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1
Geng, Yifan. "Appraisal in discussion sections of doctoral theses in the discipline of ELT/Applied Linguistics at Warwick University : a corpus-based analysis." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/72721/.
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The present research, drawing upon Martin and White’s (2005) Appraisal Theory, investigated the deployment of interpersonal meanings in discussion sections of doctoral theses produced by both First Language (hereafter L1) Chinese and L1 English speakers from the Centre of Applied Linguistics (hereafter CAL) at the University of Warwick. This study adopted a corpus-based approach to examining the choices of Appraisal options made by L1 Chinese and L1 English writers. It also explored the patterns of discussing the authors’ own research findings in relation to previous literature by means of Appraisal options or co-articulations of options, which is considered as a key aspect of the rhetorical purpose of discussion sections. The statistical tests of this study showed that no significant difference was found in the use of Appraisal options between the L1C and L1E sub-corpora. This finding indicates a similar command of these interpersonal resources by both sets of writers and suggests that L1 may not be a constraint for English as second language (hereafter L2) writers on using interpersonal resources at the doctoral level. The qualitative analysis identified different preferences for co-articulating with the three main Appraisal options that the authors adopted to engage with the literature while discussing their findings. It also identified the congruent and non-congruent linguistic realizations of the two main Appraisal options that the authors used to present their claims about findings. Part of the qualitative results was shared with Masters students at CAL for the purpose of raising their awareness of the use of interpersonal language through exploration of extracts from corpus data.
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Swe, Saw Thanda. "The use of materials for the teaching of culture in ELT." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17589/.
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The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.
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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.
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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.
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Stegu, Martin, Dennis R. Preston, Antje Wilton, and Claudia Finkbeiner. "Panel discussion: language awareness vs. folk linguistics vs. applied linguistics." Taylor & Francis, 2018. http://dx.doi.org/10.1080/09658416.2018.1434921.
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Guillén, Solano Patricia. "Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/585928.
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En esta investigación se analiza el discurso oral formal argumentativo de hablantes de ELE (nivel C1 del MCER) desde la teoría de la Pragmática y el Análisis del discurso, a partir de muestras extraídas de sesiones realizadas en un aula universitaria.
Previamente al análisis, se reseña un conjunto de estudios sobre el discurso oral formal y se discuten aspectos fundamentales relacionados con el concepto de género discursivo y discurso académico, con el fin de caracterizar el objeto de estudio. Además, se describen las bases téoricas de la investigación, la metodología utilizada y el corpus de datos.
El análisis del corpus se lleva a cabo de la siguiente forma:
En primer lugar, utilizando una metodología cualitativa, se analizan la superestructura, la macroestructura y la microestructura del discurso monológico y dialógico en el aula universitaria, a partir de los siguientes constructos teóricos: unidades discursivas, estrategias pragmáticas, esquemas discursivos, secuencias y organización global del discurso.
Posteriormente, se presentan los resultados del análisis tomando en cuenta los siguientes aspectos: formas de organización del discurso, interacción entre los participantes, mecanismos léxicos de coherencia y cohesión discursivas, registro de errores gramaticales y pragmáticos y, por último, parámetros del Plan
Curricular del Instituto Cervantes correspondientes al uso de estrategias pragmáticas en el nivel C1.
Una vez analizados los resultados, se plantean nuevas teorías y conclusiones que permitan mejorar el proceso de aprendizaje en el ámbito de la argumentación oral. Finalmente, se presenta una propuesta de evaluación y de secuencia didáctica para el estudio y la enseñanza del discurso oral formal académico a estudiantes de ELE inmersos en el contexto universitario.In this study, formal spoken discourse of Spanish as a foreign language students (level C1, CEFR*) is analyzed on the basis of Pragmatics and Discourse Analysis theories, focusing on argumentative discourse in an university classroom setting. First, by applying an empiric qualitative methodology, the superstructure, macrostructure and microstructure of monological and dialogical spoken classroom discourse are analyzed taking into account the following theoretical issues: categorization of discourse particles, pragmatic features, sequences, and global organization patterns. Second, the results obtained are presented according to the following criteria: discourse organization, interaction between speakers, lexical mechanisms of coherence and cohesion, grammatical and pragmatic errors, and guidelines proposed by the Plan Curricular del Instituto Cervantes for the use of pragmatic strategies, level C1. After a qualitative analysis of the results, further data about spoken academic discourse is reviewed, in order to draw new theories and conclusions that can be used to improve the teaching, learning and evaluation of spoken argumentation in formal settings. Finally, and in accordance with this aim, a proposal dealing with the assessment of this type of discourse is provided. *Common European Framework of Reference for Languages
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Проняєва, Вікторія Едуардівна, Виктория Эдуардовна Проняева, and Viktoriia Eduardivna Proniaieva. "The freshmen and his dictionary (applied Еnglish linguistics)." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25939.
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McGarry, Theresa, and A. Blumenstock. "Vocabulary Concept Card Game: Reviewing Vocabulary With Applied Concepts." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6150.
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Book Summary: This revised volume brings together the best of the past with suggestions for the future and proves that teachers' imaginations continue to produce an interesting and varied range of ways to learn English within the broad guidelines of communicative language learning. New Ways in Teaching Adults, Revised provides classroom teachers with a range of activities for all stages of the learning process. The many activities included encourage discovery learning, provide practice, and extend students' learning beyond the classroom. Also, various activities allow students to work in pairs, small groups, individually, and with the entire class.
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Trappes-Lomax, Hugh R. N. "Discourse, nominality and reference : a study in applied linguistics." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19366.
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Bilz, Kelly Ann. "Changing the Mos Maiorum: Applied Linguistics and Latin Pedagogy." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors152483189473871.
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Miyashita, Mizuki. "Tohono O'odham syllable weight: Descriptive, theoretical and applied aspects." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280102.
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This dissertation is a model of a unified study of three linguistic aspects: description, theory and application. Tohono O'odham syllable weight is investigated within these linguistic aspects. I propose that O'odham diphthongs are categorized into two groups based on their weight: light (monomoraic) diphthongs and heavy (bimoraic) diphthongs. This is opposed to generally understood diphthong classifications (i.e., falling vs. rising). My conclusion is supported by empirical facts, including morpho-phonological and phonetic phenomena. The generalization is theoretically accounted for within the framework of Optimality Theory (McCarthy and Price 1993, Prince and Smolensky 1993). Moraicity of the light/heavy diphthongs and short/long vowels are analogous, and the larger classification of Tohono O'odham vowels is made: Class L (monomoraic vowels) and Class H (bimoraic vowels). However, the distribution of the vowels depends on syllable type: stressed, unstressed and irregularly stressed. This dependency is accounted for by the following: (i) Predictable moraic structure is not specified in input (this is explained with a proposed constraint, MORAINDISPENSABLILITY or MI); (ii) Moraic specification is in the input only where it must be lexically specified (long vowels and irregularly stressed diphthongs); (iii) Light diphthongs surface as monomoraic due to the loss of a mora. In order to account for the relationship between the unstressed position and light diphthongs, I propose a constraint, POSITIONALDIET, a relative of the Stress-to-Weight Principle or SWP (Prince 1990). Evidence for the diphthong classification comes from an acoustic study of a native speaker and learners of Tohono O'odham. In addition to supporting the classification, the differences between English and Tohono O'odham speakers' treatment of diphthongs is explained with respect to the fact that English diphthongs are always heavy. Finally, implications of this study for Tohono O'odham language teaching are discussed.
