Language Variation & Regional Variation.pptxzahraa Aamir
This document discusses language and regional variation in sociolinguistics. It defines language variation as differences in pronunciation, grammar or word choice within a language that may be related to factors like region, social class, education level or formality of situation. Regional variation specifically reflects the geographical area a person comes from and is studied in dialectology. The document provides examples of regional variation in English between countries and within countries. It explains that regional dialects develop over time as geographical separation reduces communication between groups of language speakers, causing their speech to diverge. When studying regional variation, linguists collect data on pronunciation, grammar and vocabulary from various locations and enter the results on maps with isoglosses separating variants.
This document discusses different types of speeches: introduction speeches, thank you speeches, occasional speeches, and theme speeches. Introduction speeches aim to introduce a speaker and topic to gain audience attention and interest. Thank you speeches express gratitude for something received or offered. Occasional speeches are for events like retirements or farewells. Theme speeches focus on a chosen topic or theme. The document provides guidelines for each type of speech, such as keeping introductions brief, expressing gratitude in thank you speeches, and including personal and professional details for occasional speeches. It concludes with an activity to practice presenting all four speech types around a shared topic.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
Phonology is the study of sound systems of language. It examines the patterns of sounds and how phonemes and their allophones form these patterns. The document provides an introduction to phonology including defining key terms like phone, phoneme, and allophone. It also outlines some major units of phonological analysis like segments, syllables, and features. The conclusion states that phonologists make explicit statements about sound patterns in languages to understand the principles underlying how sounds are patterned.
This document discusses different methods for delivering oral messages and strategies for effective delivery. The four methods are extemporaneous speaking, reading from a script or teleprompter, memorization, and impromptu speaking. It provides details on each method's advantages and disadvantages. The document also outlines strategies for effective verbal delivery, including pitch, rate, volume, vocal quality, and pronunciation. Finally, it discusses strategies for effective non-verbal delivery such as posture, movement, gestures, facial expressions, and appearance.
The document discusses the concept of heads and modifiers in linguistics. It defines a head as the key word that determines the syntactic type of a phrase. The head identifies the category of the phrase, such as a noun phrase having a noun as the head. Modifiers are optional elements that modify or change the meaning of the head. Modifiers can be premodifiers or postmodifiers, and the main types are adjectives and adverbs. Phrases can be endocentric, having an obligatory head, or exocentric, lacking a head.
The document discusses linguistic variation in the Punjabi language. It describes how Punjabi varies between dialects based on region and between speakers. Some key variables of variation discussed are phonological (differences in pronunciation), lexical (vocabulary), and semantic. Examples are given comparing the Majhi/Markzi dialect to dialects from Multan, Shah Puri, and Dehli for different words. The history of the Punjabi region and dialects found across its geographical areas are also outlined.
Language Variation & Regional Variation.pptxzahraa Aamir
This document discusses language and regional variation in sociolinguistics. It defines language variation as differences in pronunciation, grammar or word choice within a language that may be related to factors like region, social class, education level or formality of situation. Regional variation specifically reflects the geographical area a person comes from and is studied in dialectology. The document provides examples of regional variation in English between countries and within countries. It explains that regional dialects develop over time as geographical separation reduces communication between groups of language speakers, causing their speech to diverge. When studying regional variation, linguists collect data on pronunciation, grammar and vocabulary from various locations and enter the results on maps with isoglosses separating variants.
This document discusses different types of speeches: introduction speeches, thank you speeches, occasional speeches, and theme speeches. Introduction speeches aim to introduce a speaker and topic to gain audience attention and interest. Thank you speeches express gratitude for something received or offered. Occasional speeches are for events like retirements or farewells. Theme speeches focus on a chosen topic or theme. The document provides guidelines for each type of speech, such as keeping introductions brief, expressing gratitude in thank you speeches, and including personal and professional details for occasional speeches. It concludes with an activity to practice presenting all four speech types around a shared topic.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
Phonology is the study of sound systems of language. It examines the patterns of sounds and how phonemes and their allophones form these patterns. The document provides an introduction to phonology including defining key terms like phone, phoneme, and allophone. It also outlines some major units of phonological analysis like segments, syllables, and features. The conclusion states that phonologists make explicit statements about sound patterns in languages to understand the principles underlying how sounds are patterned.
This document discusses different methods for delivering oral messages and strategies for effective delivery. The four methods are extemporaneous speaking, reading from a script or teleprompter, memorization, and impromptu speaking. It provides details on each method's advantages and disadvantages. The document also outlines strategies for effective verbal delivery, including pitch, rate, volume, vocal quality, and pronunciation. Finally, it discusses strategies for effective non-verbal delivery such as posture, movement, gestures, facial expressions, and appearance.
The document discusses the concept of heads and modifiers in linguistics. It defines a head as the key word that determines the syntactic type of a phrase. The head identifies the category of the phrase, such as a noun phrase having a noun as the head. Modifiers are optional elements that modify or change the meaning of the head. Modifiers can be premodifiers or postmodifiers, and the main types are adjectives and adverbs. Phrases can be endocentric, having an obligatory head, or exocentric, lacking a head.
The document discusses linguistic variation in the Punjabi language. It describes how Punjabi varies between dialects based on region and between speakers. Some key variables of variation discussed are phonological (differences in pronunciation), lexical (vocabulary), and semantic. Examples are given comparing the Majhi/Markzi dialect to dialects from Multan, Shah Puri, and Dehli for different words. The history of the Punjabi region and dialects found across its geographical areas are also outlined.
This document discusses creoles and pidgins from linguistic and social perspectives. It defines creoles as pidgins that have acquired native speakers, arising through extended contact between language groups where one dominates. Creoles provide insights into the origins and identities of their speaker communities. The document also discusses decreolization as the process where a creole converges over time with a dominant standard language. Key terms related to decreolization include basilect, acrolect, mesolect and post-creole continuum. The process of creolization whereby a pidgin develops into a creole through generations acquiring it as a first language is also examined.
This document provides information about the languages spoken around the world. It states that there are estimated to be over 7,000 languages spoken globally, with 90% spoken by less than 100,000 people. The document then profiles the top 15 most widely spoken languages, including Chinese, Spanish, English, Hindi/Urdu, Arabic, Bengali, Portuguese, Russian, Japanese, Malayan/Indonesian and others. It notes the number of speakers and countries where each language is official.
Phonetics is the study of speech sounds and their production, while phonology examines how sounds are organized and pattern in a language. Phonetics looks at the physical aspects of sounds, and phonology considers their functional relationships. Some key differences are that phonetics is described as the physics of sound, focusing on theories of production and perception. Phonology is the psychology of sound, concerned with rules governing sound combinations and distributions in a language. Both are important areas of linguistics that are closely related despite these differences.
Pragmatics is the study of meaning beyond the sentence level by taking context and non-linguistic knowledge into account. It involves understanding deixis, reference, presupposition, speech acts, politeness, and implicature. Pragmatics helps explain how more can be communicated than what is literally said through contextual cues. It plays a role where syntax and semantics alone may be ambiguous, such as in determining whether a sentence like "donut eats Diki" makes sense based on context. Pragmatics is key to understanding intended speaker meaning.
An accent describes aspects of pronunciation that identify where a speaker is from regionally or socially, while a dialect describes features of grammar, vocabulary, and pronunciation. Specifically, an accent is how a word is pronounced, whereas a dialect can include different words altogether or variations in grammar. For example, the Noakhali language dialect of Bangladesh includes distinctive words and grammar compared to other dialects.
