While various studies have investigated the effectiveness of certain types of error treatment methods, there has been little linguistic research conducted to examine how actual language teachers have been dealing with L2 learners’ written errors. The current research was designed to investigate the types of written errors ESL teachers corrected and the types of error treatment methods they used to correct those errors in the context of Bond University on the Cold Coast. Moreover, it was intended to highlight the relationship between the literature and actual practice in terms of error treatment of written work. In this study, sixty-six students’ written texts corrected by nine different teachers were collected and examined. The teachers’ treatment of the learner errors found in each sample were identified and classified according to their features. The findings from both quantitative and qualitative data on the patterns of error treatment were analysed, and following this, various comparisons were made. The results of the study indicated that despite the current trend of language teaching, error treatment was frequently provided by the teachers in the ESL classrooms. Moreover, the teachers constantly corrected the deviations of local aspects of the language, which did not seriously influence the intelligibility. In addition, the results of the study also demonstrated that the teachers used both explicit types and implicit types of correction methods in a hybrid manner, and they altered their mode of correction depending on the types of errors. They tended to provide explicit correction for wrong vocabulary and sentence construction errors whereas other surface features, such as grammatical and mechanical errors were generally highlighted with implicit correction, especially with correction codes. The findings of this study suggest that increasing the use of less-time consuming error treatment methods for rule-governed lexical errors and educating learners to be able to carry out self-correction could reduce the teachers’ burden of written error treatment. Moreover, constant information exchange would allow the teachers to revise, refine and change their ways to deal with errors. Until clear effectiveness of certain patterns of error treatment is proven by further studies, these suggestions could be made in order to maximise the benefits of the teachers’ treatment of written errors.

Guided by Thomas Kuhn's theory about paradigm shift advanced in The Structure of Scientific Revolutions and Mao Tsetung's theory of “the new superseding the old”, this thesis briefly examines the history of translation both in the West and in China and observes three paradigm shifts in each territory. The analyses reveal that paradigm shifts in translation theory occur when the changes in the social, economic, cultural and religious environments lead to significant changes in the practice of translation and that these changes then can no longer be adequately theorised by the old paradigms of translation. This study then critically reviews current literature on globalisation and translation and attributes its lack of depth in theorisation or some of its misleading predictions to certain scholars' inadequate investigation of the phenomenon of globalisation. In order to provide an adequate interpretation, description, explanation and prediction of the impact of globalisation on the theory and practice of translation, I investigate five aspects of globalisation and their respective impact on translation practice and find that globalisation has changed the mainstream of translation practice from canonical translation to professional (i.e., non-canonical) translation. The findings of the research demonstrate that traditional translation theories based on comparative literary study or on linguistics fail to provide an objective and comprehensive theoretical framework for the mainstream practice of translation. Therefore, it is justifiable to posit a paradigm shift in Translation Studies from canonical translation to professional translation so as to meet the demand of and challenges for the translation profession and business under the impact of globalisation. As an initiation towards the establishment of a new paradigm, I posit a “value-driven” theory based on recent developments in researches on the global economy to distinguish between canonical and professional translations. Influenced by theories of the knowledge-driven economy, I further propose to establish a force of translators as knowledge workers to better serve the demand of the global economy and the global community. To follow the principle of empiricism, I use several case studies from the real world of commercial translation to support my “value-driven” theory for Translation Studies. / Subscription resource available via Digital Dissertations only.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Janice Neuleib (chair), Julie Jung, Kenneth Lindblom. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

