This document appears to be a student's final term paper for a physics course. It includes the student's details like name, registration number, department, and signature. The paper addresses four questions related to parts of speech, importance of grammar, punctuation, and the difference between active and passive voice. For each question, the student provides definitions and examples to explain the concepts. The document demonstrates the student's understanding of core grammar and language rules through their written responses.
This document is a research proposal for translating a document about teaching inferential comprehension strategies in English L2 and their impact on Spanish L1. The proposal provides background on translation and defines it. It discusses the rationale, objectives, and significance of translating this document. The literature review covers important translation techniques like direct (word-for-word, literal, linguistic borrowing, calque) and indirect/oblique (transposition, modulation, equivalence, adaptation, reduction, omission). The methods section outlines the translation process using Vinay and Dalbernet's techniques, including understanding the text, drafting, revising, and contrasting with the original. References and a timetable are also included.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
1. The document discusses the need to study the translation process systematically rather than focusing only on models and diagrams.
2. It argues that understanding the cognitive process translators undergo when translating a text is important for improving translation skills.
3. Several experts are quoted warning that current understanding of the brain and memory is insufficient to fully describe the translation process, and that both descriptive and inductive approaches are needed.
- The document discusses various translation techniques and procedures such as direct translation, oblique translation, borrowing, calque, literal translation, transposition, modulation, adaptation, etc.
- It provides examples to illustrate techniques like shift/transposition, modulation, equivalence, adaptation, and combined procedures.
- Cultural words or expressions from one language may be translated using techniques like transference, naturalization, descriptive equivalent, or functional equivalent.
This document is a research proposal for a translation project titled "Teaching Inferential Comprehension Strategies in L2 English and Their Impact on L1 Spanish". The proposal provides background on the importance of translation and defines key concepts. It outlines the objective of faithfully translating a chapter on teaching reading comprehension strategies from Spanish to English. The proposal discusses the significance of the project for Spanish-speaking language educators and students in developing reading skills. Direct and indirect translation techniques that will be used are also reviewed from translation literature.
In this presentation we will see the different paragraphs we have chosen and the reflection of each one of us about our experience of being able to translate and we will give some examples about the method, strategy and technique
This document examines the concept of "involvement" as an analytical category in sociolinguistics and discourse analysis. It identifies several conceptual problems with involvement as currently defined, including what it is contrasted with and what types of entities it characterizes. The document argues that involvement, as typically defined, assumes a Western view of interaction, emotion, and identity that does not adequately capture linguistic dynamics in other cultural contexts. It calls for revising the definition of involvement to make it more culturally relative and useful for cross-cultural analysis.
Influenced by French sociologist Pierre Bourdieu approach to power within the context of comprehensive theory of society, Helbron and Sapiro reject the idea of interpretive approach to the text and the economic analysis of transnational exchanges, and call for study of translation practice from their specific position within the world system of translation . This presentation does critical analysis of these thoughts and deals with translation as a socially regulated activity that has following three dimensions:
1) Nation states and various agents get engaged in the cross- national transfer that involves existence of field of international relations of exchange forming global system of translation
2) These exchanges involve power relations, and nation states and various agents involved compete with each other to gain supremacy through political, social or cultural dynamics
3) The dynamics of translation depend on the structure of space of reception and the way relevant intermediaries shape social demand.
This document is a research proposal for translating a document about teaching inferential comprehension strategies in English L2 and their impact on Spanish L1. The proposal provides background on translation and defines it. It discusses the rationale, objectives, and significance of translating this document. The literature review covers important translation techniques like direct (word-for-word, literal, linguistic borrowing, calque) and indirect/oblique (transposition, modulation, equivalence, adaptation, reduction, omission). The methods section outlines the translation process using Vinay and Dalbernet's techniques, including understanding the text, drafting, revising, and contrasting with the original. References and a timetable are also included.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
1. The document discusses the need to study the translation process systematically rather than focusing only on models and diagrams.
2. It argues that understanding the cognitive process translators undergo when translating a text is important for improving translation skills.
3. Several experts are quoted warning that current understanding of the brain and memory is insufficient to fully describe the translation process, and that both descriptive and inductive approaches are needed.
- The document discusses various translation techniques and procedures such as direct translation, oblique translation, borrowing, calque, literal translation, transposition, modulation, adaptation, etc.
- It provides examples to illustrate techniques like shift/transposition, modulation, equivalence, adaptation, and combined procedures.
- Cultural words or expressions from one language may be translated using techniques like transference, naturalization, descriptive equivalent, or functional equivalent.
This document is a research proposal for a translation project titled "Teaching Inferential Comprehension Strategies in L2 English and Their Impact on L1 Spanish". The proposal provides background on the importance of translation and defines key concepts. It outlines the objective of faithfully translating a chapter on teaching reading comprehension strategies from Spanish to English. The proposal discusses the significance of the project for Spanish-speaking language educators and students in developing reading skills. Direct and indirect translation techniques that will be used are also reviewed from translation literature.
