivalents in German are presented, facilitating a comparison of the lexical systems’ capabilities in both Germanic languages. It is noted that the genetic relationship between the German and English languages allows for a more pronounced demonstration of the writer’s word-formation technique in translation. This becomes particularly evident when comparing the German versions of Joyce’s works with their translations into other languages, including Russian.