Guided by Thomas Kuhn's theory about paradigm shift advanced in The Structure of Scientific Revolutions and Mao Tsetung's theory of “the new superseding the old”, this thesis briefly examines the history of translation both in the West and in China and observes three paradigm shifts in each territory. The analyses reveal that paradigm shifts in translation theory occur when the changes in the social, economic, cultural and religious environments lead to significant changes in the practice of translation and that these changes then can no longer be adequately theorised by the old paradigms of translation. This study then critically reviews current literature on globalisation and translation and attributes its lack of depth in theorisation or some of its misleading predictions to certain scholars' inadequate investigation of the phenomenon of globalisation. In order to provide an adequate interpretation, description, explanation and prediction of the impact of globalisation on the theory and practice of translation, I investigate five aspects of globalisation and their respective impact on translation practice and find that globalisation has changed the mainstream of translation practice from canonical translation to professional (i.e., non-canonical) translation. The findings of the research demonstrate that traditional translation theories based on comparative literary study or on linguistics fail to provide an objective and comprehensive theoretical framework for the mainstream practice of translation. Therefore, it is justifiable to posit a paradigm shift in Translation Studies from canonical translation to professional translation so as to meet the demand of and challenges for the translation profession and business under the impact of globalisation. As an initiation towards the establishment of a new paradigm, I posit a “value-driven” theory based on recent developments in researches on the global economy to distinguish between canonical and professional translations. Influenced by theories of the knowledge-driven economy, I further propose to establish a force of translators as knowledge workers to better serve the demand of the global economy and the global community. To follow the principle of empiricism, I use several case studies from the real world of commercial translation to support my “value-driven” theory for Translation Studies. / Subscription resource available via Digital Dissertations only.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: During the course of my work as Communications lecturer at a multicultural university, I have noticed differences in the manners in which Sesotho-speaking and Afrikaans-speaking students make the same requests to me while speaking English. There exists a possibility that these second language (L2) requests could be deemed inappropriate and/or unintelligible by first language (L1) speakers of English. It is possible that miscommunication may result when requests by one culture group is judged as inappropriate and/or unintelligible by another. The aims of my study were to investigate (i) whether there are indeed differences in the manners in which L1 Sesotho and L1 Afrikaans speakers make requests when speaking English and (ii) how the differences in the (a) politeness, (b) formalness, (c) appropriateness, (d) grammaticality and (e) intelligibility of these requests made by the above-mentioned two groups manifest, as judged by L1 speakers of English. In terms of research methodology, I elicited requests in English from two culturally and linguistically different groups of students (17 L1 Afrikaans and 17 L1 Sesotho) by means of a written scenario completion task. One scenario involved a high imposition situation and the other a low imposition. The requests made by the two groups were then analysed using the Cross Cultural Speech Act Realisation Project (CCSARP) framework of Blum-Kulka, House and Kasper (1989a). Each request was also judged by eight L1 English speakers. Data analysis showed that there are indeed differences in the way in which Afrikaans- and Sesotho-speaking people put forth English requests. In terms of CCSARP categories, the Sesotho speakers used more alerters and more politeness markers than the Afrikaans speakers did. Sesotho and Afrikaans speakers also differed in their responses to high and low imposition situations – for example, Sesotho speakers used more grounders in the low imposition request than in the high imposition request, whereas Afrikaans speakers’ requests showed the reverse pattern. In terms of ratings received by L1 speakers, although Sesotho speakers’ requests were judged as more polite, Afrikaans speakers’ requests were judged as more appropriate and grammatically correct. The findings have implications for curriculum design: By being mindful of the workings of intercultural verbal and nonverbal communication and by acknowledging that people from different cultural backgrounds bring to a conversation certain culturally inherited factors which influence them and the interlocutors, I can use the results of this study to better inform the different L1 groups in my classes how to change their requesting behaviour so as to make requests that are judged by L1 English speakers as being appropriate. / AFRIKAANSE OPSOMMING: Tydens my werk as Kommunikasie-dosent aan ‘n multikulturele universiteit het ek verskille opgelet in die manier waarop Sesotho-sprekende en Afrikaanssprekende studente dieselfde versoeke aan my rig wanneer hulle Engels praat. Die moontlikheid bestaan dat hierdie tweedetaal- (T2) versoeke as ontoepaslik en/of onverstaanbaar beskou kan word deur