LEARNERS' DICTIONARIES
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There are two groups of users whose needs have been carefully considered and for whom dictionaries have been specifically tailored: 1) Children 2) Learners
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Learning literature through English Language Teaching
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
English for academic purposes
This document provides information about English for Academic Purposes (EAP). It defines EAP as not just a teaching approach but also a branch of applied linguistics focused on effective teaching methods. EAP involves analyzing students' academic language needs and the linguistic and discourse structures of academic texts. The document also distinguishes EAP from general English, noting EAP has a greater focus on reading, writing, and formal academic genres, while being situated within specific learner contexts and situations.
Sense relations & Semantics
1. Sense relation is a paradigmatic relation between words or predicates that results from the semantic relatedness between forms and meanings.
2. There are several types of sense relations, including synonymy (words with the same meaning), polysemy (words with multiple meanings), hyponymy (more specific terms that fall under a more general term), and antonyms (words with opposite meanings).
3. Semantics is the study of meaning in language. Word meanings can be classified in different ways, including referential, associative, connotative, social, affective, and reflected meanings.
English for specific purposes
This document discusses English for Specific Purposes (ESP). It is a separate branch of English language that has developed over 30 years. ESP focuses on meeting the specific needs of learners through materials-driven and classroom-based activities. It involves teaching, materials production, and text analysis. A needs analysis determines what skills and genres students need English for. ESP is designed for specific disciplines using their methodology. It centers on language, skills, and discourse relevant to the discipline. ESP is for adult learners in tertiary education or professional situations. The document also classifies ESP and discusses related areas like English for Academic Purposes and English for Business Purposes. It notes ESP research involves target situation analysis, learning situation analysis, present situation
Problems with non equivalence at word level
The document discusses problems of equivalence at the word level when translating between languages. It identifies 11 common problems including culture-specific concepts, words with no direct translation, semantic complexity, different distinctions in meaning, lack of superordinates or specific terms, and differences in frequency or purpose of forms. It then outlines 8 strategies for dealing with non-equivalence, such as using more general, neutral, or paraphrased words, loan words with explanation, translation by omission or illustration.
CEFR Presentation
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptions of language proficiency at six levels to establish learning objectives and facilitate educational and occupational mobility across Europe.
Translation studies
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Recommended
Learning literature through English Language Teaching
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
English for academic purposes
This document provides information about English for Academic Purposes (EAP). It defines EAP as not just a teaching approach but also a branch of applied linguistics focused on effective teaching methods. EAP involves analyzing students' academic language needs and the linguistic and discourse structures of academic texts. The document also distinguishes EAP from general English, noting EAP has a greater focus on reading, writing, and formal academic genres, while being situated within specific learner contexts and situations.
Sense relations & Semantics
1. Sense relation is a paradigmatic relation between words or predicates that results from the semantic relatedness between forms and meanings.
2. There are several types of sense relations, including synonymy (words with the same meaning), polysemy (words with multiple meanings), hyponymy (more specific terms that fall under a more general term), and antonyms (words with opposite meanings).
3. Semantics is the study of meaning in language. Word meanings can be classified in different ways, including referential, associative, connotative, social, affective, and reflected meanings.
English for specific purposes
This document discusses English for Specific Purposes (ESP). It is a separate branch of English language that has developed over 30 years. ESP focuses on meeting the specific needs of learners through materials-driven and classroom-based activities. It involves teaching, materials production, and text analysis. A needs analysis determines what skills and genres students need English for. ESP is designed for specific disciplines using their methodology. It centers on language, skills, and discourse relevant to the discipline. ESP is for adult learners in tertiary education or professional situations. The document also classifies ESP and discusses related areas like English for Academic Purposes and English for Business Purposes. It notes ESP research involves target situation analysis, learning situation analysis, present situation
Problems with non equivalence at word level
The document discusses problems of equivalence at the word level when translating between languages. It identifies 11 common problems including culture-specific concepts, words with no direct translation, semantic complexity, different distinctions in meaning, lack of superordinates or specific terms, and differences in frequency or purpose of forms. It then outlines 8 strategies for dealing with non-equivalence, such as using more general, neutral, or paraphrased words, loan words with explanation, translation by omission or illustration.
CEFR Presentation
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptions of language proficiency at six levels to establish learning objectives and facilitate educational and occupational mobility across Europe.
