Dialect variation

Relatively little research on dialect variation has been based on corpora of naturally occurring language. Instead, dialect variation has been studied based primarily on language elicited through questionnaires and interviews. Eliciting dialect data has several advantages, including allowing for dialectologists to select individual informants, control the communicative situation in which language is collected, elicit rare forms directly, and make high-quality audio recordings. Although far less common, a corpus-based approach to data collection also has several advantages, including allowing for dialectologists to collect large amounts of data from a large number of informants, observe dialect variation across a range of communicative situations, and analyze quantitative linguistic variation in large samples of natural language. Although both approaches allow for dialect variation to be observed, they provide different perspectives on language variation and change. The corpus- based approach to dialectology has therefore produced a number of new findings, many of which challenge traditional assumptions about the nature of dialect variation. Most important, this research has shown that dialect variation involves a wider range of linguistic variables and exists across a wider range of language varieties than has previously been assumed. The goal of this chapter is to introduce this emerging approach to dialectology. The first part of this chapter reviews the growing body of research that analyzes dialect variation in corpora, including research on variation across nations, regions, genders, ages, and classes, in both speech and writing, and from both a synchronic and diachronic perspective, with a focus on dialect variation in the English language. Although collections of language data elicited through interviews and questionnaires are now commonly referred to as corpora in sociolinguistics and dialectology (e.g. see Bauer 2002; Tagliamonte 2006; Kretzschmar et al. 2006; D'Arcy 2011), this review focuses on corpora of naturally occurring texts and discourse. The second part of this chapter presents the results of an analysis of variation in not contraction across region, gender, and time in a corpus of American English letters to the editor in order to exemplify a corpus-based approach to dialectology.

Counting on use of technology to enhance learning

In global policy documents, the language of Technology-Enhanced Learning (TEL) now firmly structures a perception of educational technology which ‘subsumes’ terms like Networked Learning and e-Learning. Embedded in these three words though is a deterministic, economic assumption that technology has now enhanced learning, and will continue to do so. In a market-driven, capitalist society this is a ‘trouble free’, economically focused discourse which suggests there is no need for further debate about what the use of technology achieves in learning. Yet this raises a problem too: if technology achieves goals for human beings, then in education we are now simply counting on ‘use of technology’ to enhance learning. This closes the door on a necessary and ongoing critical pedagogical conversation that reminds us it is people that design learning, not technology. Furthermore, such discourse provides a vehicle for those with either strong hierarchical, or neoliberal agendas to make simplified claims politically, in the name of technology. This chapter is a reflection on our use of language in the educational technology community through a corpus-based Critical Discourse Analysis (CDA). In analytical examples that are ‘loaded’ with economic expectation, we can notice how the policy discourse of TEL narrows conversational space for learning so that people may struggle to recognise their own subjective being in this language. Through the lens of Lieras’s externality, desubjectivisation and closure (Lieras, 1996) we might examine possible effects of this discourse and seek a more emancipatory approach. A return to discussing Networked Learning is suggested, as a first step towards a more multi-directional conversation than TEL, that acknowledges the interrelatedness of technology, language and learning in people’s practice. Secondly, a reconsideration of how we write policy for educational technology is recommended, with a critical focus on how people learn, rather than on what technology is assumed to enhance.

An empirical study on uncertainty identification in social media context

Uncertainty text detection is important to many social-media-based applications since more and more users utilize social media platforms (e.g., Twitter, Facebook, etc.) as information source to produce or derive interpretations based on them. However, existing uncertainty cues are ineffective in social media context because of its specific characteristics. In this paper, we propose a variant of annotation scheme for uncertainty identification and construct the first uncertainty corpus based on tweets. We then conduct experiments on the generated tweets corpus to study the effectiveness of different types of features for uncertainty text identification. © 2013 Association for Computational Linguistics.