eerstetaal- (T1) sprekers van Engels. Dit is moontlik dat miskommunikasie kan ontstaan wanneer versoeke deur een kultuurgroep as ontoepaslik en/of onverstaanbaar beoordeel word deur ‘n ander kultuurgroep. Die doelstellings van my studie was om die volgende te ondersoek: (i) of daar inderdaad verskille bestaan in die manier waarop T1 Sesotho- en T1 Afrikaanssprekendes versoeke in Engels rig en (ii) hoe verskille in die (a) hoflikheid, (b) formeelheid, (c) toepaslikheid, (d) grammatikaliteit en (e) verstaanbaarheid van hierdie versoeke deur bogenoemde twee groepe manifesteer, soos beoordeel deur T1-sprekers van Engels. In terme van navorsingsmetodologie het ek versoeke in Engels van twee kultureel en talig verskillende groepe studente (17 T1 Afrikaans en 17 T1 Sesotho) ontlok deur gebruik te maak van ‘n geskrewe scenario-voltooiingstaak. Een scenario het ‘n versoek met ‘n hoë afdwingingsvlak (imposition) behels en die ander met ‘n lae afdwingingsvlak. Die versoeke gerig deur die twee groepe is toe geanaliseer deur gebruik te maak van die sogenaamde Cross Cultural Speech Act Realisation Project (CCSARP)-raamwerk van Blum-Kulka, House en Kasper (1989a). Elke versoek is ook deur agt T1-sprekers van Engels beoordeel. Data-analise het aangedui dat daar wel verskille is in die manier waarop Afrikaans- en Sesotho-sprekendes versoeke in Engels rig. In terme van CCSARP-kategorieë het die Sesotho-sprekendes meer attentmakers (alerters) en meer hoflikheidsmerkers as die Afrikaanssprekendes gebruik. Sesotho- en Afrikaanssprekendes het ook verskil in hul reaksie op hoë en lae imposisie-situasies – Sesotho-sprekendes het meer redeverskaffers (grounders) in die lae afdwingingsversoek as in die hoë afdwingingsversoek gebruik terwyl Afrikaanssprekendes die teenoorgestelde gedoen het. Alhoewel die Sesotho-sprekendes se versoeke as meer hoflik beskou is deur die T1-sprekende beoordelaars, is Afrikaanssprekendes se versoeke as meer toepaslik en grammatikaal korrek beskou. Die bevindinge het implikasies vir kurrikulum-ontwerp: Deur bewus te bly van die aard van interkulturele verbale en nie-verbale kommunikasie en deur te erken dat persone van verskillende kulturele agtergronde sekere kultuur-inherente faktore na ‘n gesprek toe bring wat hulle en hulle gespreksgenote beïnvloed, kan ek die resultate van hierdie studie gebruik om die verskillende T1-groepe in my klasse beter in te lig hoe om hul versoekgedrag aan te pas om versoeke te kan rig wat as toepaslik beskou word deur T1-sprekers van Engels.

abstract: The following dissertation provides perspectives on the social, political, economic, and academic influences on language use, and particularly heritage language use, within the Filipino American community. What is the nature of language in this community? In what ways does language exist or co-exist? The hypothesis that autochthonous Filipino languages in the United States cease to be spoken in favor of English by Filipino Americans was tested through mixed methods of research. Literature and databases were reviewed which provided information concerning statistics, issues, and policies relating to language in Filipino America. Field research and interviews were conducted in which language use was of key interest. Results varied individually and contextually. Language seems to exist within the Filipino American community on a dynamic continuum. Immigrant Filipino Americans appear to be bilingual and multilingual. Second generation Filipino Americans tend to be English dominant with a range of bilingualism. The California Department of Education (CDOE) appears to foster bilingualism / multilingualism through its World Languages Departments (secondary education level), by offering language courses, such as Tagalog-based Filipino. Efforts to maintain non-English, Filipino languages in Arizona are less conspicuous, but they do exist primarily in familial and entrepreneurial ways. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2011

abstract: Minimal information exists concerning dual language acquisition of three-year-old dual language learners (DLLs) during their first school experience and first systematic exposure to English. This study examined the Spanish and early English language development of young DLLs in the context of standardized measures and a story retell task. Participants included eight Spanish-English DLLs (7 females, 1 male, M age = 3 years, 8 months) attending Head Start, and their classroom teachers. Outcome measures for the children included composite and scaled scores on the Clinical Evaluation of Language Fundamentals Preschool-2 Spanish (CELF Preschool-2 Spanish; Wiig, Secord & Semel, 2009) and the parallel English measure (CELF Preschool-2; Wiig, Secord & Semel, 2005), and measures of lexical (NVT, NNVT, TNV, NW, NDW, TNW and TTR) and grammatical (MLUw) development. Proportion of classroom teachers' and paraprofessionals' Spanish, English and mixed language use was measured to contextualize the children's learning environment with regard to language exposure. Children's mean standardized Spanish scores at school entry were not significantly different from their mean scores in May; however, an increase in total number of verb types was observed. Children's English receptive, content, and structure mean standardized scores in May were significantly higher than their scores at school entry. Children were exposed to a high proportion of mixed language use and disproportionate amounts of English and Spanish exclusively. Children's performance was highly variable across measures and languages. The findings of the current study provide a reference point for future research regarding language development of three-year-old Spanish-English dual language learners. / Dissertation/Thesis / Ph.D. Speech and Hearing Science 2011