In this presentation we will see the different paragraphs we have chosen and the reflection of each one of us about our experience of being able to translate and we will give some examples about the method, strategy and technique
This document examines the concept of "involvement" as an analytical category in sociolinguistics and discourse analysis. It identifies several conceptual problems with involvement as currently defined, including what it is contrasted with and what types of entities it characterizes. The document argues that involvement, as typically defined, assumes a Western view of interaction, emotion, and identity that does not adequately capture linguistic dynamics in other cultural contexts. It calls for revising the definition of involvement to make it more culturally relative and useful for cross-cultural analysis.
Influenced by French sociologist Pierre Bourdieu approach to power within the context of comprehensive theory of society, Helbron and Sapiro reject the idea of interpretive approach to the text and the economic analysis of transnational exchanges, and call for study of translation practice from their specific position within the world system of translation . This presentation does critical analysis of these thoughts and deals with translation as a socially regulated activity that has following three dimensions:
1) Nation states and various agents get engaged in the cross- national transfer that involves existence of field of international relations of exchange forming global system of translation
2) These exchanges involve power relations, and nation states and various agents involved compete with each other to gain supremacy through political, social or cultural dynamics
3) The dynamics of translation depend on the structure of space of reception and the way relevant intermediaries shape social demand.
This document discusses problems of style in translation. It begins by defining style and its importance in translation. There are two types of style involved: the source text style and the target text style. The source text style results from the author's conscious and unconscious choices, while the target text style is influenced by the source text style, the translator's choices, and target language norms. The document then outlines various problems of style in translation, including graphology, phonology, syntax, lexical, semantic, and pragmatic problems. Specific examples are provided for each type of problem. The conclusion emphasizes that style must be preserved in translation to maintain the same interpretations and effects as the original text.
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.
Spotting The Difference–Machine Versus Human TranslationUlatus
Regardless of how much the systems have improved and made worldwide communication easier, there is still no alternative to human translation. Machines can only comply to grammatical accuracy, but the semantic, linguistic, and the cultural completeness in a text can only be achieved by human speakers
The document discusses the controversy over whether translation between languages is possible or impossible. This debate stems from differing views on the nature of language and meaning. Some ancient religions viewed language as sacred and doubted the validity of translation. Later, the view developed that true symmetry between semantic systems of different languages is not possible, making full translation unattainable. However, others argue translation is possible to some degree if meanings are expressed indirectly or certain procedures like adaptation are used to compensate for gaps between languages. The document provides several examples of linguistic and cultural elements that pose challenges for translation.
This document provides an overview of language processing and the comprehension and expression of language from a cognitive psychology perspective. It discusses the basic structure of language including phonology, syntax, and semantics. It also examines the processes involved in language production, speech perception and comprehension, and language development. Key models of language comprehension are described, including Kintsch's model which represents text as propositions that are organized into a hierarchical structure. The document aims to analyze the microstructure of the entire language process as it occurs in real time.
This document summarizes an article about translating style between languages. It discusses linguistic markedness, which refers to using language forms that are less common or preferred. Translating marked language accurately conveys not just content but how it is expressed. The article also discusses evaluativeness, which is whether marked language is meaningful or just a default choice. It provides an example from neuroscience writing to illustrate marked vs unmarked style. Developments in linguistic stylistics have shown that style is found in all texts, not just literature. This challenges previous views of translation as an elitist practice. The challenge is accurately transferring both content and expression between languages.
Recognizing where “cultural differences are” is the first step toward understanding and respecting each other. http://www.slideshare.net/guest5efb65/different-culture-different-sign-perception
Someone has downloaded then upload my Presentation
Some strategies of translating culturally bound expressions and wordsMontasser Mahmoud
This document discusses strategies for translating culturally bound expressions and words. It begins by explaining that culture and language are closely intertwined, making the translation of cultural elements difficult. It then provides several strategies for translating cultural terms, ranked in order of preference. The top strategies include finding a cultural equivalent, using a cultural correspondence, or employing an accepted standard translation. The document also categorizes types of culture and provides examples to illustrate strategies like naturalization, where foreign terms are adapted to the target language grammar. Overall, the document aims to help translators navigate the challenges of translating cultural aspects of language.
Solving Translation Problems aimed at raising awareness of the presence of cultural elements in source texts, as well as providing tools that would increase effectiveness in translation.
Lesson 1: Translation as Negotiation between Cultures
Lesson 2: Identifying Translation Problems
1. Idiomatic Expressions
2. Jargon
3. Metaphoric Expressions
Lesson 3: How to Overcome Translation Problems
1. The principle of respect
2. The principle of adaptation
3. The synergy principle
Lesson 4: Further Solutions to Translation Problems
1. Reference gloss.
2. Sense gloss
3. Effect gloss.
Lesson 5: Conclusions
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
This document is the introduction to a master's thesis written in Polish that analyzes the translation of functional texts from the perspective of Skopos theory. The introduction provides background on Skopos theory and its focus on the purpose and function of translation. It also discusses the complexity of translation due to differences in language and culture. The purpose of the thesis is to analyze how Skopos theory concepts can help address culture-specific issues that arise in translating various types of functional texts in practice. The introduction outlines the chapters to follow on Skopos theory, the concept of culture in translation theory, and example studies applying Skopos to resolve culture-specific challenges in domains like manuals, advertising, tourism and legal translation.
