Дисертації з теми "Interlingual and intralingual errors"

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.

Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

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O objetivo desta dissertação é analisar o papel que a adaptação interlingual e intralingual de obras literárias vem desempenhando no Brasil, relacionando-a a questões pertinentes a outras esferas que compõem a cultura: a econômica, a política e a ideológica. Primeiramente, definiremos o processo de adaptação de obras literárias. Para isso, buscaremos averiguar suas semelhanças e diferenças em relação a outros dois tipos de reescritura: a tradução e a apropriação, à luz das reflexões de Georges L. Bastin (1998), Georges L. Bastin e Hugo Vandal-Sirois (2012), Antoine Berman ([1985] 2007), André Lefevere (1992) e Julie Sanders (2006). Em seguida, falaremos sobre o início da tradição de adaptação de obras literárias, que se deu na Inglaterra nos primórdios do século XIX, e trataremos, também, do contexto brasileiro. Abordaremos a adaptação interlingual de obras para o público infanto-juvenil, que foi a primeira a surgir no Brasil, e a apontaremos como precursora do gênero de literatura infanto-juvenil no país. Daremos ênfase às atuações de Monteiro Lobato, especialmente durante a ditadura civil brasileira, e dos adaptadores que realizaram seu trabalho durante a ditadura militar – ilustraremos tal contexto com o caso de Paulo Mendes Campos. Nesse momento, nos apoiaremos, sobretudo, em percepções de Mário Feijó Borges Monteiro (2002, 2006). Finalmente, discorremos sobre as adaptações intralinguais de obras literárias para o público neoleitor. Falaremos sobre as especificidades desses leitores e sobre as coleções de obras literárias disponibilizadas para esse público-alvo. Avaliaremos, ainda, a adaptação de O Cortiço da coleção É Só o Começo, que foi produzida pela editora L&PM e distribuída pelas escolas brasileiras como parte de um projeto do governo apoiado por instituições como o SESI e a UNESCO. Esta dissertação evidenciará o fato de que a produção de adaptações como a mencionada foi determinante para o surgimento de um gênero literário escrito originalmente para esse público-alvo no Brasil. Em outras palavras, ela enfatizará a importância desse tipo de reescritura para o processo de formação de leitores e de criação de um novo público-leitor.
The aim of this thesis is to examine the role that the interlingual and intralingual adaptation of literary works has played in Brazil, relating it to issues pertaining to other areas of influence that make up culture: the economic, the political and the ideological ones. First, we will define the process of adaptation of literary works. In order to do so we will investigate the similarities and differences between this process and two other rewriting processes: translation and appropriation, based on the thoughts of Georges L. Bastin (1998), Georges L. Bastin & Hugo Vandal-Sirois (2012), Antoine Berman ([1985] 2007), André Lefevere (1992) and Julie Sanders (2006). Then, we will tackle the beginnings of the tradition of adaptation of literary works, which happened in England in the early stages of the 19th century, and we will also deal with the Brazilian context. We will address the interlingual adaptation of literary works for children and teenagers, which was the first one to emerge in Brazil. This sort of adaptation will be pointed out as the precursor of children’s literature as a genre in the country. We will emphasize the roles of Monteiro Lobato, who worked as adaptor during the Brazilian civil dictatorship, and of the adaptors who worked during the military dictatorship – the case of the adaptor Paulo Mendes Campos will be used to enlighten this context. In this moment, we will rely, mostly, on the assumptions of Mário Feijó Borges Monteiro (2002, 2006). Finally, we will bring into discussion the intralingual adaptations of literary works to the “new readers” (our translation for “neoleitores”). We will address the specificities of these readers, and the collections of literary works available to this target audience. Furthermore, we will evaluate the adaptation of O Cortiço, from the É Só o Começo collection, which has been published by L&PM publishing house and distributed to Brazilian schools as part of a government project supported by institutions such as UNESCO and SESI (Brazilian Social Services for Industry). This thesis will make evident the fact that the production of adaptations such as the one mentioned have determined the emergence of a literary genre specially designed to this target audience in Brazil. In other words, it will stress the importance of this type of rewriting for the education process of readers and for the creation of a new readership.