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Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.
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This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction typically employed.
These beliefs are tested via an innovative corpus-based experiment which compares the syntagmatic patterns of frequently occurring verbs in a corpus of research articles from the disciplines of history, microbiology, and management studies. The results demonstrate that, in many cases, the prototypical meaning of a given verb varies according to the discipline it is found in. Moreover, in order to fully appreciate these differences, a means of phrase extraction which accounts for both syntactic and semantic concerns is necessary.
In addition to the methodological contribution represented by the experimental procedure, the study demonstrates how approaches to language which might be termed phraseological provide plausible explanations for many of the differences in verb behaviour observed in the corpus. From a practical perspective, the combination of the findings with best practice in EAP pedagogy and lexicography allows the creation of guidelines for, and an illustrative example of, useful lexicographical resources for the EAP community.
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Kashoob, Muna. "Evaluating ELT materials, with specific reference to Colleges of Applied Sciences General Foundation Programme in Oman : towards a viable checklist." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/20915/.
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The main question and purpose of this study was to pinpoint a sustainable method on developing an evaluation checklist for teaching materials in the English language programmes. The answer of the main question is rejoined through three sub-questions about the sources for the checklist, identifying the design guidelines and offering a validation method for the developed checklist. Design-based research methodology was utilized through three main phases: analysis and exploration, design and construction and evaluation and reflection where the last phase comprised cycles of formative review of the developed checklist. The participants were purposefully sampled from the six Colleges of Applied Sciences in Oman and other higher education institutions. A report is written after each cycle of formative review (expert review, one –to-one, small group, and field testing) with the recommended changes which led to four revisions and redesigns of the checklist prototype. The results of this study were fourfold. First, a conceptual framework was designed that can be used to develop checklists for the evaluation of teaching materials in the English language programmes. Second, a verified checklist is developed that can be used as both an evaluation & selection instrument as well as a professional development tool. Third, formative review is perceived to be a powerful validation tool for reviewing the developed teaching materials evaluation checklists. Finally, guidelines on how to develop teaching materials evaluation checklists are yielded through the different phases of this study. The use of design-based research facilitated the design and the assessment of the checklist which indicates the necessity of such methodology in the complicated educational milieus with its focus on research, design and setting in unison. Besides the practical results, findings comprised adding new visualization of sources, content and use of teaching materials evaluation checklists. It is concluded that teaching materials evaluation is the main contributor to the students’ progression, the practitioners’ professional development and the success of the English language programmes as a whole.
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Crompton, Peter. "Theme in argumentative texts : an analytical tool applied and appraised." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269238.
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Xiang, Catherine Hua. "A cross-cultural analysis of apology strategies : Chinese and British." Thesis, n.p, 2007. http://ethos.bl.uk/.
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Horák, Tania Caroline. "An investigation into the effect of the Skills for Life Strategy on assessment and classroom practices in ESOL teaching in England." Thesis, Lancaster University, 2012. http://clok.uclan.ac.uk/18665/.
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This study investigates the impact of the Skills for Life Strategy (2001) on assessment practices in ESOL teaching in England, and whether these assessments resulted in any washback. In this qualitative study, the Henrichsen (1989) model of the diffusion of innovation acted as the framework to explore the assessment of ESOL students in 3 further education colleges in the UK, using interviews and observations. The research found that due to the Strategy, assessment became considerably more standardised, with the focus falling on a range of external exams, although the effects of internal measures such as Independent Learning Plans was also noted. While washback was detected, mostly in the form of changes in staff-student relationships, the ‘double accounting’ of students preparing to sit the Skills for Life exams as well as other exams, and to some degree more of a focus on accuracy in classroom work, the washback was not particularly strong. This was attributed to the timing of the study, being relatively close to the introduction of the new range of exams. The washback was also noted to be differential, namely, that the washback was not uniform across the sites studied. Factors to explain this were investigated, including the variability of the stakes for various stakeholders, features of the teachers themselves, the quality and nature of the communication of the changes and finally other factors, as suggested by the Henrichsen model. The latter suggested some distortion of the aims of assessment cause by perceived pressure to reach targets to secure funding. The results suggested there was considerable variability, leading to the conclusion that washback studies, which are vital for monitoring exams, need to avoid being simplistic and thus missing key factors which illuminate contextual detail. The nature of washback can easily be masked by superficial investigation.
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Sydserff, Robin Scott. "The development and application of text-focused methods for evaluating accounting narratives, with a view to investigating impression management." Thesis, Heriot-Watt University, 2001. http://hdl.handle.net/10399/1169.
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J'Fellers, J., and Theresa McGarry. "Language and Linguistics." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6151.
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Costa, Danilo Duarte. "Linking adverbials in applied linguistics research articles: a corpus-based study." Universidade Federal de Minas Gerais, 2015. http://hdl.handle.net/1843/MGSS-9VKN7F.
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This study aims at investigating the use of linking adverbials (Biber et al., 1999) in research articles written by Brazilian English L2 applied linguists in comparison to those written by English L1 professionals of the same field. Two comparable corpora have been compiled for this study, namely CRAB (Corpus of Research Articles written by Brazilians) and CRAN (Corpus of Research Articles written by Natives), both containing more than 300,000 tokens. The corpora compilation process followed strict methodological procedures based
on Biber (1993) and McEnery et al. (2006).
The data, after undergoing the Log-Likelihood statistical test, were analysed using the software AntConc 3.4.2 for a qualitative examination. Seven different semantic categories of linking adverbials were investigated so as find similarities and differences in the use of those linguistic elements between the two corpora.
The results show that there are significant differences in the use of linking adverbials in Brazilian academic writing in comparison to native speakers. These differences are in both frequency of use (over and underuse of some forms) and the way in which the linking adverbials are employed in texts. In addition, we have found that there are adverbials which are, at times, misused by Brazilian writers.Este estudo se propõe a investigar o uso de linking adverbials (Biber et al., 1999) em artigos científicos de linguística aplica escritos em inglês por brasileiros, em comparação com aqueles escritos por falantes nativos de inglês. Dois corpora comparáveis foram compilados para este estudo, a saber, CRAB (Corpus of Research Articles written by Brazilians) e CRAN (Corpus of Research Articles written by Natives), ambos com mais de 300.000 palavras. O processo de compilação dos corpora seguiu rigorosos procedimentos metodológicos embasados em Biber (1993) e McEnery et al. (2006). Os dados, depois de submetidos ao teste estatístico Log-Likelihood, foram analisados utilizando o software AntConc 3.4.2 para uma análise qualitativa. Sete diferentes categorias semânticas dos linking adverbials foram investigados de forma encontrar semelhanças e diferenças na utilização desses elementos linguísticos nos dois corpora. Os resultados mostram que existem diferenças significativas no uso de linking adverbials na escrita acadêmica dos brasileiros em comparação à dos falantes nativos. Essas diferenças dizem respeito tanto à frequência de uso (sobre e sub-uso de algumas formas), quanto à maneira pela qual tais elementos são empregados em textos. Além disso, foi observado que existem linking adverbials, por vezes, mal utilizados nos textos escritos pelos profissionais brasileiros.
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Longbottom, William George. "DISSECTING L2 SPANISH LEARNER NARRATIVES: HOW THE ASPECT AND DISCOURSE HYPOTHESIS EXPLAIN L2 PRETERIT AND IMPERFECT SELECTION IN TWO NARRATIVE TYPES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599725.
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SpanishPh.D.