Translation Techniques from English into Romanian and RussinElena Shapa
The document discusses various translation techniques used to translate a text from one language to another. It describes techniques such as addition, where the translator adds words to specify meaning; compensation, where something lost in translation is expressed elsewhere; transposition, changing word order; and modulation, using a different phrase to convey the same idea. Specific examples are provided to illustrate each technique.
This individual has basic translation skills and knowledge of two languages but requires close supervision and editing.
Junior Translator: Has some translation experience and can work independently on straightforward texts. Requires review by a senior translator.
Translator: Can translate a wide variety of text types and subject matters into their working languages. Works independently but may require guidance on complex projects.
Senior Translator: Highly experienced with advanced language skills. Can translate complex texts autonomously and provide guidance to less experienced translators. May specialize in one or more fields.
Project Manager: Oversees translation projects and works with clients. Has strong project management, client relations and quality assurance skills in addition to translation experience. May also translate.
Fre
This document provides an introduction to morphemes in English. It defines a morpheme as the smallest meaningful unit in a language. Morphemes can be classified as free or bound, and as bases (roots) or affixes. Morphemes may have variations called allomorphs, which are selected based on phonological rules. The document discusses different types of allomorphs and provides exercises for students to practice identifying morphemes and their variations in English words.
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.
Translation has been proposed as a method for teaching and learning foreign languages by having students translate texts into the foreign language. However, critics argued that translation interferes with the natural language learning process. While controversial, translation continues to be widely used in foreign language classrooms as a technique to develop language proficiency and promote understanding of linguistic differences and similarities between languages. Translation can trigger discussions about language and culture that involve intercultural communication skills.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
This document outlines classroom guidelines for learners at the School of Continuing Education (SCE) at the American University in Cairo. It details policies on attendance, punctuality, grading, and how final grades are determined and posted. The key points are:
- Learners must attend at least 75% of class sessions or they will fail the course.
- Learners are expected to arrive on time and any tardiness beyond twice will count as absences.
- Grades are based on continual assessments, a final exam, and end-of-term achievement tests. Final grades are posted by student ID number, not name.
The document discusses the six levels of language study:
1. Phonetics is the study of sounds and phonemes that make up words.
2. Phonology focuses on how phonemes are structured in a language.
3. Morphology examines how phonemes combine to form words.
4. Syntax analyzes how words are arranged into sentences.
5. Semantics connects words and phrases to their meanings.
6. Pragmatics studies how words and phrases function in different contexts. Understanding these six levels provides insight into how language works from sounds to meaning.
How Languages WorkAn Introduction to Language and LinguisticsSecond Ed.docxsandraa52
How Languages Work An Introduction to Language and Linguistics
Second Edition
Edited by CAROL GENETTI
Carol Genetti4
1.1 Language 1.1.1 Language and You; Language and Us
Language is an essential and ubiquitous component of our lives. To see that this statement is true for yourself, take a moment to think about your day. Cast your mind back to when you first awoke. What were your thoughts and how were they expressed?
Trace the day in your mind and try to count how many people you spoke with, even if it was just a quick “hi†or “thank you.†Did you listen to a lecture? Watch television? Talk on the phone? Make an appointment? Sing a song? All of these activities centrally involve language. Now think about what you read today. Perhaps a newspaper, pages on the Internet, email, advertisements, labels, signs, home- work assignments? Now move on to thought itself. What thoughts and ideas have passed through your mind? Have you made explicit plans, imagined conversations, debated with yourself? If you are like most people, this brief exer- cise has revealed that language is both within and around you, a constant part of your internal and external existence. Language is the primary medium which you use to interact with people and institutions in our society. Your particular use of language is also a reflection of who you are as an individual; all of us use language as a means to build and portray our identities in the world around us. We also use language to shape and interpret the great and small experi- ences of our lives.
Think about the broader world in which we live. Language is the principal means by which societies are constructed and cultures are developed. Think of the size of our soci- ety’s great libraries, and how the majority of the volumes in those vast collections (14.6 million volumes in the Harvard University Library alone) are language in its written form. The intellectual achievements of humankind are essentially embodied in language. Not only is this true of the written works that formally encapsulate our knowledge, but it is also true of the huge body of indigenous knowledge held by the speakers of thousands of languages across the globe, from the Brazilian Amazon to the Mongolian steppes. Some may argue that music and art are non-linguistic, but note that they often incorporate lan- guage, as with lyrics. Even works that do not contain language are interpreted and under- stood through verbal thought, discussion, and critical analysis. Similarly, mathematics could be argued to be non-linguistic, but again language is used to teach, understand, and interpret it.