Master of Science / Psychological Sciences / Richard J. Harris / Figurative language use is not limited to poetry or literature but is a ubiquitous part of speech. Studies that looked at figurative language comprehension have shown that some cognitive mechanisms, such as working memory, may be involved in figurative language comprehension. For example, individuals with high working memory span tend to produce deeper metaphor interpretations. The current work was interested in how working memory is involved in a particular figure of speech comprehension: idioms. An idiom is a phrase whose meaning cannot be simply deduced from the literal meanings of the words that comprise that idiom. Idioms can vary according to their compositionality, which refers to the extent with which meanings of the idiom constituents provide cues for the idiom's idiomatic meaning. A number of researchers agreed upon certain idioms being decomposable and other idioms being fixed. The two different types were used in the Main Study. Models of idiom comprehension also vary from traditional "lexical look-up" models that consider idioms as multi-word lexical units stored as such in speakers' mental lexicons to "nonlexical" models, such as the Configuration Hypothesis, that states that an idiom as a whole does not have a separate lexical representation in the mental lexicon. Both models are considered in this work. Finally, understanding idiomatic expressions may require inhibiting irrelevant literal information. For example, literal meanings of the words dogs and cats in an idiom it is raining cats and dogs have to be inhibited in order to gather the figurative meaning of the expression. Thus, the main objective of the current work was to assess the role of working memory in idiom comprehension, as well as to explore whether idiom compositionality had an effect on how fast idioms were interpreted, while also considering implications for the two main models of idiom comprehension. A Preliminary Study narrowed down the list of idioms to the 26 that were used in the Main study, ensuring that both types of idioms did not differ in familiarity or length. The Main Study consisted of four tasks: working memory (Operation span task), inhibition (reading with distractions), idiom comprehension, and familiarity. Seventy-three general psychology students participated in the Main Study. The data were analyzed by several regression analyses and t-tests. The main finding was that there seems to be a difference in a way the two accepted types of idioms are interpreted: fixed idioms were interpreted faster than decomposable idioms. This is consistent with the lexical lookup hypothesis but only for fixed idioms and suggests that readers may not have to analyze the literal word meanings of fixed idioms when interpreting them, thus making their interpretation faster, since retrieving is faster than computing. Neither familiarity nor idiom length could account for this difference. On the other hand, neither operation span nor the number of critical errors committed by participants on the inhibition task predicted how long it took participants to interpret either type of idioms. Several possible explanations for such results are discussed, as well as the limitations and future directions.

Le Popol Vuh est une œuvre littéraire aux dimensions mythologique et historique issue de la culture maya-quichée du Guatemala. Rédigé vers 1550 en langue quichée au moyen de l’alphabet latin suivant la phonétique espagnole, le texte a connu depuis le début du XVIIIe siècle de nombreuses traductions et retraductions. Ces versions diffèrent à bien des égards : format bilingue ou unilingue, composition du paratexte, titre, découpage en chapitres, précision du transfert, style littéraire, stratégie de traduction des noms de personnages et des toponymes, etc. En outre, le paratexte de ces différentes versions suggère l’existence d’un dialogue transhistorique émulateur entre leurs traducteurs successifs, en particulier vers l’espagnol, le français et l’anglais. Afin de mieux comprendre ces phénomènes, la présente thèse propose de décrire l’histoire des traductions et des retraductions du Popol Vuh vers l’espagnol, le français et l’anglais et d’avancer une explication aux caractéristiques de cette histoire. Pour ce faire, nous avons adop-té un cadre théorique bermanien (Berman, 1990, 1995) et une méthodologie adaptée au champ d’étude de l’histoire de la traduction et à notre objet d’étude (Berman, 1995; Lépinette, 1997; Pym, 1998). Nous avons d’abord constitué un catalogue de traductions et de retraductions du Popol Vuh en espagnol, en français et en anglais comme point de départ pour retracer, grâce à leur paratexte, les grandes lignes du dialogue transhistorique entre les auteurs des différentes versions du Popol Vuh dans ces langues. Une fois les