The document compares English and Creole languages. It provides background information on a 15-year-old student from Haiti who lives in the US with her father. She speaks Creole at home and understands some English and Spanish from media and her mother. At school, she struggled at first due to limited English but enjoyed ESL courses. Common errors in her English writing include incorrect verb forms and tenses from transferring rules from her first language of Creole. The document also outlines some key similarities and differences between English and Creole grammar and cites sources on Creole languages.
The sounds [w] and [ʍ] in the given words are allophones of the same phoneme. They are in complementary distribution, with [w] occurring after vowels and [ʍ] occurring word-initially. The phonological rule is that the phoneme is realized as [w] in the environment of _V (after a vowel) and as [ʍ] elsewhere, specifically word-initially. As they do not contrast meaningfully in any context, [w] and [ʍ] are considered variants of the same underlying phoneme.
The document discusses borrowing in the English language from other languages. Words may be adopted from one language into another through a process called borrowing. There are several reasons for borrowing words, including the need for a term to describe something unfamiliar, prestige, and the introduction of new concepts without a word for them in the native language. Direct borrowing involves adopting a word unchanged, while indirect borrowing involves passing a word through multiple languages with changes along the way. Loanwords are words imported from another language, which may undergo phonological or orthographical changes, while loanshifts involve translating the meaning of a word rather than adopting the word itself.
Morphology - Adjective derived from member of other word classesNurul Khotimah
The document discusses adjective derivation. It begins by defining derivation as the formation of new words from existing words, typically through the addition of affixes. It then examines different types of adjective derivation: (1) from adjectives through prefixes, (2) from nouns using suffixes like "-ful" and "-less", and (3) from verbs using suffixes like "-able", "-ive", "-ant", and "-ent". Overall, the key to identifying derived adjectives is looking for changes in word class through the addition of affixes.
Deixis refers to linguistic expressions that depend on context for their interpretation. There are several types of deixis: spatial deixis indicates locations relative to the speaker, such as "here" and "there"; temporal deixis involves time expressions like "now" and "then"; person deixis distinguishes the speaker, addressee, and other people or things; discourse deixis refers to parts of the discourse; and social deixis concerns social relationships and statuses. Deixis is a fundamental aspect of pragmatics as it connects language structures to the contexts in which they are used.
Chicago Manual of Style 16th Edition - Purdue OwlPrairieSchoolSRC
Chicago style regulates the formatting and citation of sources using footnotes or endnotes and a bibliography. It covers stylistic elements like punctuation, capitalization, and quotation formatting. The guide discusses the changes between the 15th and 16th editions of the Chicago Manual of Style. It provides guidelines for formatting titles, quotations, references, notes, tables and figures. Resources for learning Chicago style include the Chicago Manual of Style, Kate Turabian's manual, and the Purdue OWL website.
There is evidence that certain linguistic properties are universal across all human languages. Early scholars like Alsted and Kilwardby were interested in discovering a general grammar that described rules common to all languages. More recently, Noam Chomsky and other linguists have proposed that humans possess an innate, biologically-determined "universal grammar" that allows children to easily acquire any language they are exposed to. Sign languages provide clear evidence for linguistic universals, as deaf children learning sign languages progress through the same stages of acquisition as hearing children learning spoken languages, demonstrating the human capacity for language is not dependent on vocalization. The study of language universals continues to be an important area of linguistic research.
Origin of Pidgin and Creole , Theories of origin i.e. Baby Talk Theory, Nautical Jorgan Theory, Independent Parallel Development Theory, Monogenetic/Relaxification theory ,Universalist Theory.
Also the development stages are discussed here:
For help you can whatsapp me 03015822364
This document discusses the relationship between language, mind, and culture. It defines language as a means of communication that occurs within a social context. The mind is described as enabling consciousness, perception, thinking, and memory. Culture is defined as shared meanings, values, and beliefs that characterize groups and guide their behavior. The document argues that language transfers a speaker's purpose to the mind, which then processes it and can turn it into a culture if many people assume it as a truth, according to the Sapir-Whorf hypothesis of linguistic relativity.
Language varieties refer to different forms of a language influenced by social factors such as situation, occupation, age, geography, education, gender, social status, and ethnicity. There are several types of language varieties including dialects, registers, pidgins, and creoles. A dialect is a variety of a language used in a specific region or social class. Registers are varieties used in different situations based on formality. A pidgin is a simplified mixed language with reduced vocabulary and grammar used for communication between speakers of different languages, while a creole develops when a pidgin becomes the primary language of a group and acquires more complex grammar.
The document discusses the classification of consonants according to their manner and place of articulation. It explains that consonants are produced by a constriction in the vocal tract and classified based on three dimensions: place of articulation, manner of articulation, and voicing. Place of articulation refers to where in the vocal tract the constriction occurs. Manner of articulation describes how narrow the constriction is and whether air flows through the nose. The document provides detailed descriptions of different manners of articulation including plosives, affricates, nasals, fricatives, lateral, and approximants. It also lists the place of articulation for various consonants and provides examples.
This document discusses social variation in language and key concepts in sociolinguistics. It covers social dialects defined by education and occupation. It also discusses speech styles that vary based on formality, as well as speech accommodation theories of convergence and divergence. Registers are varieties used for different purposes, and examples of jargon, slang, and taboo terms are provided. The document also summarizes African American English as a vernacular continuum and describes some typical sound changes observed.
Dictionaries are reference books that contain words of a language listed alphabetically along with definitions and other information. There are general dictionaries that cover everyday words and specialized dictionaries that focus on terms from specific fields. Dictionaries can be monolingual, containing information about words in one language, or bilingual, translating words between two languages. Modern dictionaries are available both in print and online and aim to define words and help readers understand and use language.
O documento discute a relação entre corpo e mente através dos cinco sentidos, descrevendo cada um dos sentidos e seus receptores sensoriais. Também aborda como a visão passou a ser o sentido dominante na contemporaneidade, ligado à fascinação pela imagem, em contraste com a Idade Média quando predominava o olfato. As artes visuais desempenham um papel importante nesse contexto ao cultivar os sentidos e explorar novas formas de percepção.
The document summarizes research on the Hyperloop high-speed transportation concept. It discusses how the Hyperloop could transport people from LA to San Francisco in 30 minutes. However, the technology is criticized for having lower ambitions than other high-speed trains and being very expensive for California. The document suggests a Hyperloop from New York to LA could boost the economy by reducing travel time. It includes personas for people who would benefit from faster coastal travel and outlines the branding process for naming a new transportation service "Coast2Coast".
El documento describe las primeras observaciones de animales en el zoológico metropolitano de Santiago, incluyendo proteas, almendras, ámbares, guacamayos y gibones. Se observó la interacción entre estos animales y sus crías. El documento concluye con observaciones sobre estas primeras interacciones.
Debugging and Fixing Errors in Published InstrumentBradford Hull
Brad Hull is an electrical test engineer at Quartzdyne who designs and tests pressure transducers. He worked on automating pressure controller testing in LabVIEW using an NI instrument driver. Issues arose where the instrument driver was not properly clearing the IO buffer between commands. This caused errors when parsing response strings. Solutions involved clearing the buffer regularly or using regular expressions to properly parse responses. Semaphores were implemented to synchronize pressure setting and reading loops to avoid errors from concurrent access of the pressure controller.