Le Zhuang zi, ouvrage qui porte le nom de Zhuang zi, l’un des plus grands philosophes chinois vivant au IVe siècle av. J.-C. environ, a été universellement reconnu pour son imagination exubérante et sans limites, pour son style d’écriture plein d’humour, de même pour son usage efficace du « sanyan » (三言, les trois paroles) dans la construction des textes narratifs. Plus important encore, il présente une conception unique du cosmos et des dix mille êtres, ainsi qu’une observation perspicace du monde humain. Cet ouvrage a attiré, dès l’origine, bon nombre d’annotations et d’interprétations de la part des lettrés aux différentes époques en Chine. Incontestablement, les efforts scientifiques antérieurs ont permis au Zhuang zi de subsister durant une vaste étendue temporelle. C’est grâce à eux en effet qu’une base de données riche et précieuse a été mise en place pour sa réinterprétation et sa retraduction dans le contexte actuel de mondialisation. Néanmoins, le Zhuang zi per se étant un classique porteur de sens multiples est, par conséquent, susceptible d’interprétations diverses. En raison des approches variées adoptées par différents annotateurs, des malentendus, voire des interprétations erronées ont eu lieu dans leurs travaux d’érudition, ce qui fait peu ou prou obstacle à la diffusion intraculturelle et interculturelle du classique.La présente étude commence par un examen des principales découvertes sur le Zhuang zi, allant de la période pré-Qin jusqu’à l’époque contemporaine. Cette tentative de découvrir les traits saillants de ses interprétations dans différents contextes historiques de la Chine a pour but d’inspirer la retraduction intralinguale et interlinguale du classique. Ensuite, une discussion autour de la vision sur le rapport entre le langage et le sens du Zhuang zi, ainsi qu’autour de l’exemple des trois commentaires est déployée, suivie de l’observation de ses versions anglaises et françaises, y compris leurs réalités communicatives dans l’univers de la langue cible, d’où il résulte que les traductions intralinguale et interlinguale remplissent chacune des fonctions différentes dans la communication transtemporelle et trans-spatiale du Zhuang zi. Pour faire avancer la discussion, cette étude met l’accent sur l’aspect étymologique et sur le processus évolutif des trois notions philosophiques essentielles qui ont toutes, en faisant souvent l’objet de l’interrogation dans le milieu sinologique, une occurrence très élevée dans l’ouvrage, à savoir « dao » (道, le dao), « tian » (天, le ciel) et « de » (德, l’efficience). Cette partie expose principalement leurs usages dans les classiques confucianistes, dans le Lao zi et dans le Zhuang zi, avec l’analyse des gains et des pertes de leurs traductions, afin de mettre en lumière un cadre de référence pour une compréhension et une interprétation plus approfondie des notions philosophiques du Zhuang zi. Enfin, cette étude se réfère étroitement aux paragraphes et à leurs versions françaises/anglaise pour une interprétation multilingue des vues de Zhuang zi sur les questions telles que « la vie et la mort », « l’utile et l’inutile » et « le beau et le laid », dans l’intention d’illustrer une approche traductionnelle aux thèses philosophiques du Maître. Il est affirmé que les notions philosophiques dans l’ouvrage dépendent fortement du contexte et que la recontextualisation est donc essentielle pour le processus d’interprétation et de traduction. Il est également affirmé que les thèses philosophiques du Zhuang zi constituées à partir de perspectives variées mais complémentaires appellent ainsi l’utilisation du paratexte et de la traduction étoffée pour reproduire la réalité du classique dans les situations de traduction. Cette étude affirme aussi la valeur de la traduction multimodale dans la communication efficace du Zhuang zi
The Zhuang zi adopts its name after Zhuang zi, one of the greatest Chinese philosophers who lived in about the fourth century BC. The classic has been universally recognized for its boundless and exuberant imaginations and its humorous style of writing, particularly as evidenced by its effective use of the “sanyan” (三言, the three words) in the structuring of the narrative content. More importantly, it presents a unique conception of the cosmos, the ten thousand things and an insightful observation of the human world. Since it was known to the public, it has been followed by a variety of annotations and interpretations from different scholars in the Chinese history. Unquestionably, previous academic efforts have made the Zhuang zi survive a vast space of time and accumulated a richness of valuable data for its reinterpreting and retranslation in the present-day context of globalization. Nevertheless, the Zhuang zi per se is a classic of great meaning potential; therefore, it is open to diverse interpretations. Since different annotators and interpreters took different attitudes and approaches to the classic, misunderstandings and misinterpretations have taken place in their works of scholarship, more or less impeding the intracultural and intercultural dissemination of the classic.The present study commences with a review of the major findings on the Zhuang zi, ranging from the pre-Qin period to the contemporary era, as an attempt to discover the salient features of interpretation in different historical contexts of China so as to inspire the intralingual and interlingual retranslation of the classic. Then, it moves on to a discussion of the Zhuang zi’s standpoint on the relation between language and meaning, and the example of three commentaries, which is backed up by an observation of its English and French versions and their communicative facts in the target language world, with the resulting claim that intralingual translation and interlingual translation perform different functions in the trans-temporal and trans-spatial communication of the Zhuang zi. To push the discussion forward, this study turns its focus to the etymological aspect and evolutionary process of the three key philosophical notions in the classic, that is, “dao” (道, the dao) “tian” (天, heaven) and “de” (德, potency), all of which record a high frequency of use and highlight the relevant activity of inquiry in the community of Chinese Studies. This section mainly explores their patterns of use through reference to the pre-Qin Confucian works, the Lao zi and the Zhuang zi, and analyses both the merits and demerits of their different translated versions so as to illustrate a frame of reference for a deep understanding and interpretation of the Zhuang zi’s philosophical notions. Finally, this study closely refers to the classic’s relevant paragraphs and their English/French versions for a cross-linguistic interpretation of the Zhuang zi’s views on questions like “life and death”, “useful and useless” and “beauty and ugliness” to illustrate a translation-based approach to the master’s philosophical theories. It is claimed that Zhuang zi’s philosophical notions are highly context-dependent and therefore recontextualization is essential to the process of interpretation and translation. It is also claimed that the Zhuang zi’s philosophical theories are made from varied but complementary perspectives and therefore call for the use of paratexts and thick translation methods to reproduce the reality of the classic in translation situations. This study affirms the value of multimodal translation in the effective communication of the Zhuang zi as well