Regional variation in written American English

The first study of its kind, Regional Variation in Written American English takes a corpus-based approach to map over a hundred grammatical alternation variables across the United States. A multivariate spatial analysis of these maps shows that grammatical alternation variables follow a relatively small number of common regional patterns in American English, which can be explained based on both linguistic and extra-linguistic factors. Based on this rigorous analysis of extensive data, Grieve identifies five primary modern American dialect regions, demonstrating that regional variation is far more pervasive and complex in natural language than is generally assumed. The wealth of maps and data and the groundbreaking implications of this volume make it essential reading for students and researchers in linguistics, English language, geography, computer science, sociology and communication studies.

Resisting the final word:challenging stale media and policy representations of students’ performative technological encounters in university education

This article explores powerful, constraining representations of encounters between digital technologies and the bodies of students and teachers, using corpus-based Critical Discourse Analysis (CDA). It discusses examples from a corpus of UK Higher Education (HE) policy documents, and considers how confronting such documents may strengthen arguments from educators against narrow representations of an automatically enhanced learning. Examples reveal that a promise of enhanced ‘student experience’ through information and communication technologies internalizes the ideological constructs of technology and policy makers, to reinforce a primary logic of exchange value. The identified dominant discursive patterns are closely linked to the Californian ideology. By exposing these texts, they provide a form of ‘linguistic resistance’ for educators to disrupt powerful processes that serve the interests of a neoliberal social imaginary. To mine this current crisis of education, the authors introduce productive links between a Networked Learning approach and a posthumanist perspective. The Networked Learning approach emphasises conscious choices between political alternatives, which in turn could help us reconsider ways we write about digital technologies in policy. Then, based on the works of Haraway, Hayles, and Wark, a posthumanist perspective places human digital learning encounters at the juncture of non-humans and politics. Connections between the Networked Learning approach and the posthumanist perspective are necessary in order to replace a discourse of (mis)representations with a more performative view towards the digital human body, which then becomes situated at the centre of teaching and learning. In practice, however, establishing these connections is much more complex than resorting to the typically straightforward common sense discourse encountered in the Critical Discourse Analysis, and this may yet limit practical applications of this research in policy making.

Learning from a deceptively spacious policy discourse

In this chapter, the way in which varied terms such as Networked learning, e-learning and Technology Enhanced Learning (TEL) have each become colonised to support a dominant, economically-based world view of educational technology is discussed. Critical social theory about technology, language and learning is brought into dialogue with examples from a corpus-based Critical Discourse Analysis (CDA) of UK policy texts for educational technology between1997 and 2012. Though these policy documents offer much promise for enhancement of people’s performance via technology, the human presence to enact such innovation is missing. Given that ‘academic workload’ is a ‘silent barrier’ to the implementation of TEL strategies (Gregory and Lodge, 2015), analysis further exposes, through empirical examples, that the academic labour of both staff and students appears to be unacknowledged. Global neoliberal capitalist values have strongly territorialised the contemporary university (Hayes & Jandric, 2014), utilising existing naïve, utopian arguments about what technology alone achieves. Whilst the chapter reveals how humans are easily ‘evicted’, even from discourse about their own learning (Hayes, 2015), it also challenges staff and students to seek to re-occupy the important territory of policy to subvert the established order. We can use the very political discourse that has disguised our networked learning practices, in new explicit ways, to restore our human visibility.