This document discusses creoles and pidgins from linguistic and social perspectives. It defines creoles as pidgins that have acquired native speakers, arising through extended contact between language groups where one dominates. Creoles provide insights into the origins and identities of their speaker communities. The document also discusses decreolization as the process where a creole converges over time with a dominant standard language. Key terms related to decreolization include basilect, acrolect, mesolect and post-creole continuum. The process of creolization whereby a pidgin develops into a creole through generations acquiring it as a first language is also examined.
This document provides information about the languages spoken around the world. It states that there are estimated to be over 7,000 languages spoken globally, with 90% spoken by less than 100,000 people. The document then profiles the top 15 most widely spoken languages, including Chinese, Spanish, English, Hindi/Urdu, Arabic, Bengali, Portuguese, Russian, Japanese, Malayan/Indonesian and others. It notes the number of speakers and countries where each language is official.
Phonetics is the study of speech sounds and their production, while phonology examines how sounds are organized and pattern in a language. Phonetics looks at the physical aspects of sounds, and phonology considers their functional relationships. Some key differences are that phonetics is described as the physics of sound, focusing on theories of production and perception. Phonology is the psychology of sound, concerned with rules governing sound combinations and distributions in a language. Both are important areas of linguistics that are closely related despite these differences.
Pragmatics is the study of meaning beyond the sentence level by taking context and non-linguistic knowledge into account. It involves understanding deixis, reference, presupposition, speech acts, politeness, and implicature. Pragmatics helps explain how more can be communicated than what is literally said through contextual cues. It plays a role where syntax and semantics alone may be ambiguous, such as in determining whether a sentence like "donut eats Diki" makes sense based on context. Pragmatics is key to understanding intended speaker meaning.
An accent describes aspects of pronunciation that identify where a speaker is from regionally or socially, while a dialect describes features of grammar, vocabulary, and pronunciation. Specifically, an accent is how a word is pronounced, whereas a dialect can include different words altogether or variations in grammar. For example, the Noakhali language dialect of Bangladesh includes distinctive words and grammar compared to other dialects.
The document compares English and Creole languages. It provides background information on a 15-year-old student from Haiti who lives in the US with her father. She speaks Creole at home and understands some English and Spanish from media and her mother. At school, she struggled at first due to limited English but enjoyed ESL courses. Common errors in her English writing include incorrect verb forms and tenses from transferring rules from her first language of Creole. The document also outlines some key similarities and differences between English and Creole grammar and cites sources on Creole languages.
The sounds [w] and [ʍ] in the given words are allophones of the same phoneme. They are in complementary distribution, with [w] occurring after vowels and [ʍ] occurring word-initially. The phonological rule is that the phoneme is realized as [w] in the environment of _V (after a vowel) and as [ʍ] elsewhere, specifically word-initially. As they do not contrast meaningfully in any context, [w] and [ʍ] are considered variants of the same underlying phoneme.
The document discusses borrowing in the English language from other languages. Words may be adopted from one language into another through a process called borrowing. There are several reasons for borrowing words, including the need for a term to describe something unfamiliar, prestige, and the introduction of new concepts without a word for them in the native language. Direct borrowing involves adopting a word unchanged, while indirect borrowing involves passing a word through multiple languages with changes along the way. Loanwords are words imported from another language, which may undergo phonological or orthographical changes, while loanshifts involve translating the meaning of a word rather than adopting the word itself.
Morphology - Adjective derived from member of other word classesNurul Khotimah
The document discusses adjective derivation. It begins by defining derivation as the formation of new words from existing words, typically through the addition of affixes. It then examines different types of adjective derivation: (1) from adjectives through prefixes, (2) from nouns using suffixes like "-ful" and "-less", and (3) from verbs using suffixes like "-able", "-ive", "-ant", and "-ent". Overall, the key to identifying derived adjectives is looking for changes in word class through the addition of affixes.
Deixis refers to linguistic expressions that depend on context for their interpretation. There are several types of deixis: spatial deixis indicates locations relative to the speaker, such as "here" and "there"; temporal deixis involves time expressions like "now" and "then"; person deixis distinguishes the speaker, addressee, and other people or things; discourse deixis refers to parts of the discourse; and social deixis concerns social relationships and statuses. Deixis is a fundamental aspect of pragmatics as it connects language structures to the contexts in which they are used.
Chicago Manual of Style 16th Edition - Purdue OwlPrairieSchoolSRC
Chicago style regulates the formatting and citation of sources using footnotes or endnotes and a bibliography. It covers stylistic elements like punctuation, capitalization, and quotation formatting. The guide discusses the changes between the 15th and 16th editions of the Chicago Manual of Style. It provides guidelines for formatting titles, quotations, references, notes, tables and figures. Resources for learning Chicago style include the Chicago Manual of Style, Kate Turabian's manual, and the Purdue OWL website.
There is evidence that certain linguistic properties are universal across all human languages. Early scholars like Alsted and Kilwardby were interested in discovering a general grammar that described rules common to all languages. More recently, Noam Chomsky and other linguists have proposed that humans possess an innate, biologically-determined "universal grammar" that allows children to easily acquire any language they are exposed to. Sign languages provide clear evidence for linguistic universals, as deaf children learning sign languages progress through the same stages of acquisition as hearing children learning spoken languages, demonstrating the human capacity for language is not dependent on vocalization. The study of language universals continues to be an important area of linguistic research.
Origin of Pidgin and Creole , Theories of origin i.e. Baby Talk Theory, Nautical Jorgan Theory, Independent Parallel Development Theory, Monogenetic/Relaxification theory ,Universalist Theory.
Also the development stages are discussed here:
For help you can whatsapp me 03015822364
This document discusses the relationship between language, mind, and culture. It defines language as a means of communication that occurs within a social context. The mind is described as enabling consciousness, perception, thinking, and memory. Culture is defined as shared meanings, values, and beliefs that characterize groups and guide their behavior. The document argues that language transfers a speaker's purpose to the mind, which then processes it and can turn it into a culture if many people assume it as a truth, according to the Sapir-Whorf hypothesis of linguistic relativity.
Language varieties refer to different forms of a language influenced by social factors such as situation, occupation, age, geography, education, gender, social status, and ethnicity. There are several types of language varieties including dialects, registers, pidgins, and creoles. A dialect is a variety of a language used in a specific region or social class. Registers are varieties used in different situations based on formality. A pidgin is a simplified mixed language with reduced vocabulary and grammar used for communication between speakers of different languages, while a creole develops when a pidgin becomes the primary language of a group and acquires more complex grammar.
The document discusses the classification of consonants according to their manner and place of articulation. It explains that consonants are produced by a constriction in the vocal tract and classified based on three dimensions: place of articulation, manner of articulation, and voicing. Place of articulation refers to where in the vocal tract the constriction occurs. Manner of articulation describes how narrow the constriction is and whether air flows through the nose. The document provides detailed descriptions of different manners of articulation including plosives, affricates, nasals, fricatives, lateral, and approximants. It also lists the place of articulation for various consonants and provides examples.
This document discusses social variation in language and key concepts in sociolinguistics. It covers social dialects defined by education and occupation. It also discusses speech styles that vary based on formality, as well as speech accommodation theories of convergence and divergence. Registers are varieties used for different purposes, and examples of jargon, slang, and taboo terms are provided. The document also summarizes African American English as a vernacular continuum and describes some typical sound changes observed.