O presente trabalho tem como objetivo investigar as características da tradução intralingual (JAKOBSON, 1960), mais conhecida como adaptação (MILOU, 1973), da obra Maigret tend un piège, de Georges Simenon (1955). A análise, que busca a ocorrência dos universais da tradução (BAKER, 1998) simplificação, normalização, explicitação , foi feita pela observação de dados obtidos com as ferramentas da linguística de corpus, em especial o programa WordSmith Tools®. Além da adaptação, a versão original e a tradução para o português brasileiro (ALMEIDA, 1966) compõem o corpus de estudo da pesquisa, que conta ainda com dois corpora de referência, um em francês e outro em português, utilizados para obter as palavras-chave dos textos em estudo. A obra integral foi comparada à tradução interlinguística e à tradução intralinguística, e o resultado aponta para características comuns entre as duas formas de tradução e características peculiares da adaptação.
The main purpose of this work is to investigate the characteristics of intralingual translation (JAKOBSON, 1960), widely known as adaptation (MILOU, 1973), extracted from the book Maigret tend un piège written by Georges Simenon (1955).The research, which aim is to verify the occurrences of universals of translation: simplification, normalization and explicitation (BAKER, 1998) is based on the data that have been provided through the use of several corpus linguistic tools in special the WordSmith Tools®. In addition to adaptation, the original version and the translation into Brazilian Portuguese (ALMEIDA, 1966) constitute the corpus of this research that still includes two reference corpora one in French and the other one in Portuguese. Both were used to achieve the keywords of the texts under investigation. The original work was compared to the intralingual and interlingual translation. The results indicate that there are similarities between the two forms of translation and common characteristics of adaptation.