Translation studies
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Corpus study design
This document discusses corpus linguistics and quantitative research design. It defines a corpus as a large collection of texts used for linguistic analysis. Corpus linguistics allows researchers to empirically test hypotheses about language patterns and features based on large amounts of real-world data. Quantitative analysis of corpus data shows how frequently certain words, constructions, and patterns are used. Specialized corpora can focus on particular text types, languages, or learner language. Various software tools are used to analyze corpora through frequency lists, keyword lists, collocation analysis, and other methods.
The analysis of the text
The document discusses various translation methodology methods, levels, and techniques. It covers analyzing the source text, determining the intention of the text and translator, different reading approaches, and discourse analysis. It also describes translation on the word, literal, semantic, and communicative levels. Finally, it outlines specific translation techniques like amplification, reduction, modulation, and transposition.
Phonology
Phonology is the study of how sounds are organized and used in languages. It examines an inventory of sounds and rules for how they interact, and analyzes sound patterns to determine which sounds are significant for a language. Phonetics studies speech sound production, while phonology analyzes sound patterns and interpretations in a particular language. A phoneme is the smallest meaningful sound unit that distinguishes word meanings. Generative phonology assigns phonetic representations to utterances based on a speaker's internal grammar. Non-linear models like autosegmental and metrical phonology treat representations as multi-dimensional. Lexical phonology accounts for interactions of morphology and phonology in word formation through ordered levels.
Types of translation
This document discusses different types of translation. It describes translation as carrying meaning across languages. There are three main types: interlingual translation between languages, intralingual translation within one language, and intersemiotic translation between different semiotic systems like verbal and sign languages. The document also discusses different approaches to translation like human translation, machine translation, and computer-assisted translation as well as factors like the means, materials, functional basis, and ways translation can be described.
Morphology
This document discusses morphology, which is the study of word structure and formation. It defines key terms like morpheme, affixation, prefix, suffix, root words, compound words, blending, clipping, and reduplication. It provides examples to illustrate different morphological processes involved in word formation, including affixation, compounding, derivation, and borrowing words from other languages. The key takeaway is that morphology examines how meanings of words are represented and modified through the combination and alteration of morphemes.
Sample Lesson Plan on Past Simple Tense
This lesson plan outlines how to teach past simple tense to students effectively. The teacher will begin with a warm-up asking students about past actions. Then, the teacher will explain the structure and use of past simple tense through examples on the board. Students will practice forming past tense sentences, questions, and negatives through guided oral exercises. To assess understanding, the teacher will ask students questions about past simple tense before assigning homework practicing the tense.
Introduction to vocabulary ppt
Tackle the toughest part of learning a language i.e. vocabulary through a proven technique With an experienced Teacher Ms. Jyoti Malhotra
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
Material design
The document discusses material design for ESP (English for Specific Purposes) teachers. It notes that ESP teachers often spend significant time writing their own materials since publishers are reluctant to produce materials for small markets. It then presents a materials design model that includes input, content, language, and task. The model is meant to help teachers produce useful and creative ESP materials by defining objectives, providing samples, and refining the design process based on a needs analysis and coherence with the syllabus. The document concludes by describing how the model has been used in the authors' own material preparation.
Needs Analysis and Evaluation In English Specific Purposes
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
English as a global language
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Techniques in translation, computer assisted, machine translation, subtitling...
This document discusses various translation techniques including computer-assisted translation, machine translation, subtitling, and editing/post-editing. It provides details on each technique in 3-4 paragraphs. Computer-assisted translation involves human translators using computer programs, tools, and technology to assist them. Machine translation aims to translate without human intervention but often requires human pre-editing and post-editing. Subtitling has constraints related to synchronization with visual/audio elements and reading speed, requiring simplification and brevity in the subtitles.
Entailment exercises 1
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
Needs Analysis Part 1
Who will be involved
Philosophies of Needs Analysis
Brown, J. D. 1995. The Elements of Language Curriculum.
Language used in advertisement.
The document discusses key aspects of advertising such as its purpose to encourage or persuade consumers to buy products. It defines advertising and discusses important advertising elements like language, slogans, puns, and parody ads. Specifically, it notes that language plays a powerful role in influencing people and should be carefully considered. Certain words are often used in ads to catch attention. Placement of language is also important. Puns and slogans are discussed as memorable techniques to create brand awareness. Spoof or parody ads are defined as fictional ads that mock or comment on real ads.