Beyond the modern world, consider that language has been used by humans for at least 30,000 years, by thousands of groups across the globe, wherever humans have ven- tured. Speakers of each generation endow their language with their own unique mark, their own contribution, changing it in myriad subtle ways. As language passes from
SIDEBAR 1.1 You can find definit.
This document discusses problems of style in translation. It begins by defining style and its importance in translation. There are two types of style involved: the source text style and the target text style. The source text style results from the author's conscious and unconscious choices, while the target text style is influenced by the source text style, the translator's choices, and target language norms. The document then outlines various problems of style in translation, including graphology, phonology, syntax, lexical, semantic, and pragmatic problems. Specific examples are provided for each type of problem. The conclusion emphasizes that style must be preserved in translation to maintain the same interpretations and effects as the original text.
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.
Spotting The Difference–Machine Versus Human TranslationUlatus
Regardless of how much the systems have improved and made worldwide communication easier, there is still no alternative to human translation. Machines can only comply to grammatical accuracy, but the semantic, linguistic, and the cultural completeness in a text can only be achieved by human speakers
The document discusses the controversy over whether translation between languages is possible or impossible. This debate stems from differing views on the nature of language and meaning. Some ancient religions viewed language as sacred and doubted the validity of translation. Later, the view developed that true symmetry between semantic systems of different languages is not possible, making full translation unattainable. However, others argue translation is possible to some degree if meanings are expressed indirectly or certain procedures like adaptation are used to compensate for gaps between languages. The document provides several examples of linguistic and cultural elements that pose challenges for translation.
This document provides an overview of language processing and the comprehension and expression of language from a cognitive psychology perspective. It discusses the basic structure of language including phonology, syntax, and semantics. It also examines the processes involved in language production, speech perception and comprehension, and language development. Key models of language comprehension are described, including Kintsch's model which represents text as propositions that are organized into a hierarchical structure. The document aims to analyze the microstructure of the entire language process as it occurs in real time.
This document summarizes an article about translating style between languages. It discusses linguistic markedness, which refers to using language forms that are less common or preferred. Translating marked language accurately conveys not just content but how it is expressed. The article also discusses evaluativeness, which is whether marked language is meaningful or just a default choice. It provides an example from neuroscience writing to illustrate marked vs unmarked style. Developments in linguistic stylistics have shown that style is found in all texts, not just literature. This challenges previous views of translation as an elitist practice. The challenge is accurately transferring both content and expression between languages.
Recognizing where “cultural differences are” is the first step toward understanding and respecting each other. http://www.slideshare.net/guest5efb65/different-culture-different-sign-perception
Someone has downloaded then upload my Presentation
Some strategies of translating culturally bound expressions and wordsMontasser Mahmoud
This document discusses strategies for translating culturally bound expressions and words. It begins by explaining that culture and language are closely intertwined, making the translation of cultural elements difficult. It then provides several strategies for translating cultural terms, ranked in order of preference. The top strategies include finding a cultural equivalent, using a cultural correspondence, or employing an accepted standard translation. The document also categorizes types of culture and provides examples to illustrate strategies like naturalization, where foreign terms are adapted to the target language grammar. Overall, the document aims to help translators navigate the challenges of translating cultural aspects of language.
Solving Translation Problems aimed at raising awareness of the presence of cultural elements in source texts, as well as providing tools that would increase effectiveness in translation.
Lesson 1: Translation as Negotiation between Cultures
Lesson 2: Identifying Translation Problems
1. Idiomatic Expressions
2. Jargon
3. Metaphoric Expressions
Lesson 3: How to Overcome Translation Problems
1. The principle of respect
2. The principle of adaptation
3. The synergy principle
Lesson 4: Further Solutions to Translation Problems
1. Reference gloss.
2. Sense gloss
3. Effect gloss.
Lesson 5: Conclusions
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
This document is the introduction to a master's thesis written in Polish that analyzes the translation of functional texts from the perspective of Skopos theory. The introduction provides background on Skopos theory and its focus on the purpose and function of translation. It also discusses the complexity of translation due to differences in language and culture. The purpose of the thesis is to analyze how Skopos theory concepts can help address culture-specific issues that arise in translating various types of functional texts in practice. The introduction outlines the chapters to follow on Skopos theory, the concept of culture in translation theory, and example studies applying Skopos to resolve culture-specific challenges in domains like manuals, advertising, tourism and legal translation.
Translation Techniques from English into Romanian and RussinElena Shapa
The document discusses various translation techniques used to translate a text from one language to another. It describes techniques such as addition, where the translator adds words to specify meaning; compensation, where something lost in translation is expressed elsewhere; transposition, changing word order; and modulation, using a different phrase to convey the same idea. Specific examples are provided to illustrate each technique.