碩士
國立中正大學
外國語文學系英語教學研究所
106
This study examines the effect of watching intralingual (English) and interlingual (Chinese) subtitled English animations on eleventh grade high achievers’ vocabulary learning. It further explores students’ perspectives of watching subtitled animations. Seventy-five high-achieving students from a high school in northern Taiwan participated in this study. The duration of the experiment lasted for four weeks. Data collection included: (1) pre- and post-tests of vocabulary, (2) questionnaires, (3) semi-structured interviews and (4) classroom observations. The participants were divided into two groups A and B. They watched two subtitled (intralingual and interlingual) video clips of the English animation-Storks. A Vocabulary Knowledge Scale (VKS) was implemented as a pre- and post-test to assess students’ vocabulary learning. The finding showed that both groups’ post-test scores have improved significantly, but there was no significant difference between the two subtitled modes. In other words, the results were not able to prove which subtitled mode was better than the other in terms of vocabulary learning. However, the participants’ questionnaires, interviews and class observations indicated that the most participants held a positive attitude toward watching animations with subtitles. In addition, they thought watching intralingual subtitles could enhance their learning motivation and interest in learning vocabulary more, while watching interlingual subtitles could help reduce their learning anxiety. Finally, the study suggested that both intralingual and interlingual subtitled animations could be used as an effective tool in enhancing eleventh grade high achievers’ vocabulary learning in different ways.

碩士
國立臺灣師範大學
華語文教學研究所
97
This study uses the theory of interlanguage (IL) to examine the effects of first language transfer on the acquisition of the Mandarin near synonyms renshi and zhidao. The results of this study may be applied to teaching Chinese as a second language, reducing the difficulties students encounter when learning and using near synonyms. The methodology comprises questionnaires supplemented by interviews. Contrastive analysis is performed with data gathered from 120 study subjects divided into four groups of foreign students: 30 intermediate-level native Thai speakers, 30 advanced-level Thai native speakers, 30 intermediate-level native Japanese speakers, and 30 advanced-level native Japanese speakers. Results of the study demonstrate that the extent of lexical divergence is different in the first language and the target language. This implies that there are differences in how native speakers of Thai and Japanese acquire and use near synonyms. The Mandarin equivalents of renshi and zhidao in Thai are รู้จัก (roo-jak) and รู้ (roo) respectively. Mandarin and Thai are relatively similar languages, thus native Thai speakers in the study committed fewer errors. Japanese, however, has greater lexical sophistication with respect to renshi and zhidao in Mandarin—the verb知る (shi ru) encompasses the functions of both near synonyms. Native speakers of Japanese therefore had difficulty understanding the rules for using renshi and zhidao when learning Mandarin and committed more errors. This study uses hierarchies of difficulty as proposed by Prator (1967), which states that when the rules or structure of the learner’s first language diverge into two or more rules or structures in the target language, the learner encounters greater difficulty. Advanced-level learners experienced less interference from their first language and demonstrated higher levels of proficiency in the target language. In addition, learners in the advanced groups committed fewer negative transfer errors than the intermediate groups when using renshi and zhidao, confirming the views of scholars such as Taylor (1975) and Brown (1987) who hold that interference from the first language appears primarily in the early stages of second language acquisition. The error rate is higher in the intermediate groups, which supports the U-Shaped Development Theory proposed by Kellerman (1983). The error rate is highest when learners reach the intermediate level. Learners commit fewer errors as they gain greater competence in the target language and show more positive transfer. The textbook Practical Audio-Visual Chinese was used in designing teaching materials for the near synonyms renshi and zhidao. The teaching process is discussed and suggestions are provided. The effectiveness of the lesson is analyzed based on actual class drills.