Dictionaries are reference books that contain words of a language listed alphabetically along with definitions and other information. There are general dictionaries that cover everyday words and specialized dictionaries that focus on terms from specific fields. Dictionaries can be monolingual, containing information about words in one language, or bilingual, translating words between two languages. Modern dictionaries are available both in print and online and aim to define words and help readers understand and use language.
O documento discute a relação entre corpo e mente através dos cinco sentidos, descrevendo cada um dos sentidos e seus receptores sensoriais. Também aborda como a visão passou a ser o sentido dominante na contemporaneidade, ligado à fascinação pela imagem, em contraste com a Idade Média quando predominava o olfato. As artes visuais desempenham um papel importante nesse contexto ao cultivar os sentidos e explorar novas formas de percepção.
The document summarizes research on the Hyperloop high-speed transportation concept. It discusses how the Hyperloop could transport people from LA to San Francisco in 30 minutes. However, the technology is criticized for having lower ambitions than other high-speed trains and being very expensive for California. The document suggests a Hyperloop from New York to LA could boost the economy by reducing travel time. It includes personas for people who would benefit from faster coastal travel and outlines the branding process for naming a new transportation service "Coast2Coast".
El documento describe las primeras observaciones de animales en el zoológico metropolitano de Santiago, incluyendo proteas, almendras, ámbares, guacamayos y gibones. Se observó la interacción entre estos animales y sus crías. El documento concluye con observaciones sobre estas primeras interacciones.
Debugging and Fixing Errors in Published InstrumentBradford Hull
Brad Hull is an electrical test engineer at Quartzdyne who designs and tests pressure transducers. He worked on automating pressure controller testing in LabVIEW using an NI instrument driver. Issues arose where the instrument driver was not properly clearing the IO buffer between commands. This caused errors when parsing response strings. Solutions involved clearing the buffer regularly or using regular expressions to properly parse responses. Semaphores were implemented to synchronize pressure setting and reading loops to avoid errors from concurrent access of the pressure controller.
La región de Murcia tiene una economía diversificada que incluye la agricultura, la pesca, la industria y el turismo. La agricultura de regadío, que se concentra a lo largo de la costa y el valle del Segura, incluye cultivos como frutas, hortalizas y flores. La industria, que emplea a muchas personas, se centra en sectores como la agroalimentaria, química y textil. El turismo también es importante, especialmente el turismo de playa y cultural durante el verano y la Semana Santa
Retardo do crescer é identificado por comparação das medidas de altura das cr...Van Der Häägen Brazil
O documento discute baixa estatura em crianças. A baixa estatura é definida como abaixo do quinto percentil para idade e gênero. A maioria dos casos ocorre nos primeiros 1000 dias de vida da criança, desde a concepção até 2 anos. Medições frequentes do crescimento podem identificar problemas de saúde que afetam o desenvolvimento da criança.
The ninth annual Friends of the River fun run, organized by Streams and Valleys, will take place on October 23rd along the Trinity River in Fort Worth, Texas. The event will include a 6k or 3k run followed by a party at Montgomery Plaza with food, drinks, and live music. Registration is available online with prices starting at $33 per person, and proceeds will benefit Streams and Valleys' efforts to preserve and improve access to the Trinity River through new trails and recreational activities.
Christopher R. Smith has been designated as a Certified Commercial Investment Member by the CCIM Institute Board of Directors. Frank Simpson, the 2011 President of CCIM, has issued Christopher R. Smith certificate number 19289 for this designation on April 15, 2011.
Reforming the reform: Lessons from 15 years of performance budgeting in the N...OECD Governance
This presentation was made by Maarten de Jong, Netherlands, at the 11th Annual Meeting of Central, Eastern and South-Eastern Senior Budget Officials (CESEE SBO) held in Warsaw, Poland, on 21-22 May 2015.
O documento explica o que é a sensibilidade ISO em fotografia. Quanto maior o número ISO, maior a sensibilidade do sensor à luz, permitindo fotos em ambientes com pouca iluminação, embora isso comprometa a qualidade da imagem com ruído. O documento também discute como escolher o valor ISO adequado para cada situação fotográfica.
This document discusses applying cognitive linguistics to teaching Chinese as a foreign language, using the words "白" and "把" as case studies. It outlines how cognitive linguistics views categories as complex networks rather than rigid definitions, and how this perspective can help Chinese learners understand polysemy and metaphorical extensions. The document presents cognitive maps of the categories for "白" and "把" to illustrate their complex, interconnected meanings. A pilot study was conducted using learning activities at different stages to evaluate this cognitive linguistics approach. The presenters conclude that this framework can enhance learning Chinese grammar by making the relationships between forms and meanings more apparent.
The poem discusses how a life that is too full of cares and worries leaves no time to appreciate beauty and wonders in nature. It describes not having time to stand and stare at trees, watch squirrels hide nuts, see streams glittering like stars at night, or watch a beautiful woman dance. The poem suggests that a life with no time to enjoy these simple pleasures would be a poor one.
Este documento presenta los resultados preliminares de una investigación socio-histórica sobre la traducción literaria del chino al español y catalán. Se analizan 428 obras traducidas, observando tendencias en autores, géneros y décadas. También se estudian aspectos como los traductores, idiomas de trabajo y paratextos como portadas e imágenes, que a menudo recurren a tópicos sobre China sin relación con los contenidos. El análisis sugiere una imagen reduccionista de la cultura china orientada a asegurar el é
Este documento é uma prova de ciências do 5o ano do ensino fundamental contendo 9 questões. A prova cobre tópicos como sistemas do corpo humano, energia, usinas hidrelétricas e magnetismo. Instruções são fornecidas no início para os alunos completarem a prova.
L’elaboració de materials adreçats a estudiants catalano- i castellanoparlants per a l’aprenentatge del xinès es troba encara en una fase inicial a l’Estat espanyol, que mica en mica es va adreçant. La incorporació de les noves tecnologies està en una fase encara més embrionària, a causa de la situació general d’aquests estudis i les particularitats i dificultats que des del punt de vista tècnic presenta una llengua no alfabètica. En aquest context, volem presentar un conjunt d’activitats amb suport digital i multimèdia que hem creat i implementat al llarg del curs 2007-08, fent ús de programari lliure que permet treballar amb el xinès. Destacarem els avantatges i inconvenients d’aquests materials, des del punt de vista del professor i de l’estudiant. També analitzarem la resposta dels estudiants a la introducció de les noves tecnologies a les assignatures de llengua xinesa, resposta que posa de manifest la necessitat i l’encert d’incorporar aquest tipus de materials a les classes.
A finals de la dècada dels noranta i principis del segle XXI, ha sorgit a la Xina un nou gènere literari, protagonitzat per dones joves procedents i residents en grans ciutats com ara Shanghai i Pequín. A les seves novel·les, retraten un nou model de dona xinesa, amb la qual s’identifiquen: una dona jove, urbana, moderna i desinhibida, que ha crescut en una societat en transició marcada per la globalització i un consumisme rampant. Aquest model de dona contrasta amb el model de dona confucià de la Xina tradicional, però també el de la Xina maoista.
Aquesta identitat la construeixen i la projecten en les seves obres que es caracteritzen per un estil comú: un llenguatge planer i directe, ple de col·loquialismes i estrangerismes, que conformen un element identitari d’un grup social determinat en un lloc i un moment determinats. D’altra banda, crida l’atenció un esforç deliberat d’incloure referents de la cultura occidental per tal de crear un producte cultural que pretén ser híbrid.
