Ampersand最新文献

{"title":"The perception and production of Estonian vowels and vocalic quantity contrasts by Spanish L1 learners","authors":"Katrin Leppik, Pärtel Lippus, Eva Liina Asu","doi":"10.1016/j.amper.2023.100147","DOIUrl":"https://doi.org/10.1016/j.amper.2023.100147","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100147"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49701954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The nature of home language guidance and provisions in UK primary schools and its implications for learner capabilities","authors":"Hope Melody Crick","doi":"10.1016/j.amper.2023.100146","DOIUrl":"https://doi.org/10.1016/j.amper.2023.100146","url":null,"abstract":"<div><p>This research considers the challenges facing English as an Additional Language learners who are new to English (EAL NE learners), and how these challenges detract from the UK’s commitment to educational rights and the Sustainable Development Goals. It does this by investigating the nature of home language guidance and provisions in the context of UK state primary schools. It also analyses to what extent these materials can lead to practices that salvage losses for these learners’ capabilities, which are postulated as inherent under the national submersion language model. Data was collected in June 2021 through a comprehensive review of both official documents pertaining to EAL learners in primary schools, and websites of selected Local Authorities.</p><p>The findings reveal a substantial neglect of learners’ home languages. Despite efforts made in terms of home language guidance and provisions for schools, capability realisation for EAL NE learners are undermined due to an uneven distribution of informations and resources and lack of effective diversity training to assist teachers with valuing home languages. They are also undermined due to a lack of clarity in the information available for implementing bilingual strategies, and inconsistencies in the availability of supporting learning resources.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100146"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49701979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing grammar proficiency of EFL learners through corpus-integrated lessons","authors":"Xiaoping Zhong,&nbsp;Geraldine Wakat","doi":"10.1016/j.amper.2023.100139","DOIUrl":"10.1016/j.amper.2023.100139","url":null,"abstract":"<div><p>This article explores what corpus-integrated lessons can be designed for EFL students in the Chinese context. It aims to shed light on the relations between developmental research and the degree to which the desired objective has been achieved. It utilized developmental, explanatory sequential mixed methods, and quasi-experimental designs. The researcher built an approximate 710,000-token corpus of texts taken from over fifty <em>Bookworms</em> literary books and <em>New Concept English</em>. The proficiency pre-test also revealed the following areas as their weaknesses: word formation, conjunction and relative clause, nonfinite verbs, prepositions and verbs. Hence, the lessons were anchored on these weaknesses. After eight weeks of implementation, the statistical evidence confirms the hypothesis that there is a significant difference between the pre-test and the post-test. The test was subjected to the reliability and validity test. The study yields promising results regarding the efficacy of DDL-inspired lessons on Chinese high school students’ learning of grammatical constructions. Comparisons between the pre-test and post-test and perceptions collected through the semi-open interviews suggest that (1) for intermediate and advanced senior high school students, inductive learning is superior to and more effective than deductive learning, (2) corpus-integrated classroom resources need full involvement from the applied linguist, the educational psychologist, the textbook writer and the language teacher to fulfill its true potential and (3) the idea for corpus literacy should be integrated into the curriculum for teacher education program.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100139"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42093716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lost in post-editing. An exploratory study on translation trainees’ perceived EN>IT post-editing vs. translation performance","authors":"Rossella Latorraca","doi":"10.1016/j.amper.2023.100144","DOIUrl":"10.1016/j.amper.2023.100144","url":null,"abstract":"<div><p>Technological advances in the professional segment of Language Service Providers (LSPs) have deeply changed the activity of professionals operating in the language industry. As a result, a large part of the translation activities which were once performed by human translators is now assigned to automatized systems. Machine Translation (MT) and Post-Editing (MTPE) services have doubled in size among the services offered by Language Service Companies (LSCs) and are expected to keep growing in future projections such that they might eventually prevail over Human Translation (HT). In light of this evolution, translation training institutes and universities claim to implement and develop training programs adapted to the evolving market, but the mismatch between the ideal requirements and the actual content of translation training programs is a critical issue of the translator training scenario in Italy. This paper describes an exploratory study aiming to investigate translation trainees' perception of their translation vs. post-editing performance, in order to understand their attitude towards MTPE and their confidence in performing a MTPE task. Results show that, contrary to a confident translation performance supported by extensive training, not only did the lack of appropriate and dedicated MTPE training affect trainees’ ability to perform the task but it also hampered their capability to analyze the task and self-evaluate their performance, calling for the design of more targeted curricula.