在香港的教育背景下，雖然官方將英語定位為第二語言，但在實踐上卻像只限於課堂實踐的外語 (English as foreign language, EFL)，學生缺乏日常生活的語境，需要由老師指導進行學習。而書面反饋 (Written corrective feedback, 內文中簡稱 WCF) 是其中一種最常見的教學手法，旨在協助學生辨識 (identify)、修正 (correct)及避免 (avoid) 各種文法錯誤。然而，由於師生都相信一定要評改完英文作文中的全部錯誤，學生往往難以理解樣式繁多的書面反饋評改內容，陷入茫無頭緒的狀態。而且，由於學生缺乏有關書面反饋背後相關的文法知識，導致他們無法在收到書面反饋後循老師批改糾正他們的錯處(李潔冰, 2011)。針對以上情況，本研究探討如何藉教導學生有關源自中文文法的跨語系錯誤 (Interlingual English Errors)，並建立一套針對性的跨語系錯誤書面反饋符碼系統，讓學生得以改善英文文法水平。本研究以個案研究方式進行，藉觀察三十名初中學生在一個以教導學生改正跨語系錯誤的寫作課程，觀察這種教學及相關的跨語系錯誤為本間接符碼式書面反饋 (ILEE-focused and coded WCF)是否能改善以下六項跨語系錯誤﹕缺漏介系詞 (missing prepositions)、動語形態錯誤 (Verb form errors)、誤用「這」/「這裏」(misuse of it/there patterns)、冠詞錯誤 (article errors)、主動被動混淆 (confusions in active/ passive voice)、及詞類混淆 (word class confusions)。課程及書面反饋的效能以以下指標評估﹕課程前後的文法錯誤辨識測試、以及在學生八篇寫作 (四題、每題寫作一次、重寫一次、共八篇)中以上六種的跨語系錯誤出現頻率 (錯誤次數除以相關文法使用次數)。另外，學生亦要填寫有關學生對文法課程以及各種不同的書面反饋方式的觀感的問卷、以及研究前後會被邀請接受個人訪問。研究結果發現本研究的課程及書面反饋整體上有效減少學生在課程後文法辨識測試的錯誤，特別能改善動詞形態錯誤 (統計測試均達 p<.001水平)，但學生仍執意希望收到對他們的英文作文的舊式書面反饋方式 (無焦點、所有文法一律評改)，因為這樣令他們較為心安。文末討論了以上現象背後的認知過程及文化差異，並建議設立規格化的跨語系書面反饋符碼系統，以及提供一些方法以鼓勵學生克服對有焦點的書面反饋的憂慮。
Although English is one of the official languages in Hong Kong, English is no different from a foreign language (EFL) to most local school students. English communication is restricted in classroom settings, where English grammar is taught directly by teachers. Written corrective feedback (WCF) is a pedagogical device aiming at fostering students’ ability in identifying, correcting, and avoiding grammatical errors in writing. Yet, as Lee (2011) observed, teachers’ obsession with marking all grammatical errors in writing leads to students’ confusions. Furthermore, as students often lack knowledge in grammar items underlying the WCF, many of them simply get lost when responding to their teachers’ WCF. The aim of this study is to find out the possibility to enhance students’ grammatical accuracy through Interlingual English error (ILEE)-focused and coded WCF, coupled with pre-writing grammar instruction focusing on ILEEs that are deeply rooted from the interference of Chinese grammar. The case study method is adopted in this study. Thirty local EFL secondary school students participated in a writing course focusing on six ILEEs, namely missing prepositions, verb form errors, misuse of it/there patterns, article errors, confusions in active/passive voice, and word class confusions. Participants received ILEE-focused and coded WCF from the teacher-researcher in the eight writing drafts (four writing tasks X two drafts each). Progress in grammatical accuracy was measured by the difference between pre- and post-study ILEE identification tasks, and changes in ILEE error rates (the number of errors divided by the usage of related grammar items) in the writing samples. Participants’ perceptions towards ILEE-focused and coded WCF and ILEE-focused pre-writing grammar instruction were measured in pre- and post-ILEE course perception questionnaires. In addition, individual interviews (namely pre- and post-ILEE course interviews) were conducted to obtain information about participants’ experience in the learning process. Results indicated that statistically significant improvement was found in the post-study ILEE identification task (p<.001), and the reduction of verb form error rates across tasks (p<.001) was the most significant among the six targeted ILEEs. Despite the progress, participants still expressed the wish to return to conventional unfocused WCF on the grounds of worries about overlooking grammatical errors in their writing. Cognitive development underlying the learning process, as well as socio-cultural implications of the research findings, are discussed with suggestions to develop a system of standardized WCF codes for ILEEs and initiatives to encourage students to overcome their worries over focused WCF.
Yeung, Wai Nga.
Thesis Ed.D. Chinese University of Hong Kong 2017.
Includes bibliographical references (leaves ).
Abstracts also in Chinese.
Title from PDF title page (viewed on …).
Detailed summary in vernacular field only.

Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island.
على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة.
Religious Sudies & Arabic
D.Litt. et Phil. (Arabic)