An applied linguistic analysis of the simplification of narrative texts

Simplification of texts has traditionally been carried out by replacing words and structures with appropriate semantic equivalents in the learner's interlanguage, omitting whichever items prove intractable, and thereby bringing the language of the original within the scope of the learner's transitional linguistic competence. This kind of simplification focuses mainly on the formal features of language. The simplifier can, on the other hand, concentrate on making explicit the propositional content and its presentation in the original in order to bring what is communicated in the original within the scope of the learner's transitional communicative competence. In this case, simplification focuses on the communicative function of the language. Up to now, however, approaches to the problem of simplification have been mainly concerned with the first kind, using the simplifier’s intuition as to what constitutes difficulty for the learner. There appear to be few objective principles underlying this process. The main aim of this study is to investigate the effect of simplification on the communicative aspects of narrative texts, which includes the manner in which narrative units at higher levels of organisation are structured and presented and also the temporal and logical relationships between lower level structures such as sentences/clauses, with the intention of establishing an objective approach to the problem of simplification based on a set of principled procedures which could be used as a guideline in the simplification of material for foreign students at an advanced level.

Coping with uncertainty:gender and leadership identities in UK corporate life

Within corporate contexts, senior leaders must construct credible leadership identities if they are to demonstrate effectiveness in achieving business goals. This is a particular challenge for women, who have struggled historically to gain senior leadership positions. This chapter explores the identity struggles experienced by Karen, a woman Human Resources director within a management meeting as she delivers bad news about ‘company restructuring’ to her colleagues. Using Feminist Poststructuralist Discourse Analysis (FPDA), I show how this leader struggles to maintain a professionally competent identity as she negotiates the bad news. The analysis reveals that despite the demands of her role, Karen demonstrates extraordinary linguistic competence in managing her team within a turbulent business world that continues to remain inhospitable to female leaders.

The linguistic situation in Kirkuk:a sociolinguistic study

This study is concerned with the linguistic situation in the town of Kirkuk in north eastern Iraq. In this town there are three main ethnic groups: Kurds, Arabs and Turkmana with some very smell minorities such as Chaldeene, Assyrians and Armenians. The languages spoken by these three ethnic groups belong to different language Family groups. In the First cart of the study the historical background of the population, a review of the literature, both of the present linguistic situation in Kirkuk end of relevant sociolinguistics in general, and the theoretical Framework, have been discussed in detail in order to provide background to this study which is mainly concerned with the Following areas: 1. The relationships existing between ethnic background and language usage and language loyalty in Kirkuk. 2. The attitudes of Kirkukiane towards language maintenance and language shift in Kirkuk. 3. Bilingual, multilingual individual communicative competence of Kurds, Arabs and Turkmans in the languages concerned, including the degree to which such a speaker is bilingual or multilingual and the nature of bilingualism or multilingualism in different domains and situations in Kirkuk. To throw light a these areas a situationally-oriented language survey was conducted; the relevant data was collected by randomly distributed questionnaire, by parsonal interview, by personal observation of language use and language attitudes in this town. The data subjected to commuter analysis and the results proved that the were no significant and substantial correlations between the language use, attitudes and competence based on the socio-economic status of respondents in this town, on the other hand, the correlations between the ethnic backgrounds and the language, use, attitudes and competence are indisoutable.

Developing translation competence

This volume presents a comprehensive study of what constitutes Translation Competence, from the various sub-competences to the overall skill. Contributors combine experience as translation scholars with their experience as teachers of translation. The volume is organized into three sections: Defining, Building, and Assessing Translation Competence. The chapters offer insights into the nature of translation competence and its place in the translation training programme in an academic environment and show how theoretical considerations have contributed to defining, building and assessing translation competence, offering practical examples of how this can be achieved. The first section introduces major sub-competences, including linguistic, cultural, textual, subject, research, and transfer competence. The second section presents issues relating to course design, methodology and teaching practice. The third section reflects on criteria for quality assessment.

The journey towards cultural competence

Graduates increasingly need to operate across national and cultural boundaries. This paper discusses the need to ensure that all students are equipped to operate within complex and diverse multicultural environments. The work builds on three earlier studies. Using these, the author has created a new theoretical framework and designed an intervention which aimed to increase diverse students' awareness of intercultural differences and their ability to function effectively in multicultural learning (and thus work) environments. The paper evaluates this highly innovative training. It concludes that it was effective in making a wide range of students aware of issues around cultural difference and competence. The training significantly changed the outlook of students who took part in it. Whilst the framework was robust, effective, and generalisable to other contexts, there are a number of issues which will be addressed in the re-running the programme.