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
This document discusses various processes of word formation in English. It examines compounding, derivation, invention, echoism, clipping, acronymy, blending, back-formation, folk etymology, and antonomasia. For each process, examples of English words formed through that process are provided, along with brief explanations and definitions. The document is authored by Dr. Shadia Yousef Banjar and appears to be part of a course on morphology.
Semantics: The Meaning of Language
- Semantics is the study of meaning in language. It focuses on the literal meaning of words and sentences. Pragmatics studies meaning based on context.
- Key terms in semantics include ambiguity, entailment, contradiction, compositionality, and metaphor. Compositionality is the principle that the meaning of an expression is determined by its parts and structure.
- Semantics analyzes features of words, semantic roles, lexical relations, theories of meaning, and more. Pragmatics examines how context influences meaning through speech acts, implicature, and deixis.
ELT : AN INTRODUCTION
This document provides an introduction and syllabus for an English Language Teaching course. It discusses what ELT is, provides some historical background on English in India, and outlines the topics that will be covered in the course. The course will examine the history of English in India, approaches to second language acquisition and teaching methods, teaching language skills, and will explore specific topics through readings in four units on the role of English in India, the nature of second language learning and teaching, various teaching approaches, and developing language skills like grammar, vocabulary, and discourse.
Techniques in Translation
Subject: English 18
Translation and Editing Text
Topic: Techniques in Translation
Techniques in Translation
1. Computer assisted
2. Machine translation
3. Subtitling
4. editing/Post editing
1. COMPUTER-ASSISTED
Computer-assisted translations also called 'computer-aided translation or machine-aided human translation. It is a form of translation wherein human translator creates a target text with the assistance of a computer program. The machine supports a human translator.
What is Computer Aided Translation?
Computer aided translation (also called computer assisted translation) is a system in which a human translator uses a computer in the translation process.
Humans and computers each have their strengths and weaknesses. The idea of computer aided translation (CAT) software is to make the most of the strengths of people and computers.
Translation performed solely by computers ("machine translation") has very poor quality. Meanwhile, no human can translate as fast as a computer can. By using a CAT tool, however, you can gain some of the speed, consistency, and memory benefits of the computer, without sacrificing the high quality of human translation.
Translation Skills: Theory and practice
The theoretical base should include general information regarding the translator's workshop and the issues one should be familiar with.
*Internet
It is worth discussing is the role of the internet as a source of information. It is important to use the translations which have been on the market for some time and are recognized by other people. This is where the internet becomes very useful for it allows us to search forgiven information (google.com, yahoo.com, altavista.com, etc.), use online dictionaries and corpora, or compare different language versions of the same site (Wikipedia the Free Encyclopedia and the ability to switch from different languages defining a given notion-www.wikipedia.org). Google itself is a powerful tool since it allows us not only to search for information on webpages but also it indexes*.doc and *pdf files stored on servers, allowing us to browse through their contents in search for a context.
*Software
A successful translator needs to know how to handle various computer applications in his/her work. That's why basic software used to compress and decompress files should be mentioned (WinZip, WinRAR). PDF and multimedia files readers (images, audio). Last, the use of different word processors, are usually the first application that leads people using a computer for their work. This comprises of spell checking, standard layouts, ability to have some characters appear in bold print, italics, or underlined. We can save documents, so it can be used again, and we can print the documents.
It is important to mention CAT tool, how the
Corpus Linguistics
1. Corpus linguistics is the study of language using large collections of electronic texts called corpora.
2. A teacher conducted a corpus analysis of student writing to determine the most frequent words. The three most common words were "the", "for", and "it".
3. Corpora come in many types including speech, text, monolingual, parallel, and learner corpora. They are used for various linguistic analyses.
Translation Problems Faced by Saudi EFL Learners at University Level
Translation Problems Faced by Saudi EFL Learners at University LevelEnglish Literature and Language Review ELLR
The aim of this paper is to identify some of the problems faced by Saudi learners of English at Taibah University when translating from Arabic into English. Also, this paper discusses the reasons why these errors are attributed to. These students commit different types of errors, such as spelling, lexical errors, and errors of synonymy, syntactic errors, and finally, the cohesion errors. The committed errors are due to linguistic and non-linguistic factors. This study, as well, identifies the main functions served by the topics discussed by the researcher and determines that the most predominant function is the promotion of understanding between cultures. Lexicography
Lexicography involves two related disciplines: practical lexicography which is the craft of compiling dictionaries, and theoretical lexicography which analyzes dictionary components and structures. Practical lexicography involves selecting words and definitions for dictionaries, while theoretical lexicography develops principles to improve future dictionaries. Corpora are important resources used to produce dictionaries and grammar books, and help ensure entries are current, reliable and user-friendly.