This individual has basic translation skills and knowledge of two languages but requires close supervision and editing.
Junior Translator: Has some translation experience and can work independently on straightforward texts. Requires review by a senior translator.
Translator: Can translate a wide variety of text types and subject matters into their working languages. Works independently but may require guidance on complex projects.
Senior Translator: Highly experienced with advanced language skills. Can translate complex texts autonomously and provide guidance to less experienced translators. May specialize in one or more fields.
Project Manager: Oversees translation projects and works with clients. Has strong project management, client relations and quality assurance skills in addition to translation experience. May also translate.
Fre
This document provides an introduction to morphemes in English. It defines a morpheme as the smallest meaningful unit in a language. Morphemes can be classified as free or bound, and as bases (roots) or affixes. Morphemes may have variations called allomorphs, which are selected based on phonological rules. The document discusses different types of allomorphs and provides exercises for students to practice identifying morphemes and their variations in English words.
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.
Translation has been proposed as a method for teaching and learning foreign languages by having students translate texts into the foreign language. However, critics argued that translation interferes with the natural language learning process. While controversial, translation continues to be widely used in foreign language classrooms as a technique to develop language proficiency and promote understanding of linguistic differences and similarities between languages. Translation can trigger discussions about language and culture that involve intercultural communication skills.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
This document outlines classroom guidelines for learners at the School of Continuing Education (SCE) at the American University in Cairo. It details policies on attendance, punctuality, grading, and how final grades are determined and posted. The key points are:
- Learners must attend at least 75% of class sessions or they will fail the course.
- Learners are expected to arrive on time and any tardiness beyond twice will count as absences.
- Grades are based on continual assessments, a final exam, and end-of-term achievement tests. Final grades are posted by student ID number, not name.
The document discusses the six levels of language study:
1. Phonetics is the study of sounds and phonemes that make up words.
2. Phonology focuses on how phonemes are structured in a language.
3. Morphology examines how phonemes combine to form words.
4. Syntax analyzes how words are arranged into sentences.
5. Semantics connects words and phrases to their meanings.
6. Pragmatics studies how words and phrases function in different contexts. Understanding these six levels provides insight into how language works from sounds to meaning.
How Languages WorkAn Introduction to Language and LinguisticsSecond Ed.docxsandraa52
How Languages Work An Introduction to Language and Linguistics
Second Edition
Edited by CAROL GENETTI
Carol Genetti4
1.1 Language 1.1.1 Language and You; Language and Us
Language is an essential and ubiquitous component of our lives. To see that this statement is true for yourself, take a moment to think about your day. Cast your mind back to when you first awoke. What were your thoughts and how were they expressed?
Trace the day in your mind and try to count how many people you spoke with, even if it was just a quick “hi†or “thank you.†Did you listen to a lecture? Watch television? Talk on the phone? Make an appointment? Sing a song? All of these activities centrally involve language. Now think about what you read today. Perhaps a newspaper, pages on the Internet, email, advertisements, labels, signs, home- work assignments? Now move on to thought itself. What thoughts and ideas have passed through your mind? Have you made explicit plans, imagined conversations, debated with yourself? If you are like most people, this brief exer- cise has revealed that language is both within and around you, a constant part of your internal and external existence. Language is the primary medium which you use to interact with people and institutions in our society. Your particular use of language is also a reflection of who you are as an individual; all of us use language as a means to build and portray our identities in the world around us. We also use language to shape and interpret the great and small experi- ences of our lives.
Think about the broader world in which we live. Language is the principal means by which societies are constructed and cultures are developed. Think of the size of our soci- ety’s great libraries, and how the majority of the volumes in those vast collections (14.6 million volumes in the Harvard University Library alone) are language in its written form. The intellectual achievements of humankind are essentially embodied in language. Not only is this true of the written works that formally encapsulate our knowledge, but it is also true of the huge body of indigenous knowledge held by the speakers of thousands of languages across the globe, from the Brazilian Amazon to the Mongolian steppes. Some may argue that music and art are non-linguistic, but note that they often incorporate lan- guage, as with lyrics. Even works that do not contain language are interpreted and under- stood through verbal thought, discussion, and critical analysis. Similarly, mathematics could be argued to be non-linguistic, but again language is used to teach, understand, and interpret it.
Beyond the modern world, consider that language has been used by humans for at least 30,000 years, by thousands of groups across the globe, wherever humans have ven- tured. Speakers of each generation endow their language with their own unique mark, their own contribution, changing it in myriad subtle ways. As language passes from
SIDEBAR 1.1 You can find definit.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions of them.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
This document provides an introduction to the concept of register in academic writing. It defines register as how language use changes based on context, and identifies three components of register: field, tenor, and mode.
Field refers to the topic or content of communication. In academic contexts, field varies by discipline and involves learning specialized terminology. Tenor concerns relationships between communicators and how status and formality affect language. Mode relates to how communication is organized based on factors like time, distance, and whether it is spoken or written.