One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners’ past aspectual selections through two hypotheses: the lexical aspect hypothesis (LAH), which claims that lower-level L2 learners are guided by the lexical semantics of the verb in their selections of past aspect; and the discourse hypothesis (DH), which claims that as L2 learners become more proficient, they make past aspectual selections to foreground and background information. The present study uses both hypotheses to analyze past aspectual selections in beginner, intermediate, and advanced L2 learners as well as native speakers. By doing so, it was possible to analyze how past aspectual selections differ across proficiency levels on the basis of lexical aspect and narrative grounding. 75 L2 learners and 20 native Spanish speakers produced two uncontrolled, written narratives. The first was a film-retell based on a five minute clip of “Alone and Hungry” from Modern Times and the second was a personal narration of a favorite vacation. All verbs within each narrative were coded for lexical aspect: atelic states and activities as well as telic accomplishments and achievements. Next, foregrounded clauses (preterit) were separated from backgrounded clauses (imperfect) in order to capture how narrative structure played a role in past aspectual selections. The researcher and a second coder determined the accuracy of use of the preterit and imperfect. Quantitative data consisted of contingency tables and chi-square analyses for the film-retell task and the personal narrative task separately that captured total use of preterit and imperfect morphology for the LAH. It also captured correct use of preterit and imperfect for the DH. Finally, type-token ratios (TTRs) were used to assess the lexical variety of verbs on the basis of grammatical aspect, lexical aspect, and proficiency level for the fill-retell task. The results revealed that for the film-retell and personal narrative tasks, there was support for the LAH. Participants across proficiency groups were guided by the LAH when making past aspectual selections. There was also partial support for the DH in that participants across proficiency groups consistently selected preterit morphology for atelic states and activities, even if the lower-level proficiency groups made more errors in their past aspectual selections. However, showed very little evidence of correct use of imperfect morphology with telic achievements and accomplishments. Additionally, analysis of type-token ratios (TTRs) showed that participants across proficiency groups repeatedly used high-frequency verbs to complete their narratives. This was particularly noticeable for state and activity verbs within the beginner group. Task type appeared to be a major influence in participants’ selections of past aspect for the film-retell task. Participants were influenced by the numerous sequential scenes of the film task, which accounted for the high frequencies of preterit to mark bounded events, but much lower frequencies of imperfect to mark unbounded events. For the personal narrative, frequencies of the preterit were higher than imperfect across each lexical class. When assessing both film-retell and personal narratives, participants produced very few contexts for imperfect with achievement and accomplishment verbs. Participants either did not have the knowledge to do so or felt that their own narrations of “Alone and Hungry” and their personal narrative was sufficient to complete the task.
Temple University--Theses
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Boggs, Jill. "The effects of facilitated feedback on the second-language English writing of Korean university students." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:a8d74467-2135-4b13-b6d4-d034bf2f6859.
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Corrective feedback (CF) has been demonstrated in the literature to have a positive effect on language learners' grammatical accuracy in second-language (L2) writing. However, while much work has been done on feedback type (e.g. direct and indirect CF), studies continue to produce results which seem to contradict each other, indicating that a different focus might be useful. Moreover, much of the work on CF has been conducted with English majors or with participants studying (or preparing to study) in universities in English-speaking settings, but the generalisability of these studies to settings where English is neither the dominant language nor the learners' principal academic focus is unclear. The current study shifts the focus from type of CF to ways of facilitating CF use, exploring the issue with Korean L1 learners of English who are natural science majors at a university in South Korea taking a required English L2 writing course. The current study contributes to the body of knowledge on CF provision by quantitatively and qualitatively investigating how participants' use of feedback in this context is facilitated by their Western teachers, and how the effects of facilitated feedback use compares to effects in a group whose use of feedback is not facilitated. Working within a cognitive framework of language learning and using a quasi-experimental, mixed-methods, pre-test/post-test/delayed post-test study design, the study explores the differential effects of two ways of facilitating use of CF on the development of grammatical accuracy in written work, which was academic in style. Effects of these two methods of facilitating the use of CF are compared to effects of an unfacilitated condition. The hypothesis that learners would apply explicit knowledge to analyse and address errors in their writing, resulting in increased accuracy in the use of standard forms, is a cognitive one; and the facilitating of the interventions applies concepts from sociocultural theory. Participants in one facilitated condition received CF orally in individual conferences, with the teacher giving contingent assistance and only providing direct CF if needed; participants in the other facilitated condition received direct written CF, and were provided with worksheets designed to structure their independent reflection upon their writing. Finally, the Comparison Group received direct written CF without any facilitation. Measures of the development of accuracy focused on specific grammatical features targeted for instructional and feedback purposes, and assessed improvement in the accuracy in use of those features in new writing. The study applied a process-writing protocol: Write - Receive CF - Revise - Write a new paragraph. Effects of self-efficacy and language aptitude on the effectiveness of the treatments are also considered. Quantitative analyses of the data suggest that providing direct written CF without facilitating its use enabled the development of accuracy equally as well as CF whose use was facilitated, whether by the conferences or the reflective worksheets. Qualitative analyses reveal how teachers facilitated the use of CF in conferences, and how students participated in both forms of facilitation. Findings suggest that previous educational experience may influence learners' ability to effectively use facilitated CF. Finally, interviews with participating teachers and students provide insight into both parties' experiences with these interventions, contributing to knowledge about intervention development and implementation, both in research and in classroom settings.
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CHEN, Lijuan. "翻译研究中的后殖民女性主义视角 : 自我反思的立场." Digital Commons @ Lingnan University, 2011. https://commons.ln.edu.hk/tran_etd/1.
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女性主义和后殖民理论已于20 世纪80 年代介入翻译研究，并成为“效忠 取向”的翻译研究中的两大流派。但是，主流女性主义翻译研究和主流后殖民 翻译研究在缺乏自我反思立场的同时，在很大程度上分别体现了对种族维度和 性别维度的漠视，从而忽视了一些重要的研究问题。尽管已有极少数学者，从 结合性别和种族的后殖民女性主义视角看待了有关翻译现象，她们并没有考虑 将后殖民女性主义理论体系性地纳入翻译研究，同时也在很大程度上没有体现 自我反思。有鉴于此，本研究一方面以提出研究问题的方式，尝试体系性地将 后殖民女性主义理论纳入翻译研究，另一方面则以个案研究的方式，尝试如何 进行自我反思的后殖民女性主义翻译研究，并审视在很大程度上未被其他后殖 民女性主义学者所具体分析过的翻译现象。
在从后殖民女性主义视角提出一系列翻译研究问题之后，本研究继而选择 其中的两个问题作为个案研究对象，即考察西方女性主义出版社在出版第三世 界女性文本方面的翻译选材政治，以及西方女译者在处理第三世界女性主义文 本方面的翻译政治。在有关后殖民女性主义观点的启发下，以及在保持自我反 思立场的同时，本研究首先审视了美国女性主义出版社Aunt Lute Books 以及英 国女性主义出版社Virago Press，在翻译出版中国女性文本方面所体现的选材特 点。接着，本研究考察了美国白人女译者，在处理美籍华裔女作家严歌苓所著 《扶桑》中体现道家思想和佛教内涵的严歌苓式女性主义方面，所采用的翻译 方式。本研究表明，西方女性主义的话语殖民，西方女性主义与第三世界女性 主义之间及其背后文化理据之间的权力差异，以及相关主体所具有的白人女性 身份，以颇为复杂的形式，体现于涉及第三世界女性文本的翻译选材和翻译方 式。此外，通过上述讨论，本研究也展示了如何进行自我反思的后殖民女性主 义翻译研究，并凸显自我反思的翻译研究话语的内部冲突和暧昧之处。
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LI, Bo. "翻译研究的对话性路径 : 巴赫金思想与翻译研究." Digital Commons @ Lingnan University, 2008. https://commons.ln.edu.hk/tran_etd/2.