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Corpus study design
This document discusses corpus linguistics and quantitative research design. It defines a corpus as a large collection of texts used for linguistic analysis. Corpus linguistics allows researchers to empirically test hypotheses about language patterns and features based on large amounts of real-world data. Quantitative analysis of corpus data shows how frequently certain words, constructions, and patterns are used. Specialized corpora can focus on particular text types, languages, or learner language. Various software tools are used to analyze corpora through frequency lists, keyword lists, collocation analysis, and other methods.
The analysis of the text
The document discusses various translation methodology methods, levels, and techniques. It covers analyzing the source text, determining the intention of the text and translator, different reading approaches, and discourse analysis. It also describes translation on the word, literal, semantic, and communicative levels. Finally, it outlines specific translation techniques like amplification, reduction, modulation, and transposition.
Phonology
Phonology is the study of how sounds are organized and used in languages. It examines an inventory of sounds and rules for how they interact, and analyzes sound patterns to determine which sounds are significant for a language. Phonetics studies speech sound production, while phonology analyzes sound patterns and interpretations in a particular language. A phoneme is the smallest meaningful sound unit that distinguishes word meanings. Generative phonology assigns phonetic representations to utterances based on a speaker's internal grammar. Non-linear models like autosegmental and metrical phonology treat representations as multi-dimensional. Lexical phonology accounts for interactions of morphology and phonology in word formation through ordered levels.
Types of translation
This document discusses different types of translation. It describes translation as carrying meaning across languages. There are three main types: interlingual translation between languages, intralingual translation within one language, and intersemiotic translation between different semiotic systems like verbal and sign languages. The document also discusses different approaches to translation like human translation, machine translation, and computer-assisted translation as well as factors like the means, materials, functional basis, and ways translation can be described.
Morphology
This document discusses morphology, which is the study of word structure and formation. It defines key terms like morpheme, affixation, prefix, suffix, root words, compound words, blending, clipping, and reduplication. It provides examples to illustrate different morphological processes involved in word formation, including affixation, compounding, derivation, and borrowing words from other languages. The key takeaway is that morphology examines how meanings of words are represented and modified through the combination and alteration of morphemes.
Sample Lesson Plan on Past Simple Tense
This lesson plan outlines how to teach past simple tense to students effectively. The teacher will begin with a warm-up asking students about past actions. Then, the teacher will explain the structure and use of past simple tense through examples on the board. Students will practice forming past tense sentences, questions, and negatives through guided oral exercises. To assess understanding, the teacher will ask students questions about past simple tense before assigning homework practicing the tense.
Introduction to vocabulary ppt
Tackle the toughest part of learning a language i.e. vocabulary through a proven technique With an experienced Teacher Ms. Jyoti Malhotra
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
Material design
The document discusses material design for ESP (English for Specific Purposes) teachers. It notes that ESP teachers often spend significant time writing their own materials since publishers are reluctant to produce materials for small markets. It then presents a materials design model that includes input, content, language, and task. The model is meant to help teachers produce useful and creative ESP materials by defining objectives, providing samples, and refining the design process based on a needs analysis and coherence with the syllabus. The document concludes by describing how the model has been used in the authors' own material preparation.
Needs Analysis and Evaluation In English Specific Purposes
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
English as a global language
English is as a global language - uploaded by www.sepatubordir.com and Tukang Kompor Menulis http://hmcahyo.blogspot.com
Techniques in translation, computer assisted, machine translation, subtitling...
This document discusses various translation techniques including computer-assisted translation, machine translation, subtitling, and editing/post-editing. It provides details on each technique in 3-4 paragraphs. Computer-assisted translation involves human translators using computer programs, tools, and technology to assist them. Machine translation aims to translate without human intervention but often requires human pre-editing and post-editing. Subtitling has constraints related to synchronization with visual/audio elements and reading speed, requiring simplification and brevity in the subtitles.