The document then provides examples to analyze in terms of field, tenor, and mode. It concludes that while academic language varies by discipline, there are also shared features that make up the academic
Natural language processing (NLP) aims to help computers understand human language. Ambiguity is a major challenge for NLP as words and sentences can have multiple meanings depending on context. There are different types of ambiguity including lexical ambiguity where a word has multiple meanings, syntactic ambiguity where sentence structure is unclear, and semantic ambiguity where meaning depends on broader context. NLP techniques like part-of-speech tagging and word sense disambiguation aim to resolve ambiguity by analyzing context.
This document discusses various aspects of language structure. It explains that language is dynamic and constantly changing through changes in vocabulary, pronunciation, morphology and syntax over time. It also argues that language is complex and capable of expressing a wide range of ideas through its open-ended and rule-based nature. The document concludes that grammar rules should be made easy to learn and adapted to different learning styles.
This document discusses issues related to first language acquisition in children. It notes that while language seems natural, babies are not born talking and must learn language from birth. They must learn sounds, words, meanings, constructions and how to communicate effectively. The document outlines some theoretical approaches to explaining how children acquire language and whether they have innate capacities or learn everything from experience. It also discusses how languages differ in their structures like word order, grammar, and meanings encoded in words, and how these differences could affect the process of language acquisition in children.
The document discusses two models of communication: Berio's model and the Dance Helix model. Berio's model, also known as the SMRC model, outlines the linear process of communication including a source, message, channel, and receiver. It is widely cited but criticized for being too simplistic. The Dance Helix model provides a more novel perspective on communication theories. The document also examines examples that illustrate how differences in language proficiency or technical knowledge between parties can lead to breakdowns in communication.
IRJET- Translation as a Technique to Create Composing Abilities in EnglishIRJET Journal
This document discusses translation as a technique for developing writing abilities in English as a second language. It begins by defining key aspects of writing ability such as its definition, significance, nature, and process in second language writing. The study aims to establish connections between translation and writing and highlight their relationship. Specifically, it aims to justify how translation can help improve writing skills when learning English as a second language. It presents translation both as a tool for generating content in the second language as well as for implementing the first language in second language writing instruction. The document provides context on previous educational approaches and studies that have used translation in this way.
Данный файл Power Point содержит презентацию "Language Descriptions", выполненную в 2011 г. 753 гр. в рамках курса "Профильное обучение иностранному языку".
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions for establishing language equivalencies across syllabuses.
4. Discourse analysis looks at language use beyond the sentence through dialogues, rhetorical techniques, and text diagrams.
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions in social contexts.
4. Discourse analysis looks at language use beyond the sentence level through dialogues, texts, and rhetorical patterns.
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions for establishing language syllabi.
4. Discourse analysis looks at language use beyond the sentence through dialogues, rhetorical techniques, and text structures.
The document discusses various theories and approaches to describing language, including classical grammar, structural linguistics, transformational generative grammar, functional/notional grammar, and discourse analysis. It notes that different language learning tasks may be more easily divided according to functional/notional categories rather than formal grammar, and emphasizes that language description does not necessarily imply implications for language pedagogy.
The document provides an overview of various theories and approaches to describing language, including classical grammar, structural linguistics, transformational generative grammar, functional/notional grammar, and discourse analysis. It discusses how these theories have influenced language teaching and the development of English for Specific Purposes. It also notes some limitations in only considering the formal properties of language and the need to distinguish between linguistic competence and performance.
Linguistic Fundamentals in Translation and Translation StudiesSugey7
This document discusses the role of linguistics in translation. It begins by defining linguistics as the scientific study of language and explores its various branches including theoretical linguistics and applied linguistics. The document then explains how linguistics relates to and assists with translation. Specifically, it notes that translators need knowledge of linguistics to understand word functions and meanings in context. The document also summarizes several key levels of linguistics - including phonology, grammar, semantics, and context - that translators must understand to perform accurate translations between languages.
Similar to parts of speech,punctuation,use of grammer,active passive voice, change of active into passive (20)
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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2. QNO1:-The 8 Parts of Speech: Definitions and Examples.
A grammatical form is a term utilized in conventional language for one of the nine primary
classifications into which words are arranged by their capacities in sentences, for example
,things or action words.
Each sentence you compose or talk in English incorporates words that fall into a portion of
the nine grammatical features. These incorporate things, pronouns, action words, descriptive
words, verb modifiers, relational words, conjunctions, articles/determiners, and
interpositions. A few sources incorporate just eight grammatical forms and leave
interpositions in their own classification.
Learning the names of the grammatical features most likely won't make you clever, sound,
rich, or astute. Truth be told, learning only the names of the grammatical features won't make
you a superior essayist. In any case, you will increase an essential comprehension of sentence
structure and the English language by acquainting yourself with these marks.