interlocuteurs principaux identifiés, nous avons procédé à une analyse descriptive et comparative des approches adoptées par les traduc-teurs des versions identifiées comme les plus pertinentes dans l’histoire des traductions et des retraductions du Popol Vuh, à savoir les versions de Ximénez (env. 1703), Brasseur (1861), Raynaud (1925), Recinos (1947), Edmonson (1971), Chávez (1978), Tedlock (1985) et Sam Colop (2008). Cette analyse comprend pour chaque version l’étude de son paratexte et d’un échantillon de traduction, en l’occurrence, l’épisode de la mort de Vucub-Caquix. Grâce à la méthodologie que nous avons adoptée, qui tient compte du profil, de l’horizon et de la position traductive du sujet traduisant, et qui éclaire l’analyse du texte traduit à la lumière de son paratexte, nous avons pu avancer des explications aux caractéristiques observées pour chaque version de notre corpus. Notre thèse permet ainsi de démontrer que les versions du Po-pol Vuh varient avec leur contexte au sens large, mais surtout avec la vision de l’œuvre quichée propre au cercle dans lequel évolue chaque traducteur, de même qu’elles varient en fonction de l’intention de chaque traducteur. Nous avons également confirmé que l’approche adoptée par les traducteurs du Popol Vuh semble être de plus en plus sourcière, même s’ils veillent, notam-ment dans le paratexte, à continuer d’accompagner le lecteur cible dans sa découverte d’un objet littéraire qui est le fruit d’un univers pour lui étranger, l’accessibilité de l’œuvre restant une priorité dans les divers projets de traduction analysés. Notre thèse constitue une étude de cas dont la méthodologie ne demande qu’à être testée dans le cadre de l’étude du cycle de retraductions d’autres textes autochtones américains anciens. Par ailleurs, elle invite aussi à interroger le rôle de la traduction dans le parcours littéraire de ce genre de textes. / The Popol Vuh is a literary work with mythological and historical dimensions that comes from the Mayan-Quichean culture of Guatemala. Written around 1550 in the Quichean language using the Latin alphabet according to Spanish phonetics, the text has been translated and retranslated many times since the beginning of the 18th century. These versions differ in many ways: bilingual or unilingual edition, composition of the paratext, title, division into chapters, precision of the transfer, literary style, strategy for translating character names and toponyms, etc. Moreover, the paratext of these different versions suggests the existence of an emulating transhistorical dialogue between their successive translators, particularly into Span-ish, French and English. In order to better understand these phenomena, this dissertation intends to describe the history of translations and retranslations of the Popol Vuh into Spanish, French and English and to offer an explanation of the characteristics of this history. To do so, we have adopted a Ber-manian theoretical framework (Berman, 1990, 1995) and a methodology adapted to the field of study of the history of translation and to our object of study (Berman, 1995; Lépinette, 1997; Pym, 1998). We began by compiling a catalog of translations and retranslations of the Popol Vuh into Spanish, French, and English as a starting point for tracing, through their par-atext, the main lines of the transhistorical dialogue between the authors of the different ver-sions of the Popol Vuh in these languages. Once the main interlocutors were identified, we proceeded to a descriptive and comparative analysis of the approaches taken by the translators of the versions identified as the most relevant in the history of translations and retranslations of the Popol Vuh, namely the versions by Ximénez (c. 1703), Brasseur (1861), Raynaud (1925), Recinos (1947), Edmonson (1971), Chávez (1978), Tedlock (1985) and Sam Colop (2008). This analysis includes for each version the study of its paratext and a translation sam-ple, in this case the episode of Vucub-Caquix's death. The methodology we have adopted, which takes into account the profile, horizon and translat-ing position of the translating subject, and which sheds light on the analysis of the translated text thanks to its paratext, enables us to put forward explanations of the characteristics ob-served for each version of our corpus. Thus our dissertation reveals that the versions of the Popol Vuh vary with their context in the broadest sense, but above all with the vision of the Quichean text specific to the circle in which each translator evolves, just as they vary accord-ing to each translator's intention. We have also confirmed that the approach adopted by the translators of the Popol Vuh seems to be increasingly source-oriented, even if they are careful, particularly in the paratext, to continue to help the target readers in their discovery of a literary work that is the fruit of a universe that is foreign to them, the accessibility of the work remain-ing a priority in the various translation projects analyzed. Our dissertation is a case study whose methodology could be tested for the study of the cycle of retranslations of other ancient Native American texts. Furthermore, it also invites us to ques-tion the role of translation in the literary journey of these texts.

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