Entailment exercises 1
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
Needs Analysis Part 1
Who will be involved
Philosophies of Needs Analysis
Brown, J. D. 1995. The Elements of Language Curriculum.
Language used in advertisement.
The document discusses key aspects of advertising such as its purpose to encourage or persuade consumers to buy products. It defines advertising and discusses important advertising elements like language, slogans, puns, and parody ads. Specifically, it notes that language plays a powerful role in influencing people and should be carefully considered. Certain words are often used in ads to catch attention. Placement of language is also important. Puns and slogans are discussed as memorable techniques to create brand awareness. Spoof or parody ads are defined as fictional ads that mock or comment on real ads.
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
This document discusses various processes of word formation in English. It examines compounding, derivation, invention, echoism, clipping, acronymy, blending, back-formation, folk etymology, and antonomasia. For each process, examples of English words formed through that process are provided, along with brief explanations and definitions. The document is authored by Dr. Shadia Yousef Banjar and appears to be part of a course on morphology.
Semantics: The Meaning of Language
- Semantics is the study of meaning in language. It focuses on the literal meaning of words and sentences. Pragmatics studies meaning based on context.
- Key terms in semantics include ambiguity, entailment, contradiction, compositionality, and metaphor. Compositionality is the principle that the meaning of an expression is determined by its parts and structure.
- Semantics analyzes features of words, semantic roles, lexical relations, theories of meaning, and more. Pragmatics examines how context influences meaning through speech acts, implicature, and deixis.
ELT : AN INTRODUCTION
This document provides an introduction and syllabus for an English Language Teaching course. It discusses what ELT is, provides some historical background on English in India, and outlines the topics that will be covered in the course. The course will examine the history of English in India, approaches to second language acquisition and teaching methods, teaching language skills, and will explore specific topics through readings in four units on the role of English in India, the nature of second language learning and teaching, various teaching approaches, and developing language skills like grammar, vocabulary, and discourse.
Techniques in Translation
Subject: English 18
Translation and Editing Text
Topic: Techniques in Translation
Techniques in Translation
1. Computer assisted
2. Machine translation
3. Subtitling
4. editing/Post editing
1. COMPUTER-ASSISTED
Computer-assisted translations also called 'computer-aided translation or machine-aided human translation. It is a form of translation wherein human translator creates a target text with the assistance of a computer program. The machine supports a human translator.
What is Computer Aided Translation?
Computer aided translation (also called computer assisted translation) is a system in which a human translator uses a computer in the translation process.
Humans and computers each have their strengths and weaknesses. The idea of computer aided translation (CAT) software is to make the most of the strengths of people and computers.
Translation performed solely by computers ("machine translation") has very poor quality. Meanwhile, no human can translate as fast as a computer can. By using a CAT tool, however, you can gain some of the speed, consistency, and memory benefits of the computer, without sacrificing the high quality of human translation.
Translation Skills: Theory and practice
The theoretical base should include general information regarding the translator's workshop and the issues one should be familiar with.
*Internet
It is worth discussing is the role of the internet as a source of information. It is important to use the translations which have been on the market for some time and are recognized by other people. This is where the internet becomes very useful for it allows us to search forgiven information (google.com, yahoo.com, altavista.com, etc.), use online dictionaries and corpora, or compare different language versions of the same site (Wikipedia the Free Encyclopedia and the ability to switch from different languages defining a given notion-www.wikipedia.org). Google itself is a powerful tool since it allows us not only to search for information on webpages but also it indexes*.doc and *pdf files stored on servers, allowing us to browse through their contents in search for a context.
*Software
A successful translator needs to know how to handle various computer applications in his/her work. That's why basic software used to compress and decompress files should be mentioned (WinZip, WinRAR). PDF and multimedia files readers (images, audio). Last, the use of different word processors, are usually the first application that leads people using a computer for their work. This comprises of spell checking, standard layouts, ability to have some characters appear in bold print, italics, or underlined. We can save documents, so it can be used again, and we can print the documents.
It is important to mention CAT tool, how the
Corpus Linguistics
1. Corpus linguistics is the study of language using large collections of electronic texts called corpora.
2. A teacher conducted a corpus analysis of student writing to determine the most frequent words. The three most common words were "the", "for", and "it".