Parts of speech
• nouns
• pronouns
• verbs
• adjectives
• adverbs
• prepositions
• conjunction
• interjections
Noun
Things are an individual, spot, thing, or thought. They can take on a horde of jobs in a
sentence, from the subject, all things considered, to the object of an activity. They are
promoted when they're the official name of a person or thing, called formal people, places or
things in these cases.Ali,Table,Lahore.
Pronoun
Pronouns sub for things in a sentence. They are more conventional renditions of things that allude
just to individuals. Models: I, you, he, she, it, our own, them, who, which, anyone, ourselves.
3. Verb
Action words are activity words that determine what occurs in a sentence. They can likewise
show a sentence subject's condition (is, was). Action words change structure dependent on
tense (present, past) and tally differentiation (solitary or plural). Models: sing, move, accepts,
appeared, finish, eat, drink, be, became
Adjective
Modifiers depict things and pronouns. They determine which one, how much, what kind, and
the sky is the limit from there. Modifiers permit and audience members to utilize their
faculties to envision something all the more unmistakably. Models: hot, sluggish,
entertaining, interesting, brilliant, lovely, poor, smooth
Adverb
Qualifiers depict action words, descriptors, and significantly different intensifiers. They
determine when, where, how, and why something occurred and how much or how regularly.
Models: delicately, apathetically, frequently, just, ideally, delicately, now and again
Preposition
Relational words show special, worldly, and job relations between a thing or pronoun and
different words in a sentence. They come toward the beginning of a prepositional expression,
which contains a relational word and its item. Models: up, finished, against, by, for, into,
near, out of, aside from
Conjunction
Conjunctions join words, expressions, and provisions in a sentence. There are organizing,
subjecting, and correlative conjunctions. Models: and, be that as it may, or, along these lines,
yet, with.
Interjection
Additions are articulations that can remain all alone or be contained inside sentences. These
words and expressions regularly convey compelling feelings and pass on responses. Models:
ah, challenges, ouch, yabba dabba do
QNO 2:-Importance of grammer in modern world and how it
help us in different ways(foreign affair,modern technology,
international student)?
4. Foreign affair.
The agents of worldwide bodies expected to converse with one another, share sentiments
during their gatherings. Conveying could be simpler if every one of them would
communicate in his own language. That thing was at first empowered by the nearness of
particular interpreters. Regardless of the way that this methodology empowered the
protection of equivalent poise for all, the more prominent the quantity of dialects turned into,
the more troublesome the interpretation of addresses and peaceful accords was. This made the
interpretation procedure very costly and unfeasible. Thus the utilization of interpreters turned
out to be practically inconceivable. It was important to utilize one single language to maintain
a strategic distance from such circumstances After the finish of World War I, a huge piece of
the United Nations part states authoritatively perceived English as an official language.
Something to that effect has occurred with other worldwide bodies. Practically all the most
significant business and political pioneers like to direct global correspondences in EnglishThe
European Union is the most significant European association that makes participation
between part states simpler or targets being its part. It was important to set up English as an
official language of this association so as to make conceivable a more effective participation.
Joined Nations works are completed definitely in this language, including a wide range of
global gatherings between heads of states, highest points, and so forth. Universal Laws,
declarations, talks, or discussions are totally done in English. NATO is additionally an overall
association that works in English on the grounds that the requirement for its part states'
participation . for above sake grammer is very important to develope international relation
Modern technology:-
This early on text adopts a novel strategy to the investigation of sentence structure. Language
structure as Modern technology offers a prologue to linguistic structure as an activity in
logical hypothesis development. Sentence structure gives an incredible instrument to
presenting understudies from a wide assortment of foundations to the standards of logical
speculating and logical idea; it draws as a rule scholarly subjects present in all logical
estimating just as those emerging explicitly inside the cutting edge intellectual modern
technology. The book is expected for understudies studying phonetics just as non-etymology
majors who are taking the course to satisfy undergrad necessities. Language structure as
Modern technology covers such center points in sentence structure as expression structure,
voting demographic, the dictionary, indiscernible components, development rules, and
groundbreaking imperatives, while accentuating logical thinking aptitudes. The individual
units are sorted out specifically into areas that feature significant parts of this undertaking,
including picking between speculations, building unequivocal contentions for theories, and
the clashing requests that push us toward growing our specialized toolbox from one
viewpoint and obliging it on the other.
Sentence structure as Modern technology is built as a "research facility modern technology"
course in which understudies effectively try different things with phonetic information.
5. Syntactica, a product application instrument that permits understudies to make and
investigate basic language
structures in a graphical, intuitive way, is accessible online related to the book. Understudies
are urged to "give the principles a shot," and construct language structures rule-by-rule,
checking the results at each stage.
International student
The Word Grammar implies various things to various individuals. To the common resident, it
suggests to accuracy or inaccuracy of the language that the individual in question talks. To a
school understudy, it implies a systematic and expressed investigation of sentences.