Aquesta ponència es proposa descriure els elements que conformen aquesta nova identitat “multicultural” de la dona xinesa que presenta aquest nou gènere, així com analitzar els elements que intervenen en el procés de traducció d’aquestes obres, des de l’encàrrec de traducció, passant per les decisions que ha de prendre el traductor, fins a la recepció per part dels lectors.
Pistes per fer del Portafoli Europeu de les Llengües (P.E.L.) una eina per a l'avaluació i el plurilingüisme. Jornada de treball PEL a Castellò d ela Plana. Juny 2008.
Colour terms are part of the basic vocabulary of any language and, as such, are taught at the first stages of foreign language learning, including Chinese. However, their symbolic meanings, metaphorical uses and collocations are not usually part of the curriculum. The lack of knowledge in this respect may lead students to reach the wrong conclusion that colours are universal and similar across cultures. Chinese and Spanish present remarkable differences at both the linguistic and the cultural levels as far as colour terms are concerned, potentially causing incomprehension or misunderstanding in certain intercultural settings.
This paper aims, on the one hand, at offering a descriptive analysis of colour terms in Chinese, including their main linguistic features (such as morphology and collocations) as well as their symbolism and metaphorical uses. On the other hand, it will suggest a series of learning activities to develop students’ linguistic and sociocultural competence in this respect.
Boosting students’ acquisition of sociocultural competences in the foreign language classroom, such as those associated with colours, raises their awareness of cultural aspects behind words and improves their performance when communicating in intercultural contexts.
Translation is believed to be the site par excellence of intercultural encounter and exchange, but in this paper I will question this generally accepted axiom. Different cultures have different beliefs about the original text and different expectations about the role of the translator. Therefore, different cultures have also different translation norms, which have an impact on the final product, i.e. the translated text. Power relations between cultures are also reflected in the way translators face the task of translating. By analysing three different translations of the same Chinese book (Chun Sue’s Beijing Wawa) we will show how the different translation methods and strategies reflect different degrees of intercultural sensitivity and different ways of approaching the Other. From our results it can be observed there is a tendency in the English translation to manipulation and distortion of the original text to fit the anglo culture, whilst the Spanish and Catalan translators tend to introduce a new frame of reference, where there is a higher degree of linguistic and cultural capital exchange.
En los últimos años se ha impuesto un cambio de paradigma en la enseñanza y aprendizaje de idiomas en Europa, recogido en el Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Este nuevo modelo no se ha circunscrito únicamente a las lenguas europeas para las que estaba inicialmente pensado, sino que se ha extendido a todos los idiomas que se estudian en el continente europeo, incluido el chino. La aplicación de este nuevo enfoque sin los necesarios ajustes a las especificidades del chino ha dado lugar a propuestas donde se hace patente la imposición de un modelo ajeno, ya que el objeto de estudio no aparece adecuadamente descrito e incluso se ve deformado. Aprovechando una coyuntura de cambio en el ámbito de la enseñanza de lenguas, y concretamente del chino, en España, en este trabajo nos proponemos cuestionar la aplicación de modelos que reproducen viejos esquemas y perpetúan mitos que deberían estar ya superados. Con este objetivo, hemos revisado las adaptaciones existentes de dicho marco al chino, tanto las realizadas desde China como desde España, para analizar cómo se ha llevado a cabo dicha adaptación y hemos detectado problemas de diversa índole: conceptuales, terminológicos, de aplicación, etc. A pesar de que desde nuestro punto de vista la filosofía del Marco es positiva y potencialmente beneficiosa también para el chino, se ha hecho patente que en este caso se ha aplicado con excesiva rigidez y dogmatismo y es necesario adaptar algunos aspectos para obtener un producto válido internacionalmente. Para concluir apuntamos algunas propuestas de mejora en este sentido.
Audiovisual materials have been used in foreign language teaching for a few years now and there is ample literature on the benefits of using such materials. At the same time, new technologies have entered the foreign language classroom in different forms, which help students acquire new competences and allow them to practice in a more autonomous way and in a more amusing environment.
In this paper we will present a new online pedagogical resource: Clipflair. This platform combines both audiovisual materials and new technologies in foreign language learning. It is designed to provide and develop educational materials for different levels and languages that have one trait in common: they all use clips and engage students in tasks of captioning or revoicing. Therefore, it goes one step forward in comparison with traditional activities involving audiovisual materials, where students use to practice more passive skills, mainly listening comprehension. Apart from passive skills, revoicing and captioning tasks put into play more productive ones, namely writing and speaking. In sum, this platform allows students to make different sorts of exercises to practice the four basic language skills as well as to focus on specific grammar and cultural issues.
Apart from presenting the platform and showing a couple of activities designed for Chinese language learners as an example, we will also analyze the first results obtained from the piloting stage of the project. These data prove that students find this tool very useful not just in terms of actual learning results but also in terms of motivation.
La literatura femenina en lengua china y su traducción es un campo de análisis idóneo para estudiar la construcción de la identidad de género como fenómeno intercultural. La creación literaria y la traducción son dos dimensiones vinculadas a la producción cultural. La literatura nos habla de personas, de sociedades, de cultura, etc. y la traducción nos puede acercar esas realidades socioculturales. El carácter intercultural de esta doble manifestación nos permite realizar un análisis bidimensional para abarcar tanto el contexto de creación como el de la recepción. La interrelación de ambos requiere un acercamiento y una metodología multidisciplinares.
La presente comunicación trata de determinar el contexto de recepción, centrado especialmente en aquellos factores extratextuales que rodean la traducción, para posteriormente, establecer las obras más relevantes en relación con el estudio de la construcción de género en la literatura de la sociedad contemporánea china, es decir, en el contexto de creación.
En primer lugar, se presentará un panorama de las obras de ficción escritas por mujeres en lengua china que se han traducido a alguna de las lenguas del Estado español, identificando las variables que han determinado la elección y traducción de las mismas. En segundo lugar, se analizarán algunas de las obras que mejor nos permite comprender el fenómeno de la construcción social de la identidad de género y su evolución en la sociedad china.
En esta ponència llevaré a cabo un análisis crítico de la ética implícita detrás de los proyectos de traducción del chino en nuestro país. A partir de un corpus exhaustivo de textos de literatura china moderna y contemporánea compuesto tant por originales como traducciones directas e indirectas al castellano y catalán, presentaré un análisis diacrónico de las tendencias y haré visibles aquellas decisiones en cada uno de los diferentes estadios del proceso de traducción (desde la selección de la obra hasta la selección de la imagen de la portada o las estrategias de lanzamiento de la obra al mercado) que ponen de manifesto una determinada ética intercultural que hay detrás de todo proyecto. Este estudio quiere demostrar no solo la visibilidad y el importante papel del traductor como mediador entre culturas, sino también el hecho de que la responsabilidad última de la imagen transmitida o construida del otro chino en España es del editor, en función de la actitud y las diferentes decisiones que toma a lo largo de todo el proceso de introducción de la obra al mercado.
Esta ponencia propone hacer un repaso de las dificultades que entraña la investigación en lingüística china en nuestro país a través de la experiencia de la propia autora a lo largo de los últimos diez años. Su trayectoria personal es el punto de partida para analizar diferentes aspectos relacionados con la investigación, tanto pre- como post-doctoral. Empezando por la búsqueda de bibliografía y terminando por la publicación de los resultados el camino se muestra plagado de obstáculos. Dada su importancia actual en el mundo académico la autora se cuestiona varios aspectos relacionados con la difusión de los resultados de investigación. En este sentido, también propone una serie de revistas que a su entender deberían figurar en las listas que sirven para la evaluación externa de la actividad investigadora del profesorado. En definitiva, nos ofrece una mirada panorámica que recoge lo negativo de la situación actual pero también aquellos aspectos que son motivo de esperanza.