3. Corpora come in many types including speech, text, monolingual, parallel, and learner corpora. They are used for various linguistic analyses.
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Needs Analysis and Evaluation In English Specific Purposes
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Techniques in translation, computer assisted, machine translation, subtitling...
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
Similar to LEARNERS' DICTIONARIES
Translation Problems Faced by Saudi EFL Learners at University Level
Translation Problems Faced by Saudi EFL Learners at University LevelEnglish Literature and Language Review ELLR
The aim of this paper is to identify some of the problems faced by Saudi learners of English at Taibah University when translating from Arabic into English. Also, this paper discusses the reasons why these errors are attributed to. These students commit different types of errors, such as spelling, lexical errors, and errors of synonymy, syntactic errors, and finally, the cohesion errors. The committed errors are due to linguistic and non-linguistic factors. This study, as well, identifies the main functions served by the topics discussed by the researcher and determines that the most predominant function is the promotion of understanding between cultures. Lexicography
Lexicography involves two related disciplines: practical lexicography which is the craft of compiling dictionaries, and theoretical lexicography which analyzes dictionary components and structures. Practical lexicography involves selecting words and definitions for dictionaries, while theoretical lexicography develops principles to improve future dictionaries. Corpora are important resources used to produce dictionaries and grammar books, and help ensure entries are current, reliable and user-friendly.
Lexicography
The document discusses the definition and scope of lexicography. It is divided into two related disciplines: practical lexicography which involves compiling dictionaries, and theoretical lexicography which analyzes dictionary components and structures. The document also discusses the relevance of lexicography to language learning and corpus linguistics, and summarizes two related studies on improving dictionary skills and the effect of learners' dictionaries.
Dictionaries for learners
This document discusses the rise and development of monolingual learners' dictionaries. It outlines how dictionaries evolved to meet the needs of English language learners, with early innovators like Palmer, Hornby, and West influencing the creation of dictionaries focused specifically on vocabulary and grammar patterns for intermediate to advanced learners. Key dictionaries discussed include the Oxford Advanced Learner's Dictionary, Longman Dictionary of Contemporary English, and Collins COBUILD Dictionary, highlighting innovations like definitions in full sentences and examples derived from corpus data. Competition between publishers led to improved attention to learner needs and reference skills.
A Study on the Approaches of Classifying Dictionaries.pdf
This document summarizes a study on approaches to classifying dictionaries. It discusses two main approaches - the first proposed by Devapala, which classifies dictionaries based on internal and external features, and the second which classifies dictionaries based on range, perspective, and presentation. The study also describes conducting questionnaires with translation students at University of Basrah to evaluate the dictionaries they use. Key findings and suggestions for dictionaries students should use are provided.
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A Discourse Analysis Of College Admissions Essays In English
This document provides an introduction to a thesis titled "A Discourse Analysis of College Admissions Essays in English". The thesis was completed at the University of Danang in Vietnam under the supervision of Ton Nu My Nhat, Ph.D. to partially fulfill requirements for a Master of Arts degree in the English language. The introduction outlines the rationale, aims, objectives, scope, research questions, significance, and organization of the thesis, which analyzes the discourse structure and lexico-grammatical features of 40 accepted English college admissions essays using the theoretical framework of genre analysis.
An Analysis Of Dissertation Abstracts In Terms Of Translation Errors And Acad...
This study analyzes English abstracts of Turkish MA and PhD dissertations to identify translation errors and issues with academic style and discourse. The study examines 90 dissertation abstracts from both Turkish and English-speaking researchers. The findings show that Turkish researchers rely on their translation skills in writing English abstracts, which can lead to errors. However, the analysis of rhetorical moves in the abstracts did not reveal large differences, suggesting universally accepted structures in dissertation abstracts. The study aims to evaluate how effectively Turkish researchers communicate their knowledge in English in terms of language competence and adherence to academic discourse conventions.