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翻译研究已经成为一门独立的学科，研究领域逐渐扩大，研究方法也在不 断完善；与此同时，巴赫金研究在世界范围内，也吸引了越来越多的目光和注 意力，为语言学、文学、文化研究、哲学等相关或相邻学科提供了丰富的理论 资源。在这样一个大背景下，本项研究采取了跨学科的研究模式，概念分析与个案研究相结合，力图说明巴赫金思想对翻译研究的适用性，在二者之间寻找理论挪用的契合点。
本文在回顾以往研究的基础上，提出了新的研究问题和假设，充分借鉴巴赫金思想，分析和解释与翻译相关的诸多问题和现象。本文提出从基于表述的主体间言语交际来看翻译过程，从杂语的角度来分析原文和译文，从声音的角 度来看译者的叙述在场及其主体性实现，从对话的角度来看翻译中涉及主体之间的主体间性，从声音和杂语的角度来思考翻译与身份认同的问题，从而对于我们理解翻译过程的实质、理解翻译过程的艰难、理解翻译中译者的主体性与翻译中的主体间性、理解翻译与身份认同的关系等等，试图提供可行的分析模 式和有意义的思考路径。在这个意义上来说，本项研究对于推进翻译研究具有一定的理论贡献。同时，本文借助文学翻译、电影字幕翻译等实际个案 (特别是台湾作家王祯和的长篇小说《玫瑰玫瑰我爱你》英语译本)，印证本文提出的分析模式的有效性和可行性。
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PENG, Yongsui. "形变与值变 : 论文学陌生化语言的翻译." Digital Commons @ Lingnan University, 2011. https://commons.ln.edu.hk/tran_etd/5.
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“陌生化”(defamiliarization) 理论是二十世纪初俄国形式主义者Viktor Shklovskij 所提出。根据该理论，文学文本包含作者出于文学动因而扭曲常规语 言所致的偏离语言，这种语言被称为陌生化语言。陌生化语言除具有特殊文体效果外，还被用来深化文本的社会文化主题意义,历来是译者和翻译研究者关注 的对象。然而，由于受源语导向对等论和形式主义美学的束缚，以往研究者讨论文学陌生化语言翻译时带有约简和片面的倾向。他们只重形式而轻视或忽视 陌生化语言的文化意义，忽视目的语文本文化语境的特殊性，以致认为译者应该且可以通过“偏离对偏离”仿造陌生化形式、实现文学性对等。鉴于此，本研究深入分析跨文化语境下两种语言间的形式差异和文化意识形态差异对陌生 化语言翻译的影响，揭示从“偏离对偏离”到“陌生化形式仿造”再到“文学 性对等”这一推导的粗疏和内在矛盾，以此来批驳文学陌生化语言翻译就是要 仿造形式、再现文学性的观念。在此基础上，本文探讨了文学陌生化语言的几种翻译策略，提出这些策略并非转达文学性或文化意义，而是导致交互文化杂合，生成交互文化意识形态。
除绪论和结论外，全文共六章。第一章对陌生化理论作了整体介绍，第二 章主要关注有关源陌生化语言的阐释学，第三章着重讨论语言间的形式差异和目的语文本语境对仿造陌生化形式的制约，第四章和第五章探讨文化差异对源 陌生化语言翻译的影响以及不同翻译策略的文化意义生产，第六章讨论语言文 化差异使源陌生化语言翻译成为杂合，生产交互文化意识形态。本研究以理论 探究为主，以实例阐明为辅，采用多学科相融合 (multidisciplinary) 的研究方法，借鉴了英汉对比、文学理论、符号学和文体学等学科概念和/或理论原则。
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LI, Wenjing. "译者是谁? : 译者的身份认同与翻译研究." Digital Commons @ Lingnan University, 2011. https://commons.ln.edu.hk/tran_etd/4.
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近年来翻译研究中的重要话题，如文化翻译、后殖民、女性主义、意识形 态、翻译的主体性和主体间性等，或多或少都与译者身份及其认同的问题有着 直接或间接的关联。身份的概念在翻译研究中虽被一再提及，却仍缺乏清晰的界定，有待深入探讨。
通过借鉴并整合社会心理学有关身份理论的假设和分析，本文在梳理评论相关研究成果的基础上对译者身份进行动态分析，由此提出译者身份的三种类型，即角色身份、群体身份和个人身份。本文首先从社会角色入手探讨译者的 角色身份和角色期待与阐释，以及翻译角色间的互动对话等相关问题，提出翻译主体间的角色互动以内部多重对话为主要形式，译者则通过角色扮演达成内部对话。随后，本文以性别身份为例探讨译者的群体身份，运用身份选择理论讨论在女性主义、性别与翻译结合的过程中出现的译者性别身份的不同表现形式，并特别考察了译者在翻译活动中的性别表演行为。再者，本文从译者主体创造性的角度出发讨论译者个人身份，以从事翻译活动的作家为例，系统阐述 了译者在再创作中表现出的与原作者之间创作与模仿的杂合冲突。随后，本文的重点转移至考察译者文化认同与民族国家的集体身份在翻译中的重新建构之间的关系，通过案例分析阐释译者在译文中表现出提升自我文化身份的倾向， 说明集体身份的改写与译者的个体认同的密切关系。此外，译者身份的社会期待与个体内化、身份杂合、多重身份的承诺和选择、身份表演、角色对话等一 系列相关问题本文亦有所涉及。
除了借鉴和改造社会心理学的身份理论并应用于翻译研究，本文还进行了大量的实证研究，包括D.H.Lawrence 的《狐》的三个中文译本的平行对比，美籍华裔作家谭恩美的《沉没之鱼》的中文译写现象和文本分析，《无题的风景》英译的译者注释分析，以及互联网自发翻译现象分析等，不仅作为对本文所提论点的有力支撑，同时还有助于扩展、深化和强化相关的理论话语。
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WANG, Xiaoyuan. "翻译、意识形态与话语 : 中国1895-1911 年文学翻译研究." Digital Commons @ Lingnan University, 2006. https://commons.ln.edu.hk/tran_etd/6.
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1895－1911 年这一时期，是中国翻译史上第三次翻译高潮。现有的中国翻译史研究成果，由于受到各自的研究对象以及研究者自身的局限，均未能对这一断代史进行充分的研究。本文采取文化研究的视角，尝试建立一个新的理论模式――翻译社会学模式，即考察翻译场域中，翻译这一话语生产活动，如何在受到意识形态制约的 同时，通过不同途径（其中特别是通过主体性）获得各种资本，尤其是符号象征资本，对现有意识形态（尤其是主流意识形态）产生作用。在此基础上，对这一时期的文学翻译，特别是小说的翻译，加以研究。 本文认为：翻译这一社会行为，不仅是语言之间而是处在特定的历史语境之中的转换活动，因而势必会受到当时意识形态的制约；同时，翻译作为一种话语生产活动，亦会因此生产新的意识形态话语。由此，翻译与意识形态之间存在着一种互动关系。 本文采取纵横相结合的方法：首先从纵的即历史的跨度，考察这一时期翻译行为所处的社会文化语境，从文化史与思想史的高度，概述这一时期的翻译史特征，史论结合，以史为辅，以论为主。其次，截取其中某个时间横断面，对这一时期具有代表性的论者与译者，进行深入的个案分析（包括梁启超、林 纾、苏曼殊、周氏兄弟），希冀通过以点带面的方式，微观（文本分析）与宏观（文化研究）相结合，以微见著，从微观中看出宏观来，同时又能高屋建瓴， 从宏观解释微观，总结该时期的翻译活动的特征与规律。
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MU, Fengliang. "翻译操控论：从严复和鲁迅的翻译理论相关的例句实践看意识形态作用." Digital Commons @ Lingnan University, 2006. https://commons.ln.edu.hk/tran_etd/7.