Translation practices at the European Central Bank with reference to metaphors

The European Union institutions represent a complex setting and a specific case of institutional translation. The European Central Bank (ECB) is a particular context as the documents translated belong to the field of economics and, thus, contain many specialised terms and neologisms that pose challenges to translators. This study aims to investigate the translation practices at the ECB, and to analyse their effects on the translated texts. In order to illustrate the way texts are translated at the ECB, the thesis will focus on metaphorical expressions and the conceptual metaphors by which they are sanctioned. Metaphor is often associated with literature and less with specialised texts. However, according to Lakoff and Johnson’s (1980) conceptual metaphor theory, our conceptual system is fundamentally metaphorical in nature and metaphors are pervasive elements of thought and speech. The corpus compiled comprises economic documents translated at the ECB, mainly from English into Romanian. Using corpus analysis, the most salient metaphorical expressions were identified in the source and target texts and explained with reference to the main conceptual metaphors. Translation strategies are discussed on the basis of a comparison of the source and target texts. The text-based analysis is complemented by questionnaires distributed to translators, which give insights into the institution’s translation practices. As translation is an institutional process, translators have to follow certain guidelines and practices; these are discussed with reference to translators’ agency. A gap was identified in the field of institutional translation. The translation process in the EU institutions has been insufficiently explored, especially regarding the new languages of the European Union. By combining the analysis of the institutional practices, the texts produced in the institution and the translators’ work (by the questionnaires distributed to translators), this thesis intends to bring a contribution to institutional translation and metaphor translation, particularly regarding a new EU language, Romanian.

The role of social agents in the translation into English of the novels of Naguib Mahfouz

This research investigates the field of translation in an Egyptain context around the work of the Egyptian writer and Nobel Laureate Naguib Mahfouz by adopting Pierre Bourdieu’s sociological framework. Bourdieu’s framework is used to examine the relationship between the field of cultural production and its social agents. The thesis includes investigation in two areas: first, the role of social agents in structuring and restructuring the field of translation, taking Mahfouz’s works as a case study; their role in the production and reception of translations and their practices in the field; and second, the way the field, with its political and socio-cultural factors, has influenced translators’ behaviour and structured their practices. In this research, it is argued that there are important social agents who have contributed significantly to the structure of the field and its boundaries. These are key social agents in the field namely; the main English language publisher in Egypt, the American University in Cairo Press (AUCP); the translators: Denys Johnson-Davies, Roger Allen and Trevor Le Gassick; and the author, Naguib Mahfouz. Their roles and contributions are examined and discussed through the lens of Bourdieu’s sociology. Particular focus is given to the author Mahfouz and his award of the Nobel Prize, and how this award has influenced the field of cultural production and its social agents. Also, it is argued that socio-cultural factors in the field, in the period between 1960s and 2000s, affected the translators’ practices in terms of modes of production of Mahfouz’s works. To investigate the influence of these factors on translators’ practices in the field, empirical examination is conducted, at the textual level, on a corpus of six translated novels written by the same author, Mahfouz. It is shown that the translators have an increased tendency, over time, towards applying a foreignising approach in their translations of culture-specific items. The translators’ behaviour, which is a result of their habitus, is correlated to political and socio-cultural factors in the field of translation. That is, based on interviews conducted with the translators, it has been found that there are particular factors influenced their translational habitus and, thus, their practices during the production process of the translations.

The translation of cell-based therapies:clinical landscape and manufacturing challenges

Cell-based therapies have the potential to make a large contribution toward currently unmet patient need and thus effective manufacture of these products is essential. Many challenges must be overcome before this can become a reality and a better definition of the manufacturing requirements for cell-based products must be obtained. The aim of this study is to inform industry and academia of current cell-based therapy clinical development and to identify gaps in their manufacturing requirements. A total of 1342 active cell-based therapy clinical trials have been identified and characterized based on cell type, target indication and trial phase. Multiple technologies have been assessed for the manufacture of these cell types in order to facilitate product translation and future process development.

World knowledge in the process of translation

The paper illustrates the role of world knowledge in comprehending and translating texts. A short news item, which displays world knowledge fairly implicitly in condensed lexical forms, was translated by students from English into German. It is shown that their translation strategies changed from a first draft which was rather close to the surface structure of the source text to a final version which took situational aspects, texttypological conventions and the different background knowledge of the respective addressees into account. Decisions on how much world knowledge has to be made explicit in the target text, however, must be based on the relevance principle. Consequences for teaching and for the notions of semantic knowledge and world knowledge are discussed.