Actualmente, la mayoría de países occidentales disponen de estándares de subtitulación y existe también cierto consenso global sobre los principales parámetros de subtitulación. Sin embargo, en el caso del chino ni hay estándares oficiales ni estudios empíricos que justifiquen las prácticas actuales. Con el fin de contribuir a establecer estándares de subtitulación en chino, se han llevado a cabo dos experimentos, cuyos resultados se presentaran en esta comunicación.
El estudio se ha dividido en varias fases. En la primera se distribuyó un cuestionario en línea entre hablantes nativos de chino para determinar sus preferencias sobre las variables de fuente, color y tamaño de los caracteres tanto en la ortografía tradicional como la simplificada. Los estímulos consistieron en una captura de pantalla de un vídeo subtitulado con 4 tipos distintos de tipografía, dos colores (blanco y amarillo) y dos tamaños (12 y 14). Los resultados muestran preferencias claras tanto por lo que concierne a la fuente, al tamaño y al color, independientemente de la ortografía empleada (simplificado o tradicional) y del origen geográfico de los informantes. En la segunda fase, se realizó un experimento con eye-tracker para determinar el tamaño óptimo de los caracteres en la relación entre máxima transmisión de carga informativa y máximo disfrute de la imagen. De este modo, se han podido combinar los datos subjetivos de preferencias por parte de los participantes con los datos objetivos de retención informativa, lo cual permite llegar a los primeros resultados concluyentes por lo que al tamaño óptimo de los subtítulos en chino se refiere.
Estos resultados son una aportación muy valiosa para poder establecer una base a partir de la cual proseguir con los experimentos con subtítulos chinos que contribuyan a fijar unos estándares de subtitulación. Además, los resultados no solo son innovadores por la metodología empleada, sino que también pueden ser objeto de transferencia de conocimiento a la sociedad, ya que no solo serán útiles para la industria audiovisual de los territorios de habla china que podrán sacarle un beneficio directo, sino también lo serán para la comunidad científica internacional, ya que la población china está presente en todos los países de nuestro entorno.
Dentro del campo de la pedagogía china las contribuciones tratan a menudo sobre la enseñanza de la lengua extranjera para fines específicos, por ejemplo, el chino comercial. Sin embargo, no se ha publicado aún ningún trabajo teórico que trate específicamente sobre la enseñanza del chino para traductores. A pesar de que muchos estudiantes graduados en Estudios de Asia Oriental acabarán trabajando de traductores, raramente han recibido una formación teórica o práctica en traducción, por lo que seguramente no estarán lo suficientemente preparados para realizar una actividad de este tipo.
En esta presentación expondremos brevemente qué características distinguen la enseñanza del chino para traductores de otros enfoques no específicos, las cuales se pueden resumir en: tratamiento desigual de las cuatro competencias lingüísticas básicas, necesidad de un dominio previo de las estructuras léxicas y morfológicas de la lengua extranjera, una aproximación textual a la lengua y el desarrollo de competencias complementarias.
Los objetivos principales de la enseñanza de la lengua extranjera para traductores son: desarrollar la comprensión lectora y de escritura de los alumnos, desarrollar la competencia de comprensión y expresión oral, desarrollar y consolidar los conocimientos lingüísticos, enfatizar la contrastividad, aumentar los conocimientos socioculturales, desarrollar la sensibilidad hacia la traducción y familiarizarse con el uso de los materiales de referencia.
A pesar de que el fin de la enseñanza del chino para traductores es formar a los estudiantes como traductores profesionales, estamos convencidos de que este enfoque tiene muchas ventajas, por lo que si se adopta en otros contextos de la enseñanza del chino como lengua extranjera proporcionará nuevas herramientas de aprendizaje ausentes en otros enfoques. Ello puede contribuir a una formación más holística de los estudiantes, de modo que eventualmente estén también mejor preparados para dedicarse profesionalmente a la traducción.
Our starting point in this paper is that the traditional approach used for the teaching of Chinese measure words is misleading and has failed to achieve the goals of teaching, since the mastering of Chinese measure words is felt to be a difficult aspect of Chinese grammar for both teachers and students. This sense of difficulty is due to a variety of factors.
First, members within a given category of a Chinese measure word seem to have little or no connection among them, since for most categories there are almost no explanations for their semantic motivation. Second, we too often forget that this Chinese system of linguistic classification is a flexible one, and poses many questions to the traditional view, which promotes the idea of one-to-one concordance, i.e. each noun has its own classifier. And last, but not least, when carrying out a contrastive study, we often conclude that measure words cannot be translated, but it does not matter, since “they bear no meaning”.
Following the work of Tai & Wang (1990) on a study of the classifier tiao, an increasing number of papers concerning the subject of Chinese measure words and human categorization have been published. This recent research is based on the principles of cognitive linguistics and concludes that Chinese measure words are not an arbitrary linguistic device, but represent an interesting type of human categorization which needs further study. We believe that the new approach provided by cognitive linguistics is optimal for solving most problems and difficulties concerning the teaching and learning of Chinese measure words., i.e. consistency of categories, concordance, classification, translation, their discursive and pragmatic role, etc.
From its beginnings in the 16th century up to the 18th century, the study of Chinese linguistics in Spain was almost exclusively in the hands of missionaries, who made an important contribution both in quantitative and qualitative terms. Spanish Franciscan and Dominican missionaries were the first to study the language, ideas, customs and history of China in order to better understand the Chinese and thus more easily convert them to Christianity. Although their work was of more political rather than cultural importance and was mainly addressed to the Church and the monarchy, it was thanks to these Spanish priests that Europe came to learn about China. However, with the expulsion of missionaries from China in the 18th century and the decline of colonial power in the late 19th century, Spain turned its back on Asia.
Since the late 1950s, and in particular since 1973, when diplomatic relations between China and Spain were resumed, Spanish sinologists and Chinese hispanists have had to work under very difficult conditions. The literature on Chinese Linguistics in Spain comprises publications in a number of different fields but as distinct from the United States or other European countries, there is no long-established tradition of Chinese Studies in Spain. It is therefore paradoxical that Spaniards, who were pioneers both in the systematic study of the Chinese language and its dissemination in Europe, are no longer to be found at the forefront of the field.
Over the past decade, several initiatives have been taken regarding post-graduate courses in East Asian Studies or Translation and Interpreting from Chinese into Spanish, but these aim largely at training students for the professional workplace rather than for academic pursuits. Therefore, we should not expect a substantial increase in academic research output related to Chinese linguistics in the short run. It is to be hoped, however, that the steady increase in East Asian Studies courses on offer in universities in Spain will stimulate research in Chinese linguistics in the medium term.
By means of a thorough literature review and sharing the author’s personal experience this communication will provide a historical and institutional overview of Chinese linguistics in Spain, starting with the pioneer sinologists of the 16th century, followed by the advent and evolution of Chinese Studies since the late 1970’s both as a field of research and as a choice at tertiary institutions, and concluding with a summary of current scholarship and future perspectives.