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翻译行为一直伴随人类活动。翻译理论却往往是“一堆意见”。翻译操控论正是这样一个值得争论的命题。
本文以翻译研究的语言学转向、文化转向和史学转向为背景，以赫曼斯的翻译操控论为理论架构，研究翻译过程中的意识形态作用，以便于理解翻译过程中的译者主体作用或操控行为。
本文拾起严复和鲁迅的老话题，是希望每次阅读都创造出不同于以往的历史主义的关怀和方法，以便在现在和历史的对话中加深对过去的理解，从中演绎出新意，进而服务于将来。在翻译实践中，严复和鲁迅实施两种截然 不同的翻译操控。本文通过具体的文本比对和译界传统的追溯研究，解读多元因素作用下的翻译实践，回答了前人(例如梁实秋)尚未解决的鲁迅硬译的缘由，贯穿了翻译的操控历史和历史在操控中进化的主题，同时也疏理了操控阵营的理论要点。赫曼斯所代表的操控学派缘起于具有激进倾向的因素作用研究，同时又强调中立描述的稳健立场。这为该派开展翻译规范研究和尝试普遍适用的理论假设提供了转机。鉴于意识形态缺乏恒定值，造成特殊性的普遍存在和普遍性的假想性质，操控学派中的因素论锐气渐弱，规范研究却力度渐强。籍此，本文在以下几个方面做了积极的论证。一、意识形态有若干特征，其关键特征是一时之态。理解意识形态的这种动态变化有利于减少意识形态的一时失态，促进意识形态的相互宽容和相互借鉴。二、本文将翻译操控论施诸严复和鲁迅的个案，界定了“信、达、雅”的“游移性、不确 定性、隐喻性、延异性”，从而揭示了“信、达、雅”变量的可选性、指导翻译实践的方向性和译者自主把握尺度的灵活性。三、在翻译操控论形成之前就有翻译的操控实践。只是在翻译中，操控乏力有碍交流，操控过度就超出了翻译范畴，操控适当才能有利于思想交流。本文指出，译员不操控等于不作为，不利于文本的认知、解读和阐释。查翻译操控论的未来走向，规范研究将促使翻译操控论转变激进立场，或者至少可以由规范研究来把握操控的信度和效度。
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LAM, Cho Yuen. "忠信與操縱 : 當代基督教《聖經》中文譯本研究." Digital Commons @ Lingnan University, 2003. https://commons.ln.edu.hk/tran_etd/8.
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在基督教群體中，《聖經》向來被視為上帝的話，享有絕對的權威。 翻譯《聖經》的工作皆以忠於原文為首要目標。不同語言的《聖經》譯 本的數量早已成為古今中外譯本之冠。近一百多年來，基督教中文《聖經》的翻譯工作持續不斷，新的譯本相繼問世。這些譯本都宣稱以忠於原文為翻譯目的、比舊的譯本更忠實可信。然而《聖經》的原文早已遺失，不同譯本依據的源文又各有不同，譯本宣稱忠於原文的各種說法，不免有名不符實之嫌；而所謂忠信，亦是一個非常複雜的變動而相對的概念。本文擬採用描述性翻譯研究的方法，借用安德烈•勒菲弗爾 (André Lefevere) 的理論，嘗試從意識形態、詩學、贊助人三方面，探討聲稱以忠信為翻譯目標的當代《聖經》中文譯本在翻譯過程中對原文的操縱情況，揭示《聖經》中文譯本名為忠信、實為操縱的翻譯現象。
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ZHA, Mingjian. "意识形态、诗学与文学翻译选择规范 : 20世纪50-80年代中国的(后)现代主义文学翻译研究." Digital Commons @ Lingnan University, 2003. https://commons.ln.edu.hk/tran_etd/9.
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20世纪80年代之前，西方(后)现代主义文学在中国一直受到排斥，在中国翻译文学多元系统中处于边缘的位置，在50-70年代更被视为"颓废文学"、 "反动文学"。70年代末，中国开始译介(后)现代主义文学，但引起了激烈的论争。译介者运用种种阐释和翻译策略，终于使(后)现代主义文学"合法地"进入中国文学系统，并从文学系统的边缘走向比较中心的位置。(后)现代主义文学的翻译影响了八九十年代中国文学的发展面貌。(后)现代主义文学在当代中国的文化际遇，非常生动地说明，文学翻译并不是简单的语言转换行为，而是译语文化多元系统对外国文学的文化操纵和利用。
本文采取史论结合的方式，以埃文─佐哈尔(Itamar Even-Zohar)的多元系统论作为基本理论框架，以勒菲弗尔(André Lefevere)等人的理论作为探讨具体翻译现象的理论视点，在当代中国文化多元系统动态演进的时空中，分析意识形态、诗学、文学体制与文学翻译选择规范的形成和嬗变的关系，由此阐释(后)现代主义文学在中国50-70年代被边缘化，在80年代被中心化的意识形态和诗学原因。本文还从翻译文学经典形成的角度，考察(后)现代主义翻译文学经典对80年代中国文学创作以及意识形态和诗学的影响。最后，作者根据本文研究，对系统理论进行了反思，并对如何拓展翻译文学史研究空间，提出了个人的观点。
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SO, Sin Nga. "基督教中文聖經性別內包語言研究." Digital Commons @ Lingnan University, 2002. https://commons.ln.edu.hk/tran_etd/10.
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過去三十年，西方在女性主義思潮的帶動下，掀起了對語言性別主義的批判，同一時期，翻譯學朝文化研究的方向發展，使性別、語言與翻譯成為了互相影響、經常互相指涉的研究領域。本文採用描述性的研究進路，探討自由主義女性主義者所倡導的內包語言在基督教中文聖經譯本中的使用情況。
八十年代中，內包語言被引進到英文聖經翻譯，掀起了連串的討論。本文會在西方（尤其美國）學者的研究基礎上，從女性主義切入，釐清內包語言在聖經翻譯的語境中的本質，以及衍生出來的概念，然後將聖經主要的中文譯本 界分為傳統版本和內包版本。最後借用安德烈‧勒菲弗爾（André Lefevere）的理論，分析贊助者的意識形態如何支配中文聖經的內包版本。
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LIN, Qingyang. "Philology, anthropology and poetry in Arthur Waley's translation of the Shijing." Digital Commons @ Lingnan University, 2015. https://commons.ln.edu.hk/tran_etd/15.
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The topic of my thesis is Arthur Waley and his translation of the Shijing, or The Book of Songs (1937), as Waley entitled it. The Book of Songs is especially noted for its philological ingenuity, anthropological insight and poetic appeal; during my preliminary research I discovered that there exists an interesting interplay between these three aspects of this translation. In this thesis, I hope to examine the textual and thematic hermeneutics of The Book of Songs.