Corpus approaches to discourse analysis
This document discusses the use of corpus approaches to analyze discourse. It begins by explaining the advantages of using large corpora to analyze language use from a discourse perspective. It then defines what a corpus is and discusses different types of corpora, including general corpora that aim to represent language broadly and specialized corpora focused on specific text types or genres. Several examples of specialized corpora are provided, including MICASE, BASE, BAWE, and TOEFL corpora. Key considerations for constructing corpora are outlined, such as what to include, size, sampling, and ensuring representativeness. The Longman Spoken and Written English Corpus is then discussed as an example that analyzed discourse characteristics of conversation.
dictionary types and dictionary users
The document discusses the process of creating dictionaries and classifying dictionary types. It explains that developing a new dictionary involves market research, determining the dictionary type and price, creating a schedule and budget, deciding on content and presentation, and preparing print and electronic versions. Dictionaries are classified based on their language, coverage, size, medium, organization, intended users and purposes. Developing an understanding of typical users through user profiles and research helps inform decisions about a dictionary's content, language use, and design layout. Bilingual dictionaries can be unidirectional or bidirectional depending on whether they support encoding or decoding for one or two language groups.
The World of English Language Teaching.pptx
Dr. Jui-Jung Tsao discusses the complex world of English language teaching. There are many varieties of English spoken around the world for different purposes. Who teaches English and which variety is taught depends on factors like whether it is taught as a foreign or second language, for general purposes or specific fields like business, and whether content-based or immersion approaches are used. While native English speakers were traditionally seen as the best teachers, the roles of non-native English speaking teachers are increasingly recognized as valuable due to their shared experience learning the language and cultural understanding. The best teachers are those that are proficient in English and effective instructors regardless of whether they are native or non-native speakers.
What corpora are available? by David Y. W.D
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This document appears to be the table of contents and first part of a lesson on reading and using dictionaries. It discusses the components and uses of dictionaries, including looking up spelling, pronunciation, part of speech, word origin, meaning, usage labels, synonyms and antonyms, foreign words and phrases, and general reference information. Examples and exercises are provided to illustrate how to use a dictionary to find word meanings, parts of speech, pronunciation, usage labels, and other information. The lesson also provides guidance on how to efficiently find words in a dictionary using the guide words and alphabetical order. The first part concludes by introducing a Native American folk tale that will be read and analyzed in the second part of the lesson.
Academic Vocabulary In Tourism Research Articles A Corpus-Based Study
This document discusses a study that analyzed a corpus of tourism research articles to develop a Tourism Academic Word List (TAWL). The study aimed to identify the most frequently used academic vocabulary across tourism sub-disciplines and determine how words in the TAWL compare to words in existing word lists like the General Service List and Academic Word List. The analysis of a 3.7-million word tourism research article corpus found that words from the Academic Word List accounted for 12.34% of words. Most high frequency words fit within the first two sub-lists of the Academic Word List. The TAWL captures important vocabulary for tourism research articles and can help students' exposure to academic vocabulary in this field.
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The document discusses corpus linguistics and different types of corpora. It defines corpus linguistics as the study of language based on large collections of electronic texts, known as corpora. It describes general corpora, specialized corpora, historical/diachronic corpora, regional corpora, learner corpora, multilingual corpora, comparable corpora, and parallel corpora. It also discusses corpus annotation, concordancing, frequency and keyword lists, collocation, and software used for corpus analysis.
Esp-LET Review
English for Specific Purposes (ESP) refers to teaching English with a specific focus on the language needs of particular careers or fields of study. ESP aims to teach the genres, vocabulary, grammar, and skills relevant to the learner's goals. It began in the 1960s and has undergone several phases, from analyzing specialized registers to taking a more learner-centered approach. ESP courses are typically for intermediate or advanced learners studying fields like science, business, or social studies. The content and methods are based on analyzing the learner's needs and the discourse of their target profession or discipline.
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1) The document presents a text-based approach for teaching speaking skills, focusing on analyzing spoken texts and the differences between spoken and written language.
2) A text-based syllabus is structured around authentic language samples that are held together by meaning and social context.
3) Spoken language differs from written in features like grammar, vocabulary, cohesion and purpose. A text-based approach helps identify important speaking genres and design coherent speaking tasks for learners.
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Semantics
This document discusses semantics and lexical relations between words. It defines semantics as the study of meaningful units and their cognitive meanings. There are several lexical relations between words based on their senses, including synonymy, homonymy, polysemy, antonymy, and hyponymy. Synonymy refers to words that have the same meaning. Homonymy and polysemy involve ambiguity, where homonymy refers to words that are identical but have different unrelated meanings, while polysemy refers to a word whose meaning is extended metaphorically. Antonymy describes opposites, including complementary, gradable, and relational opposites. Hyponymy describes a subordinate, more specific relationship between a general lexeme and
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Traditional Grammar was in the 19th century that historical language study began to meet the criteria of scientificness and only in the 20th century that the study of contemporary languages became scientific in today’s sense of the word.