Information on language helps the understudy in the adjustment of missteps and improvement
of composed work. An individual can't get familiar with an unknown dialect precisely just
through a procedure of oblivious osmosis. Sentence structure is a certain ground of reference
when etymological propensities bomb us.
It is definite that placing syntax in the frontal area in second language instructing, on the
grounds that language information on punctuation and jargon is the base of English language.
Linguistic skill is one of open capability. Open ability includes realizing how to utilize the
syntax and jargon of the language to accomplish open objectives, and realizing how to do this
in a socially proper manner. Open objectives are the objectives of students' contemplating
English language. So language structure instructing is important to accomplish the objectives.
QNO3:- What is punctuation write all punctuation with sign and
example?
An accentuation mark is an imprint (sign) utilized recorded as a hard copy to separate
writings into expressions and sentences.
To end a sentence
period (full stop) ( . )
question mark ( ? )
exclamation mark ( ! )
ellipsis (. . .)
to separate phrases or things
comma ( , )
semicolon ( ; )
6. To begin a list
colon ( : )
To quote or indicate a title
single quotes ( ' )
double quotes ( " )
To demonstrate additional data
parenthesis ( ), bracket [ ] and braces { }
em dash ( — )
Here is a section without end accentuation:
Do you like to sing My mother and I sing in an ensemble that meets each Tuesday Last week
we sang Christmas songs at a nursing home The occupants of the nursing home making the
most of our visit It was fun Would you like to go along with us next Tuesday
You can see that it is extremely hard to peruse and understand the passage. Each sentence
runs straight into the following sentence.
Here is a similar passage with end accentuation:
Do you like to sing? My mother and I sing in an ensemble that meets each Tuesday. A week
ago, we sang Christmas hymns at a nursing home. The inhabitants of the nursing home
making the most of our visit! It was entertaining! OK prefer to go along with us next
Tuesday?
Utilizing commas in records:
Here is a rundown without commas:
Sally prefers to eat chocolate sausages and broccoli.
Commas for expressing
Here is another entertaining model:
hungry man
1. The time has come to eat David!
7. QNO4;- Diff b/w active and passive voice.? With eg.
Active voice voice implies that a sentence has a subject that follows up on its action word.
Passive voice implies that a subject is a beneficiary of an action word's activity. You may
have discovered that the aloof voice is feeble and wrong, yet it isn't unreasonably basic. At
the point when utilized effectively and with some restraint, the uninvolved voice is fine.
In English language structure, action words have five properties: voice, temperament, tense,
individual, and number; here, we are worried about voice. The two linguistic voices are
active and passive.
Active voice
At the point when the subject of a sentence plays out the action word's activity, we state that the
sentence is in the active voice. Sentences in the active voice have a solid, direct, and clear tone. Here
are some short and direct instances of active voice.
Example of active voice.
Monkeys revere bananas.
The clerk checked the cash.
The canine pursued the squirrel
Passive voice
A sentence is in the inactive voice, then again, when the subject is followed up on by the action
word. The uninvolved voice is constantly developed with a conjugated type of to be in addition to
the action word's previous participle. Doing this generally creates a relational word also. That sounds
considerably more muddled than it is—detached voice is entirely simple to recognize. For these
instances of inactive voice, we will change the three active sentences above to show the distinction.
Example of passive voice
Bananas are venerated by monkeys.
The cash was checked by the clerk.
8. When to use active voice and passive voice
Utilizing the active voice passes on a solid, clear tone and the detached voice is subtler and more
vulnerable. Here's some a word of wisdom: don't utilize the inactive voice since you think it sounds
somewhat fancier than the active voice.
All things considered, there are times the inactive voice is helpful and called for. Take. That sentence
development would be useful if the squirrel were the focal point of your composition and not the
canine.
A decent dependable guideline is to attempt to place most of your sentences in the active voice,
except if you really can't compose your sentence in some other manner.
How to change a sentence in passive voice to active voices
Here is a case of a business correspondence that could be fortified by forsaking the detached
voice. A mistake has happened with your record, however every endeavor was made to cure
it.
That sentence isn't mistaken, however it sounds somewhat hardened and exploitative. It
sounds less reliable than it could—practically hesitant. Who needs to work with an
organization that abstains from assuming full liability by slipping into formal aloof voice an
area? Face the duty head on. Own it.
We made a blunder with your record, yet we have made each endeavor to cure it.
To make that sentence dynamic instead of uninvolved, I distinguished the subject: we. It was
"our organization" that was dependable.
Eg.In the event that there are any inquiries, I can be reached at the number underneath.
Eg. Here's a tip: What to recall: to change a sentence from detached voice into dynamic
voice, recognize the subject.
The structure of this sentence is frail since it doesn't distinguish the subjects in either
condition. We should divulge them. Who may have inquiries to pose? The individual being
tended to: you. Who will do the coming to (by calling the number underneath)? It is as yet the
correspondence's beneficiary.
Eg .In the event that you have any inquiries, call me at the number underneath.