Waley did not read the Shijing as a scriptural text inscribed with sagely intention and authority; rather, he returned it to its folkloric origin, presenting the Shijing as an anthropological document of the lives of ancient Chinese people, an imaginative expression of the desires, beliefs and values of a primitive society, and a vivid mimesis of ancient life. Waley’s philological decisions were underpinned by this general interpretive orientation, informed by his understanding of the anthropological significance of the Shijing and guided by an attentive concern for poetic cohesion. The anthropological and poetic aspects were mutually implicated. The Book of Songs displays a keen interest in the common people, and Waley’s knowledge and insight in comparative anthropology enabled the Western reader to hear in this exotic text distant echoes from their own traditions. These anthropological underpinnings help to articulate and enrich the poetics of The Book of Songs. Waley’s overall design and the poetic language he employed bring forth these anthropological aspects in a poetic manner. The “folk” elements in the Shijing were foregrounded in The Book of Songs and deemed to be aesthetically interesting. The style and voice that Waley developed in his translation communicate the naive appeal of a folk aesthetic, and convey the compositional features and modes of experience of the “primitive” imagination. In Waley’s translation, the remote, difficult text of the Shijing is transformed into natural, evocative English poetry, and the philological, anthropological and poetic aspects of The Book of Songs coalesce into a Chinese aesthetic that is fresh and spontaneous, enjoying a pristine intimacy with Nature.
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NG, Choi Yung. "Why get lost in translation? On the English translations of Wen Yiduo's poems." Digital Commons @ Lingnan University, 2015. https://commons.ln.edu.hk/tran_etd/14.
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The debate over the translatability of poetry has been a long-standing issue for decades. Relatively few discussions, however, have focused on the concrete reasons of poetry being translatable (or untranslatable). Moving beyond traditional ways of elucidating the matter through theoretical argument, this study aims to investigate the question of poetry translation in a more solid, empirical manner by looking into linguistic and language-based aesthetic differences between Chinese and English, in particular their prosodic features and capacities. Part One seeks to answer the question “Why does poetry get lost in translation?” from a linguistic and language-based aesthetic perspective, using the English translations of Wen Yiduo’s 聞一多 (1899-1946) poems as a case study.
This thesis, however, does not simply further expound the position that “poetry is untranslatable”. Rather, based on the discussion in Part One, Part Two attempts to show that neither the translator nor his/her translation needs to “get lost”, even though something always “gets lost” in the process. The rhetorical question “Why get lost in translation?” will lead to illustrations that translation strategies are more an active choice of translators than a mere passive reaction to obstacles encountered. The thesis points out that while present discussions of untranslatability seem to focus largely on fidelity to the source text, it may be the target text that matters more, as the target language literally sets a limit to what translation can achieve (and thus determines the degree of translatability of a text). Hence, while poetry translation may be more difficult than other types of translation, its nature is not categorically different from others, for all translations are constrained by the target language in the first place. Besides, translation needs to be viewed in terms of the purpose of cultural transmission — from the perspective of the target readers and culture. One may thus conclude that poetry, like anything else, is translatable, although the degree of difficulty might differ. Regardless of one’s theoretical perspective, issues of textual translation are language-based. Before one discusses issues of poetry translation, one must first understand issues of language, poetic language and poetics (including prosody). These are all what the present thesis aims at exploring. By re-evaluating the relationship between the source and target texts and discussing the factors (both linguistic and extra-linguistic) affecting translation, this study attempts to shed more light on poetry translation, and literary translation in general.
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YIM, Yau Wun. "The role of translation in the Nobel Prize in literature : a case study of Howard Goldblatt's translations of Mo Yan's works." Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/tran_etd/16.
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The purpose of this thesis is to explore the role of the translator and translation in the Nobel Prize in Literature through an illustration of the case of Howard Goldblatt’s translations of Mo Yan’s works.
As the most significant international literary prize, the Nobel Prize in Literature is well discussed in media. However, insufficiently detailed attention has been given to the role of translation in the Prize. In many cases, the works that the Nobel judges evaluate are in fact translations, not the prize winner’s own words. Despite the importance of translation in the selection process, no research has ever examined the role played by translation or the translator in an author’s win of the Nobel Prize. The thesis will trace the history of the Nobel Prize in Literature with regard to translation, showing the growing importance of this linguistic act since the start of the prize.
This thesis aims to show that a good translator was one of the most important factors behind Mo Yan’s win of the Nobel Prize in 2012. Without his excellent translators, including American translator Howard Goldblatt, Mo Yan may never have been able to present his works to the Western world, not to mention win the Nobel Prize and enjoy worldwide appreciation. A thorough analysis of this case will reveal the translator’s influence as well as how translation may affect the decision of who receives the Nobel Prize.
Furthermore, examining the relationship between translation and the Nobel Prize in Literature can shed light on the role of translation in cultural exchange and world literature. With imbalanced cultural exchange between the West and the East, the role of Goldblatt is worth researching, as he successfully introduced Chinese literature to the world and served as a mediator linking up the two cultures.
The research will be conducted using a descriptive approach by information gathering, statistical analysis and text comparison. By comparing the source text and translation of Mo Yan’s works from ideological and literary perspectives, the thesis will explain how Goldblatt’s translations might have affected the Nobel Prize panel’s impression of Mo Yan’s works, based on the criteria for the choice. Paratextual influences will also be analysed, such as the literary reputation of the translator. With the illustration of the case of Mo Yan, this research hopes to open up a new perspective on the studies of the Nobel Prize as well as translation.
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YANG, Yichen. "Performability and translation : a case study of the production and reception of Ying Ruocheng’s translations." Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/tran_etd/17.
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The active scholarly contribution made by practitioners of theatre translation in the past decades has turned the research area into what is now considered a burgeoning field. Despite recent developments, it seems that performability, a long-discussed yet controversial concept in the study of theatre translation, would remain part of the practitioners’ discourse. Based on a historical survey of the production and reception of the translations of Anglo-American plays by Chinese actor-director Ying Ruocheng (1929-2003) in and around the 1980s, this study explores how the performability, or theatrical potential, of a translated playtext is constructed through the negotiation between/among the norms mainly operating on three levels—the textual, the theatrical and the socio-cultural—and the agency of the individuals involved.
This thesis chooses to focus on Ying because he not only was one of the most successful theatre translators in contemporary Mainland China, but also seems to be an “impossible” ideal, considering his accomplishments in translating, acting, directing and as culture diplomat. Acknowledging that performability, which is essentially fluid and constructed, this descriptive-analytical survey will cover a whole range of possible activities involved in the production and reception of a translated playtext, and put the translator’s seemingly ideal status into perspective. The broadening of the scope of investigation is crucial to the outcome of this thesis, and recommendable to future researchers of theatre translation studies.
In this study, translated playtexts and their stage productions are treated as the products of the receiving linguistic, theatrical and socio-cultural systems. The investigation begins with an evaluation of Ying’s practice against his stated translation principles to identify the textual and extra-textual factors that might have governed his work as a translator in reality. The discussion emphasises that performability cannot be realised through the textual medium only, before moving on to the exploration of the performers’ attempts to negotiate with his texts for theatrical enactment. The investigation, which examines the actions taken by the theatrical institution and individual actors in two separate chapters, draws attention to the roles of the translational, theatrical and socio-cultural norms and the power dynamics between the translator and his theatrical collaborators in their efforts to ‘ensure’ or create performability. The discussion is followed by an analysis concentrating on Ying’s role as a mediator within the production process and between the productions and the target environment, which is crucial to the achievement of both the immediate success of the productions and the transfer of repertoire. The study concludes that while a theatre translator and his or her theatrical collaborators are subject to various systemic constraints, the translator can find more power in his or her mediatory role as a bilingualist and biculturalist and promote the performability of the text.