Translation and intercultural communication: similarities and differences

Despite increasing attention in the last decade, both Intercultural Communication Studies (ICS) and Translation Studies (TS) seem to have reached a stage where some of the key concepts and assumptions are being challenged. This paper looks at similarities and differences in the use of shared concepts, especially the concept of intercultural communicative competence. It begins with a brief sketch of the development of the discipline of Translation Studies and goes on to present some assumptions which TS shares with ICS. However, the two disciplines operate with a different concept of communication and intercultural communicative competence: ICS is researching natural communication for independent acting, whereas TS is concerned with a specific kind of professionally enabled communication. The paper then presents a definition of a translationspecific cultural competence (based on Witte 2000) and illustrates the development of translation competence in the context of translator training at universities.

Feminist translation studies:local and transnational perspectives

Feminist Translation Studies: Local and Transnational Perspectives situates feminist translation as political activism. Chapters highlight the multiple agendas and visions of feminist translation and the different political voices and cultural heritages through which it speaks across times and places, addressing the question of how both literary and nonliterary discourses migrate and contribute to local and transnational processes of feminist knowledge building and political activism. This collection does not pursue a narrow, fixed definition of feminism that is based solely on (Eurocentric or West-centric) gender politics—rather, Feminist Translation Studies: Local and Transnational Perspectives seeks to expand our understanding of feminist action not only to include feminist translation as resistance against multiple forms of domination, but also to rethink feminist translation through feminist theories and practices developed in different geohistorical and disciplinary contexts. In so doing, the collection expands the geopolitical, sociocultural and historical scope of the field from different disciplinary perspectives, pointing towards a more transnational, interdisciplinary and overtly political conceptualization of translation studies.

Translation and norms

Translation norms are understood as internalized behavioural constraints which embody the values shared by a community. In the two main contributions it is argued that all decisions in the translation process are primarily governed by norms. The explanatory power of a norm-based theory of translation is then critically reflected upon in the debates and the responses.

A corpus of 714 full-color images of depth-rotated objects

A set of full-color images of objects is described for use in experiments investigating the effects of in-depth rotation on the identification of three-dimensional objects. The corpus contains up to 11 perspective views of 70 nameable objects. We also provide ratings of the "goodness" of each view, based on Thurstonian scaling of subjects' preferences in a paired-comparison experiment. An exploratory cluster analysis on the scaling solutions indicates that the amount of information available in a given view generally is the major determinant of the goodness of the view. For instance, objects with an elongated front-back axis tend to cluster together, and the front and back views of these objects, which do not reveal the object's major surfaces and features, are evaluated as the worst views.

A linguistic and semantic approach to the theory and practice of literary translation

This work explores the relevance of semantic and linguistic description to translation, theory and practice. It is aimed towards a practical model of approach to texts to translate. As literary texts [poetry mainly] are the focus of attention, so are stylistic matters. Note, however, that 'style', and, to some extent, the conclusions of the work, are not limited to so-called literary texts. The study of semantic description reveals that most translation problems do not stem from the cognitive (langue-related), but rather from the contextual (parole-related) aspects of meaning. Thus, any linguistic model that fails to account for the latter is bound to fall short. T.G.G. does, whereas Systemics, concerned with both the 'Iangue' and 'parole' (stylistic and sociolinguistic mainly) aspects of meaning, provides a useful framework of approach to texts to translate. Two essential semantic principles for translation are: that meaning is the property of a language (Firth); and the 'relativity of meaning assignments' (Tymoczko). Both imply that meaning can only be assessed, correctly, in the relevant socio-cultural background. Translation is seen as a restricted creation, and the translator's encroach as a three-dimensional critical one. To encompass the most technical to the most literary text, and account for variations in emphasis in any text, translation theory must be based on typology of function Halliday's ideational, interpersonal and textual, or, Buhler's symbol, signal, symptom, Functions3. Function Coverall and specific] will dictate aims and method, and also provide the critic with criteria to assess translation Faithfulness. Translation can never be reduced to purely objective methods, however. Intuitive procedures intervene, in textual interpretation and analysis, in the choice of equivalents, and in the reception of a translation. Ultimately, translation, theory and practice, may perhaps constitute the touchstone as regards the validity of linguistic and semantic theories.