Una de las características de la didáctica de lenguas para traductores e intérpretes es el especial énfasis que hay que poner desde el primer estadio de aprendizaje en el desarrollo de la competencia sociocultural y la sensibilidad hacia la actividad traductora. Los colores forman parte del vocabulario básico de toda lengua. A pesar de que al estudiante novel le puedan parecer universales y sin una carga cultural asociada, constituyen un ámbito que puede dar lugar a inequivalencias entre lenguas. En la combinación chino-español/catalán son notables las diferencias tanto a nivel lingüístico (morfología y coocurrencias), como cultural (referentes y simbología), por lo que consideramos que requieren un tratamiento específico en la clase de lengua.
El objetivo de esta comunicación es, por un lado, presentar un análisis de todos aquellos aspectos lingüísticos y culturales que se deberían tener en cuenta en la didáctica de los colores para los estudiantes de nuestro sistema universitario y, por el otro, hacer una propuesta concreta para su integración en las clases chino para traductores. Entre otras se incluirán actividades hechas a partir de clips de vídeo, ejemplos extraídos de obras literarias de uso en contexto y su traducción, y ejercicios de tipo contrastivo donde se trabajen aspectos léxicos y morfológicos.
La introducción de estos conocimientos en las clases de chino, hasta el momento ausentes en el currículum, mejorarán la competencia traductora de los estudiantes, en especial en el ámbito de la traducción literaria y audiovisual (particularmente relevante en el caso de la audiodescripción), la interpretación (mediación) así como la competencia sociocultural, necesaria en contextos interculturales que requieran un buen dominio de los conocimientos culturales, como los relacionados con el lenguaje no verbal o la etiqueta.
El documento presenta los indicadores de calidad de las revistas de Estudios de Asia Oriental y Traducción e Interpretación. Describe los objetivos y contenido de los portales RETI-REAO, incluyendo una lista de revistas y una ficha de registro con estadísticas de uso desde enero de 2013 a marzo de 2014, con más de 2,500 sesiones y 18,000 páginas vistas desde 65 países. Agradece la atención y proporciona enlaces y contacto para más información.
En los últimos años hemos sido testigos de un crecimiento notable de los contactos con China y de su peso en la sociedad española, no solo en el ámbito de la economía y de la política, sino también en cuanto a intercambios de carácter sociocultural. Este aumento de los intercambios y del interés por todo lo chino ha dado lugar a una mayor presencia de referentes chinos en los medios de comunicación, pero también en otros ámbitos donde hace una década eran poco frecuentes: escuelas, bibliotecas, museos, galerías de arte, asociaciones, etc. Estos cambios llevan asociados un creciente número de usuarios de términos procedentes del chino que ya no se circunscriben únicamente a profesionales de la lengua y de la comunicación como pueden ser periodistas, traductores, intérpretes o lingüistas, sino que también afectan a bibliotecarios, maestros, mediadores, jueces o médicos, entre otros.
Hasta el momento la introducción de palabras de origen chino se ha realizado sin un criterio bien establecido y sin demasiada coherencia, de modo que a menudo nos encontramos con una patente falta de homogeneización y numerosos errores. Todo ello pone de manifiesto la necesidad de ofrecer una herramienta que proponga pautas y soluciones holísticas, coherentes y sistemáticas a los ciudadanos que quieran hacer un uso correcto de las palabras de origen chino. Para paliar esta situación, esta ponencia se propone presentar una guía de estilo que pretende poner al alcance de los profesionales, las instituciones y el público en general una obra de referencia que establezca unos criterios claros y consensuados de cómo hay que tratar los términos y referentes chinos en un texto en español para contribuir a estandarizar su uso.
Este documento resume la historia y situación actual de la enseñanza del chino en la Universidad Autónoma de Barcelona (UAB). Se ofrece la enseñanza del chino desde 1972 y se ha ido expandiendo la oferta a través de los años en grados, posgrados, y programas de intercambio. La investigación sobre el chino también ha crecido, incluyendo tesis doctorales, trabajos de investigación, y memorias de traducción. En el futuro, la UAB busca consolidar su oferta de chino y satisfacer la demanda creciente de profesional
Aquest treball parteix de l’etern debat dins dels estudis de traducció i entre els mateixos lectors sobre la conveniència o no que les traduccions d’obres literàries disposin de notes del traductor a peu de pàgina. Hem observat que hi ha traductors que recorren sovint a les notes i d’altres que en prescindeixen sistemàticament. L’argument principal dels detractors d’aquest tipus de notes és de caire literari, és a dir, per la convicció que un text literari ha de funcionar per sí sol i que les notes distreuen l’atenció del lector. Això no obstant, nosaltres pensem que en el rerefons d’aquestes decisions hi ha una determinada manera d’aproximar-se a l’altre, que ve donada per elements culturals i que reflecteix relacions de poder asimètriques, és a dir, que la no inclusió d’aquest tipus de notes es deu a més factors que els estrictament literaris i que aquesta decisió respon a una determinada actitud del traductor (i/o editor) no només vers l’activitat traductora, sinó també vers l’altre. La nostra hipòtesi es, doncs, que la intervenció del traductor en el text meta, tant incloent-hi notes com prescindint-ne, respon a una voluntat explícita del traductor de fer visible l’altre divers (ètica de la diferència) o d’invisibilitzar-lo (ètica de la igualtat), per usar els termes encunyats per Venuti (1998), i contribueix a construir una determinada imatge dels xinesos. Per tal d’analitzar aquestes possibles diferències i el paper del traductor en tot aquest procés, treballarem amb tres traduccions (catalana, castellana i anglesa) d’una mateixa obra xinesa (Beijing wawa de Chun Sue) i posarem especial atenció a les notes dels traductors, que mirarem de categoritzar d’acord amb la classificació feta per Peña y Hernández Guerrero (1994), per tal de determinar la seva naturalesa i grau de participació en la construcció aliena de la identitat xinesa.
The document discusses teaching Chinese for translation. It notes that students studying East Asian studies often end up working as translators without proper translation training. Teaching Chinese for translation should emphasize developing sociocultural knowledge, understanding the concept of equivalence flexibly rather than word-for-word, improving reading comprehension through textual analysis, and contrasting Chinese and Spanish linguistic structures. The goal is to train students to consider translation at the full-text level rather than focusing on individual words or phrases. Developing a sensitivity to translation problems without direct equivalents prepares students to compensate through the overall text.
En esta presentación hacemos un recorrido histórico de los estudios de grado de traducción chino-español en España que incluye una descripción de los centros donde se imparten, las asignaturas ofertadas, el perfil del profesorado y alumnado, la metodología docente, la evaluación, etc. Asimismo, analizamos la relación entre el mundo laboral y la formación universitaria, como por ejemplo, el desajuste cualitativo y cuantitativo entre oferta y demanda, las acreditaciones oficiales, etc. Además, revisamos la oferta de los estudios de postgrado derivados de los cambios en los planes de estudio en la marco de la convergencia europea.
Por otro lado, presentamos la situación actual alrededor de la investigación en este ámbito, abarcando las líneas de investigación abiertas, tesis y otros trabajos académicos directamente relacionados con esta combinación lingüística, publicaciones, congresos y seminarios especializados, etc.
Finalmente, a modo de conclusión, apuntamos los problemas y carencias detectados tanto en la docencia como en la investigación de la traducción chino-español en nuestro país, así como las perspectivas futuras en este campo.
La traducción audiovisual se ha convertido en una de las principales vías de contacto y conocimiento de otras culturas. Pese a que el número de películas chinas que llegan al público español es ciertamente reducido, constituyen una potente herramienta en la construcción de la imagen de la otra cultura. Esta ponencia tiene por objetivo presentar las diferentes variables que participan en este proceso para ofrecer una visión panorámica de la traducción audiovisual chino-español.