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CHAN, Chi Man Cecilia. "Cultural re-presentation and translation : Chinese and English anthologies of Tang poetry." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/tran_etd/18.
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Due to its unique prestige, classical Chinese poetry written during the Tang dynasty is often anthologised. These anthologies serve various purposes (e.g. recreational, educational, or both), but they are generally expected to feature works high in aesthetic value, and represent the culture wherein they are produced. While the functions of anthologies are seldom contested, representations of Tang poetry in anthologies have many different manifestations.
Using China’s most famous anthology, Tangshi sanbaishou 唐詩三百首, as an opening case study, research shows that within its home culture, the anthologising of Tang poetry has a long history by itself, and anthologists negotiate between ideological agendas, aesthetic judgments, and cultural norms to form representations which suit their purposes best. Complex as the anthologising behaviour in the source culture is, the considerations involved in anthologising translated Tang poetry in the Anglo-American culture are even more complicated, since target-cultural concerns/demands (such as translatability, aesthetic predilection of the target readership, social norms, etc.) are introduced. This study attempts to delineate the differences in various source and target cultural representations of Tang poetry, and explicate the contributing causes engendering such differences. A survey of anthologies of translated classical Chinese literature/poetry reveals that key factors governing anthologising decisions include: the target cultural condition, the intended service to a mostly uninformed, non-native readership, the anthologist-translators’ personal preferences and missions, among others. The canonical landscape of Tang poetry changes often in the West even though the principle of representativeness demands a degree of conformity to the source tradition. The complexity of anthologising is further amplified when the activity of translation takes place. Translation may enhance or discount the aesthetic appeal of poets and poems, thus implicating their claim for canonicity. Besides, questions of form and prosody also shape the target-culture product, and hence the readership’s perception. The representations of Tang poetry and Chinese culture in anthologies are often taken for granted due to the sense of authority attached to anthologies. It is therefore important to take note of and examine how anthologist-translators have shaped literary perceptions by negotiating between source and target cultures.
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YUAN, Zhen. "两次鸦片战争期间中英交涉中口译者的主体性和能动性 (1840-1842,1856-1860)." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/tran_etd/19.
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两次鸦片战争期间（1840-1842,1856-1860），中英两国正式开启了官方交涉活动与外交谈判。在这些交涉活动中，双方口译者均发挥了重要作用，展现了特有的主体性和能动性。本文拟对当时较具代表性的三位口译者进行个案研究，他们分别是中国译者鲍鹏、黄仲畬和英国译者马儒翰。笔者通过挖掘相关的一手、二手资料，并对它们进行缜密的文本分析，试图对三位译者在各自的外交口译中所体现的主体性和能动性作出详尽的考证和论述。本文得出的结论是：在两次鸦片战争的特殊情境中，口译者往往背离“忠实性”原则:有的受到自身生活或工作经历之影响，在口译活动中常带入自己的主观想法，独立做出决定，此可谓口译者主体性的表现形式；有的采取跨界策略，在交涉双方不同立场和态度之间游移，以达到斡旋和协调的目的，充分体现了口译者的能动性。
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Erard, Michael-Jean. "Inscribing language : writing and scientific representation in American linguistics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004259.
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Leung, Wong Yuen-ching Susan, and 梁黃婉靜. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945107.
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Sii, Hui Ging. "Disagreeing in academic written discourse in the discipline of theoretical and applied linguistics." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/disagreeing-in-academic-written-discourse-in-the-discipline-of-theoretical-and-applied-linguistics(eb6f6605-7221-4a6d-8d38-23815f9a5720).html.
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Disagreeing, although face-threatening, is an important but difficult aspect of academic writing. As such, disagreeing in, particularly, written academic discourse is a challenge for many students and novice writers, but one that must be embraced to arm them with skills and understandings to survive and thrive in academic settings. Existing studies (e.g. Pomerantz, 1984; Locher, 2004; Stadler, 2006) have made important contribution on the strategies and functions of disagreement in spoken contexts; however, to date only Hunston (1993) and Salager-Meyer (1999) have addressed disagreement in research articles. It is therefore necessary to conduct more data-based research to further understand how academics disagree with other named researchers and/or their work. This study investigated how British professors typically expressed disagreement with named researchers in 16 TAL (Theoretical and Applied Linguistics) articles written in a nonquantitative (i.e. qualitative or a combination of qualitative and quantitative) framework and published in leading journals or books between 2000 and 2011. 11 interviews were also used in this study to explore the TAL authors’ reasons for writing the disagreement moves and steps the way they did. This study has reinforced Hunston’s (1993) findings that disagreement occurs when there is a differential between the opposed claim and proposed claim, but the differential can be resolved by presenting the opposed claim negatively and the proposed claim positively. It has also reinforced Salager-Meyer’s (1999) findings that indirect disagreement expressions are frequent in papers written after the 1930s. In addition, this study extends their findings by developing a theoretical and/or analytical framework to further explain how a disagreement instance is structured and expressed. Based on the results of text analysis, the 69 disagreement instances in the 16 TAL articles could first be classified into one to three disagreement moves: pre-, core- and post-disagreement moves. Next, using move analysis again, the pre-, core- and postdisagreement moves could be further classified into various disagreement steps. The coredisagreement move, for example, could be further classified into three broad categories of ‘Explicit Disagreement Steps’, ‘Less-Explicit Disagreement Steps’ and ‘Implicit Disagreement Steps’. Moreover, the text analysis results showed that the TAL authors frequently used the precore- post-disagreement move sequence in the TAL articles. The interviews with the TAL authors suggested that this could be attributed to persuasion, reviewer power and convention. The text analysis results also found that the TAL authors preferred less-explicit and implicit core-disagreement steps. The eight reasons given for the TAL authors’ choice of the lessexplicit and implicit core-disagreement steps centred on showing evidence, implicitness, nonagonistic reasoning, appreciation, caution and persuasiveness, respect to opposed writers and how power operates in British culture. Furthermore, seven of the core-disagreement steps found in the TAL articles were found to be similar to some spoken disagreement strategies mentioned in previous studies. This might suggest that some core-disagreement steps were transferred from spoken English to the written academic discourse.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.
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STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.
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Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.
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Dong, Qiao Ling Emma. "Linguistic landscape in Shanghai :a case study of shop name signs on Nanjing Road." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954238.
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Wood, Gary Frank. "The unified speech period of a bilingual child." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4118.
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Previous studies of bilingual infants learning their languages simultaneously have suggested that such children go through what is known as a unified speech period in which they make no differentation between the languages in question and in which they frequently use mixed utterances (Arnberg, 1987; Grosjen, 1982; Leopold, 1939; & Skutnabb-Kangas, 1981). To test the validity of the claim that there is such a period, an English-Japanese bilingual child from one year and six months of age (1;6) through two years and six months of age (2;6) was observed and his speech recorded.
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Saggers, Naomi J. "Selected topics in Limos Kalinga grammar." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1120.