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Evaluating a dictionary: is the process of judging or calculating the quality, importance, amount, or value of dictionary : Evaluation of this new treatment cannot take place until all the data has been collected.
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Lexicographers don’t decide which words are proper, they struggle with words like love.
They certainly have a favorite word.
Internet makes lexicographers life easier.
It took almost fifty years to create the first Oxford English dictionary.
Sample sentences from dictionaries can make interesting short stories.
The longest word in the dictionary is the name of a lung disease “pneumonoultramicroscopicsilicovolcanokoniosis”
A murder was a contributor to the first oxford English dictionary “ William Chester Minor”
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علم الصوتيات يشرح طريقة إنتاج التعبيرات الجسدية لأصوات البشر”. Phonetic units are called phones. “يطلق على الصوتيات اسم الهواتف” As we know that phonetic symbols are enclosed in square brackets. “تكون الرموز الصوتية بداخل أقواس مربعة”.
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LEARNERS' DICTIONARIES
- 1. LEARNERS' DICTIONARIES AMMAN ARAB UNIVERSITY BY: JEHAD SULIMAN & GHNWA MOHAMMAD DR. KHALEEL B. AL BATAINEH DEPARTMENT OF ENGLISH LANGUAGE AND TRANSLATION Lexicography
- 2. Groups of Users Who Use Dictionaries: There are two groups of users whose needs have been carefully considered and for whom dictionaries have been specifically tailored: 1) Children 2) Learners
- 5. "Pilot" Meaning of a word may differ between the two types of dictionaries Children's dictionary: A person who flies an airplane. Learners' dictionary: A person who flies or is qualified to fly an aircraft or spacecraft.
- 6. Who is the Learner? Learner: anyone who study English or any language as a foreign or second language, may consult a dictionary when engaged in one of two main types of language task. - What are the two types of language task?
- 7. Types of Language Task? Task of decoding: - Reading - Listening Task of encoding: - Writing - Speaking
- 9. Learners VS Native Speakers What's the difference between learners and native speakers in terms of the use of dictionaries? For native speaker, spelling is the main encoding purpose that they might consult a dictionary for. For learners, There is more than one use of a dictionary.
- 10. Uses of learners' dictionaries Spelling Pronunciation Inflection How a word fits into a grammatical structure The word's collocations Social or cultural restrictions on its usage
- 11. The difference between learners' and native speakers' dictionaries When we talk about learners' dictionaries, it's not just a matter of containing the information, it is also a matter of presenting the information in such a way that it is readily accessible.
- 12. The Development History of Dictionaries.. The early learner's dictionary, such as H.E Palmer's A Grammar of English Words (1938) or the precursor to the OALD (1942) They were concentrated on providing accurate and systematic information about the grammatical operation of words. The subsequent history of learners' dictionaries such as (Cowie 1999) shows the development not only in grammar but also in phraseology and collocation. And this development of making the information more readily accessible achieved by many ways. For example, the early edition of OALD presented the grammatical operation of verbs by means a set of a codes based on a system of "verb patterns" but this coding system has been abandoned.
- 14. The Development History of Dictionaries.. One more development is Presented the grammatical information in a more accessible form such as the formulae (sth) to.... (sb) - Example: The play shows the audience life in china between 1898 and 1945. The development not only in the presentation of grammatical information. It was also in: - Entry structure has in some cases been revised. - Include information and advice on usage. - Include types of additional material.
- 15. The Development History of Dictionaries.. In your opinion, do you think that dictionaries will develop over time? If yes, What aspects will be developed and what will be changed?
- 17. The Oxford Advanced Learner's Dictionary (OALD) It was the first advanced learner's dictionary of English. It was first published in 1948. It is the largest English-language dictionary from Oxford University Press aimed at a non-native audience. The Oxford Advanced Learner's Dictionary, previously entitled the Oxford Advanced Learner's Dictionary of Current English, started life as the Idiomatic and Syntactic Dictionary, edited by Albert Sydney Hornby.
- 18. Refrences Oxford Learner's Dictionary Merriam Webster Wikipedia Source:Jackson, Howard. 2003. Lexicography, Taylor & Francis Routledge, NY, USA.