Para llevar a cabo esta investigación, hemos creado un corpus de 200 películas traducidas al español del chino, procedentes de la China continental, Taiwán y Hong Kong. El análisis de este corpus nos ha permitido conocer las principales tendencias en la traducción de este tipo de producto cultural: qué películas se traducen, cuáles son los principales géneros, qué directores son más populares, cuáles son las modalidades de traducción predominantes, cuál es el papel del traductor y de la traducción indirecta, y cómo influyen otras variables externas como, por ejemplo, la censura, los festivales de cine, premios, etc. Todos estos elementos nos servirán para analizar las relaciones de poder entre culturas y en la construcción de la imagen de la cultura china en España a través de este tipo de producto cultural.
Para terminar apuntaremos las dificultades que hemos encontrado en la recogida de datos del corpus, que consideramos significativas en la aproximación hacia el otro, ya que ponen de manifiesto la marginalidad de la traducción en estos productos audiovisuales y la subsiguiente invisibilidad del traductor, a diferencia de lo que ocurre en otros géneros, como la traducción literaria, en la que el trabajo del traductor está reconocido y protegido por la legislación vigente.
Sin entrar a valorar si los nuevos sistemas de evaluación de la calidad de nuestra actividad académica son justos o no, ni si se están imponiendo baremos ajenos que no se adecuan a nuestra realidad, esta aportación pretende constituir una aproximación pragmática a la cuestión. A partir de un análisis descriptivo de las prácticas imperantes en el campo de los estudios de traducción, pondré sobre la mesa una serie de propuestas que podrían llevarse a cabo desde las diferentes instancias para mejorar los procesos y resultados de la evaluación de la actividad investigadora.
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Orientalisme i Occidentalisme: dues forces subjacents en la construcció i la imatge de la llengua xinesa
1. Orientalisme i Occidentalisme:
dues forces subjacents en la construcció
i la imatge de la llengua xinesa
Helena Casas i Sara Rovira
Grup de recerca Inter-Àsia
Departament de Traducció i Interpretació
Universitat Autònoma de Barcelona
21 de desembre de 2007
2. Introducció
¢ part de la descripció de la llengua
xinesa ha derivat en una sèrie de
mites més fruit d’una visió exòtica i
desinformada que no pas d’un
coneixement científic ben
fonamentat
¢ existeix una doble tendència en el
tractament de la llengua xinesa que
inclou tant una visió orientalista com
una aproximació occidentalitzant
3. Objectius
¢ identificar els mites i confusions existents al voltant de
la llengua xinesa
¢ analitzar d’on provenen i en quin context es van originar
¢ il·lustrar com impregnen el discurs sense qüestionar-los
¢ analitzar per què han constituït discursos tan potents
malgrat l’evidència intuïtiva i científica
¢ posar en relleu en quins aspectes la descripció de
llengua xinesa ha estat resultat de l’aplicació d’un
model occidentalitzant
¢ posar en relleu en quins aspectes la construcció de la
llengua xinesa moderna ha estat objecte de l’aplicació
deliberada d’un model occidentalitzant per part dels
lingüistes xinesos
4. Mites
¢ Mites a The Chinese Language: Fact
and Fantasy de DeFrancis (1984)
l Ideogràfic
l De la universalitat
l Del monosil·labisme
l Mite de la gramàtica absent
5. Mite ideogràfic
¢ Llengua composta per símbols
corresponents a un concepte
¢ Definida pels xinesos com a
escriptura semàntica (表意文字)
¢ Satisfà la necessitat de trobar la
llengua adànica o primitiva per part
dels occidentals
6. Mite ideogràfic
¢ Martín de Rada (1575):
“(...) la letra es la mas barbara y difiçil
que sea descubierto porque mas son
carateres que letras que para cada
palabra o cosa tienen letra diferente
de manera que aunque uno conozca
diez mil letras no sabra leer todas las
cosas y assi entre ellos el que mas
sabe leer es el mas sabio (...)”
7. Mite ideogràfic
¢ Li i Thompson (1982:77) es refereixen als
caràcters xinesos com una escriptura
“semantically, rather than phonologically
grounded” i sostenen que el caràcter xinès
“does not convey phonological information
except in certain composite logographs
where the pronuntiation of the composite is
similar to one of its component logoprahs.”
¢ Iljic (2001:74) afirma que el xinès “is a
language with a non-phonetic writing
system”.
8. Mite ideogràfic
¢ Visió esbiaixada de l’escriptura xinesa, però
encara la predominant
¢ >90% dels caràcters pictofonètics
¢ 3% pictogràfics o ideogràfics
¢ 1% associació directa entre el component
semàntic i el significat del caràcter
¢ 25% informació 100% precisa del
component fonètic
¢ Fins a 66% casos en què la informació
fonètica no és exacta però sí rellevant
9. El mite de la universalitat
¢ l’escriptura xinesa és comprensible al
llarg dels segles
¢ els xinesos de diferents parts de la
Xina s’entenen per escrit
¢ els caràcters xinesos com a mitjà de
comunicació entre diferents cultures
(Japó, Corea i la Xina)
10. El mite del monosil·labisme
¢ correspondència unívoca entre paraula,
caràcter i síl·laba
¢ confusió entre llengua i escriptura
¢ tradició filològica xinesa: lexicogràfica
¢ llengua clàssica escrita: tendència al
monosil·labisme
¢ llengua parlada mai monosil·làbica
¢ llengua moderna: 30% - 40% dels caràcters
són paraules monosil·làbiques
11. El mite de la gramàtica
absent
¢ El xinès no té gramàtica
¢ Mashi wentong (1898), primera
gramàtica del xinès segons model
occidental [Nebrija, 1492; Varo, 1703]
¢ Classificació lingüística occidental
basada en la morfologia:
llengües aïllants (xinès), aglutinants i
les flexives
12. El mite de la gramàtica
absent
¢ Imposició d’un model d’anàlisi
inadequat i jerarquitzant
¢ llengües indoeuropees a la cúspide
d’una piràmide evolutiva, la base de la
qual està formada per les llengües
menys civilitzades (xinès)
¢ visió reduccionista i eurocentrista que
contribueix a formar una imatge
orientalista de la llengua xinesa
13. L’occidentalització de la
llengua xinesa
¢ Conjuntura històrica de la Xina de finals s.
XIX- principis del s. XX resulta en una visió
molt negativa del país i de la llengua com a
culpable
¢ “(...) If you want to get rid of the average
person’s childish, uncivilized, obstinate way of
thinking, then it is all the more essential that
you first abolish the Chinese language” (Qian,
1918).
¢ solució proposada passava per substituir el
xinès per l’esperanto o qualsevol altra llengua
estrangera
14. L’occidentalització de la
llengua xinesa
¢ Pas de wenyan a baihua
¢ “europeització” de la gramàtica xinesa
l lèxic: neologismes
l morfologia: sufixos, partícules, etc.
l ortografia: puntuació, romanització
15. Conclusions
¢ Els mites han contribuït conjuntament a
crear una imatge orientalista de la llengua
xinesa que d’alguna manera ens diferencia i
ens en distancia, i que ha tingut un fort
impacte en la pròpia percepció dels xinesos
¢ La poca estima envers la pròpia llengua
propicia l’occidentalització del xinès, com a
única sortida per superar les mancances de
la seva llengua