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The Grammar is of the Limos Kalinga dialect, referred to by its speakers as Linimos. It . is one of ten Kalinga dialects belonging to the Central Cordilleran subgroup. An estimated 70,000 to 80,000 Kalingas live in the mountainous Kalinga subprovince of Kalinga Apayo in northern Luzon, Republic of the Philippines. Linimos itself is spoken by about 8,000 people living in about ten villages along the lower Saltan river in the municipality of Pinokpok . The Grammar comprises an Introduction, followed by a survey of the basic grammar of the language. This survey includes a chapter on word classes, including the distinction between nouns and verbs, a hazy area in Philippine linguistics. Then the noun phrase is described, with the focus on the complex deictic component of the determiner. The third chapter introduces the structure of the verb, and the focus morphology in particular. The relationship between the focus affixes and transitivity is of particular interest, as a transitivity continuum emerges along the lines of that proposed by Hopper and Thompson (1980) .The next major section of the Grammar describes both verbal and non-verbal . syntax, including subject and topic. Areas chosen for closer attention here are topicalization and identification sentences. The most detailed section of the thesis is the final one on Aspect. The perfectivity/imperfectivity distinction is described first, followed by the complex system of reduplication. There are three major types of reduplication, one of which frequently combines with consonant gemination, which produce aspectual distinctions on verbs. The results are significant for the comparative study of Philippine linguistics, as little has been done on the topic of aspect, particularly that indicated by reduplication. To have the basic outline of the grammar set out simply will be of benefit to those working in the area of translation and literacy, as well as for language learning and, again, for comparative linguistics.
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Gibbon, Fiona E. "Lingual articulation in children with developmental speech disorders." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/581284.
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This thesis presents thirteen research papers published between 1987-97, and a summary and discussion of their contribution to the field of developmental speech disorders. The publications collectively constitute a body of work with two overarching themes. The first is methodological: all the publications report articulatory data relating to tongue movements recorded using the instrumental technique of electropalatography (EPG). The second is the clinical orientation of the research: the EPG data are interpreted throughout for the purpose of informing the theory and practice of speech pathology. The majority of the publications are original, experimental studies of lingual articulation in children with developmental speech disorders. At the same time the publications cover a broad range of theoretical and clinical issues relating to lingual articulation including: articulation in normal speakers, the clinical applications of EPG, data analysis procedures, articulation in second language learners, and the effect of oral surgery on articulation. The contribution of the publications to the field of developmental speech disorders of unknown origin, also known as phonological impairment or functional articulation disorder, is summarised and discussed. In total, EPG data from fourteen children are reported. The collective results from the publications do not support the cognitive/linguistic explanation of developmental speech disorders. Instead, the EPG findings are marshalled to build the case that specific deficits in speech motor control can account for many of the diverse speech error characteristics identified by perceptual analysis in previous studies. Some of the children studied had speech motor deficits that were relatively discrete, involving, for example, an apparently isolated difficulty with tongue tiplblade groove formation for sibilant targets. Articulatory difficulties of the 'discrete' or specific type are consistent with traditional views of functional lingual articulation in developmental speech disorders articulation disorder. EPG studies of tongue control in normal adults provided insights into a different type of speech motor control deficit observed in the speech of many of the children studied. Unlike the children with discrete articulatory difficulties, others produced abnormal EPG patterns for a wide range of lingual targets. These abnormal gestures were characterised by broad, undifferentiated tongue-palate contact, accompanied by variable approach and release phases. These 'widespread', undifferentiated gestures are interpreted as constituting a previously undescribed form of speech motor deficit, resulting from a difficulty in controlling the tongue tip/blade system independently of the tongue body. Undifferentiated gestures were found to result in variable percepts depending on the target and the timing of the particular gesture, and may manifest as perceptually acceptable productions, phonological substitutions or phonetic distortions. It is suggested that discrete and widespread speech motor deficits reflect different stages along a developmental or severity continuum, rather than distinct subgroups with different underlying deficits. The children studied all manifested speech motor control deficits of varying degrees along this continuum. It is argued that it is the unique anatomical properties of the tongue, combined with the high level of spatial and temporal accuracy required for tongue tiplblade and tongue body co-ordination, that put lingual control specifically at risk in young children. The EPG findings question the validity of assumptions made about the presence/absence of speech motor control deficits, when such assumptions are based entirely on non-instrumental assessment procedures. A novel account of the sequence of acquisition of alveolar stop articulation in children with normal speech development is proposed, based on the EPG data from the children with developmental speech disorders. It is suggested that broad, undifferentiated gestures may occur in young normal children, and that adult-like lingual control develops gradually through the processes of differentiation and integration. Finally, the EPG fmdings are discussed in relation to two recent theoretical frameworks, that of psycho linguistic models and a dynamic systems approach to speech acquisition.
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McGarry, Theresa, and Kelsey Kiser. "Adverbial Clauses and Speaker and Interlocutor Gender in Shakespeare’s Plays." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6141.
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This study draws on previous findings regarding adverbial clauses in relation to speaker and interlocutor gender in a corpus of current actual speaker data. Our aim is to examine those same relations in a corpus of Shakespeare’s comedies and histories. Mondorf (2004) investigated four types of adverbial clauses in a corpus of modern speech and found that the women used more causal, conditional and purpose clauses than the men, while the men used more concessive clauses. Mondorf’s explanation for this difference is that women use the three clause types that mitigate the speaker’s commitment to the truth of the proposition, while men tend to use more concessives, which strengthen the commitment. She also found that in mixed-gender conversations these trends were generally intensified. However, other analyses have indicated that these patterns do not hold across contexts. Much more research is called for to understand the localized relations among adverbial clause usage, speaker gender and context in particular settings. One question to pursue is whether we can see gendered patterns of adverbial usage in historical varieties of English. Accordingly, in this study we analyse dialogue in Shakespeare’s plays to ascertain whether Mondorf’s findings can be extrapolated to the language of these fictional speakers. The results indicate that Shakespeare generally does not use the adverbial clauses to portray the gender of the characters in ways similar to those of actual, modern speakers. Only small differences are found, regarding purpose clauses in the histories and conditional clauses in the comedies. The analysis indicates that female and male characters speak very similarly with regard to syntax, and adverbial clauses contribute to the construction of characters in very localized contexts.
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McGarry, Theresa, and J. Mwinyelle. "Adverbial Clause Usage and Gender in English, Spanish, and French." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6154.
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This study examines adverbial clause usage by women and men in three contexts: (1) single-gender and mixed-gender meetings of a US social club, (2) single-gender and mixed gender dyads speaking Ecuadorean Spanish, and (3) French speakers in informal interviews. The English results generally support past findings that women tend to use adverbial clauses to weaken their expressed commitments to the propositions they express, while men tend to use more of the clauses that strengthen the expressed commitments. However, the situation affects the specific clause types used, and the English results are not replicated in the Spanish or French data.
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McGarry, Theresa. "The Acquisition of French in Different Contexts: Focus on Functional Categories, by Philippe Prévost and Johanne Paradis." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/6159.
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McGarry, Theresa, and K. Libby. "Searching for the Boi in His/Her Natural Environment." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/6162.
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McGarry, Theresa, and J. Mwinyelle. "Using Language Corpora in Teaching." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6166.
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Edzard, Lutz Eberhard. "Polygenesis, convergence, and entropy : an alternative model of linguistic evolution applied to Semitic linguistics /." Wiesbaden : Harrassowitz, 1998. http://catalogue.bnf.fr/ark:/12148/cb38925496m.
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