The journey towards cultural competence: first interventions

Graduates worldwide are increasingly entering a global workplace which will require them to operate across national and cultural boundaries. This paper discusses the need to ensure that all students are equipped to work within this increasingly complex multi-cultural environment. It examines the issues which occur in preparing students within a UK Higher Education environment so that they are able to operate effectively within the international work situations in which they find themselves. This research builds on earlier research, which found that the effectiveness of an individual to work across cultural boundaries, in terms of work and communication, was increased by the number of international or intercultural experiences that a person has. Using this as a premise, an intervention was designed which aimed to increase students’ awareness of intercultural differences and their ability to function effectively in multicultural groups. This paper analyses the effectiveness of this highly innovative training intervention. It concludes that it was an effective way of making students aware of some of the issues around cultural competence is groups. In fact, the training was seen as most effective by students in addressing issues round group dynamics. The training obviously changed the outlook of a number students who took part it. There are, however, a number of issues which need to be addressed the re-running the training. These are notably, at what time in a student’s academic career such intervention is given, its integration into the curriculum and managing of student expectations.

A linguistic resurrection? Aller + infinitive in narrative past contexts

This article studies the go periphrasis emerging in Contemporary French narrations and compares it with the narrative go periphrasis found in Middle French.

Author identification, idiolect and linguistic uniqueness

For forty years linguists have talked about idiolect and the uniqueness of individual utterances. This article explores how far these two concepts can be used to answer certain questions about the authorship of written documents—for instance how similar can two student essays be before one begins to suspect plagiarism? The article examines two ways of measuring similarity: the proportion of shared vocabulary and the number and length of shared phrases, and illustrates with examples drawn from both actual criminal court cases and incidents of student plagiarism. The article ends by engaging with Solan and Tiersma's contribution to this volume and considering whether such forensic linguistic evidence would be acceptable in American courts as well as how it might successfully be presented to a lay audience.

A sensory-linguistic approach to normal and impaired reading development

In this chapter we outline a sensory-linguistic approach to the, study of reading skill development. We call this a sensory-linguistic approach because the focus of interest is on the relationship between basic sensory processing skills and the ability to extract efficiently the orthographic and phonological information available in text during reading. Our review discusses how basic sensory processing deficits are associated with developmental dyslexia, and how these impairments may degrade word-decoding skills. We then review studies that demonstrate a more direct relationship between sensitivity to particular types of auditory and visual stimuli and the normal development of literacy skills. Specifically, we suggest that the phonological and orthographic skills engaged while reading are constrained by the ability to detect and discriminate dynamic stimuli in the auditory and visual systems respectively.

Is gender a factor in perceived prison officer competence?

Background The introduction of women officers into HM Prison Service raised questions regarding women's ability to perform what had traditionally been a male role. Existing research is inconclusive as to whether female prison officers are as competent as male prison officers, and whether there are gender differences in job performance. This study examined prisoners' perceptions of male and female prison officers' performance. Hypotheses The hypotheses were that overall competence and professionalism ratings would not differ for men and women officers, but that there would be differences in how men and women were perceived to perform their roles. Women were expected to be rated as more communicative, more empathic and less disciplining. Method The Prison Officer Competency Rating Scale (PORS) was designed for this study. Ratings on the PORS for male and female officers were given by 57 adult male prisoners. Results There was no significant difference in prisoners' ratings of overall competence of men and women officers. Of the PORS subscales, there were no gender differences in Discipline and Control, Communication or Empathy, but there was a significant difference in Professionalism, where prisoners rated women as more professional. Conclusion The failure to find any differences between men and women in overall job competence, or on communication, empathy and discipline, as perceived by prisoners, suggests that men and women may be performing their jobs similarly in many respects. Women were rated as more professional, and items contributing to this scale related to respecting privacy and keeping calm in difficult situations, where there may be inherent gender biases. Copyright © 2005 Whurr Publishers Ltd.

Constructions of active womanhood and new femininities: from a feminist linguistic perspective, is Sex and the City a modernist or a post-modernist TV text?

Sex and the City has been the subject of close scrutiny within feminist scholarship in terms of whether it is considered to be a reactionary or progressive text. While this debate is valuable within a modernist feminist paradigm, it makes less sense from a post-modernist feminist perspective. Alternately using semiotic and feminist post-structuralist methods of textual analysis, this paper shows that Sex and the City can be viewed as reactionary according to a modernist reading, but is altogether more challenging and complex according to a post-modernist reading.