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100144"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Subtitling sensitive Arabic language for English audiences: A case study of Netflix’s Jinn and Al-Rawabi shows","authors":"Sameer Naser Olimat ,&nbsp;Dana Khalid Mahadin ,&nbsp;Bassil Mashaqba ,&nbsp;Amer Al-Adwan","doi":"10.1016/j.amper.2023.100142","DOIUrl":"10.1016/j.amper.2023.100142","url":null,"abstract":"<div><p>The current study investigates the subtitling strategies of sensitive language in Netflix’s <em>Jinn</em> and <em>Al-Rawabi</em> shows from Arabic into English. A corpus of Arabic sex-related expressions from the two shows subtitled into English are extracted. The typology of the sex-related examples is classified into four groups, namely verbal innuendo, clothing revealment, slang and vulgar words, and body part-related references. The study findings show that direct translation and cultural substitution are the most commonly adopted subtitling strategies in the shows. The findings also reveal that the subtitlers’use of generalization and omission may produce inadequate translation, loss of meaning, and ambiguity which can result in audience dissatisfaction. In addition, subtitlers refer to more than one strategy when two sex-related terms appear in the same sentence. Further research is recommended to explore audience perception and satisfaction of the prevailing subtitling strategies under the Netflix no-censorship policy, with particular emphasis onsensitive language.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100142"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translations of overtones in classical Arabic poetry: Optimality theory as a quality assessment framework","authors":"Raja Lahiani,&nbsp;Thanya Alfalasi,&nbsp;Asma Alzaabi,&nbsp;Noura Alhassani","doi":"10.1016/j.amper.2023.100143","DOIUrl":"10.1016/j.amper.2023.100143","url":null,"abstract":"<div><p>Languages possess different tools to intensify speech overtones. While the resulting effect is semantic, grammatical, phonological, or lexical devices may be used. Words can be motivated in three ways: phonetically, morphologically, and semantically. Phonological motivation is part of the fabric of classical poetry. This study is concerned with the language used in Arabic poetry, which is made sufficiently sonorant to reflect the psyche and emotional status of the poet through the intensification of speech overtones. When translated into Western languages, the speech overtones of this poetry are not always evident. This study adopts the mechanisms of optimality theory, a cognitive linguistic approach. The mechanisms of this theory are adapted into assessment tools that can be used to evaluate the acoustic overtones of translations from classical Arabic poetry into English and French. The study uses a comparative strategy to assess a corpus of 13 French and English translations of a sample verse from classical Arabic poetry.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100143"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46515024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can readability formulae adapt to the changing demographics of the UK school-aged population? A study on reading materials for school-age bilingual readers","authors":"Megha Sarin ,&nbsp;Maria Garraffa","doi":"10.1016/j.amper.2023.100141","DOIUrl":"10.1016/j.amper.2023.100141","url":null,"abstract":"<div><h3>Background</h3><p>Due to the increase bilingual population in the UK, it is imperative that reading materials are made accessible for them in and out of school. This study begins by reviewing literature on bilinguals reading comprehension competence, discussing findings and impact on limiting academic achievement. Much literature criticises readability formulae as a tool for grading reading materials. Readability formulae, for example, do not account for differences in reader's dialects and cultural backgrounds. Therefore, this study looks to identify those discrepancies and assess the effectiveness of two well-known readability formulae. It then compares these to a readability formula for bilinguals to identify any consistencies between outcomes, enabling identification of any categories or factors crucial in identifying the reading difficulty of texts for bilinguals not included in well-known readability formulae, specifically for school-aged children.</p></div><div><h3>Method</h3><p>20 randomly selected eBooks available for children aged 7-9 y were quantitatively evaluated using three readability formulae: Spache, Flesch-Kincaid and McAlpine EFLAW.</p></div><div><h3>Findings</h3><p>Based on these results, it is inconclusive if the readability formulae are consistent with each other, as they did not appear to follow the same trend and assessed different criteria. Therefore, the findings suggest no readability formula used in this study can be confidently used on its own to successfully assess the readability of books to deem suitability for bilingual readers as it is paramount that non-text factors need to be incorporated when matching books for students.</p></div><div><h3>Conclusions</h3><p>This study concludes that a formula or a new set of criteria needs to be created which incorporates the salient factors affecting reading comprehension of bilinguals to best allow educators and authors to select and modify reading materials for this growing population, to increase accessibility academically, enabling best outcomes to be achieved.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100141"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guided induction and deductive instruction: Analyzing efficiency versus depth of processing in the L2 acquisition of Palestinian Arabic","authors":"Hana Baalousha ,&nbsp;Paul A. Malovrh","doi":"10.1016/j.amper.2023.100140","DOIUrl":"10.1016/j.amper.2023.100140","url":null,"abstract":"<div><p>The present study examined the effects of guided induction (GI) and deductive instruction (DI) on the acquisition of verbal negation structure in spoken Palestinian Arabic (PA) using an interpretation task in a self-paced reading paradigm. The experimental design featured a 30- item pre-test, posttest and a delayed test used to assess the short- and long- term accuracy gains and reaction times. Twenty-seven learners of Arabic as a foreign language participated in the experiment. Results indicated that both groups benefited from their respective intervention at the immediate level as indicated by accuracy gains. However, only the guided induction group improved significantly from pretest to posttest, administered 4 weeks later. It also showed that while both groups performed comparably at the immediate level, GI group outperformed DI on the delayed test. Additionally, while reading times data was not informative, GI took significantly longer response time than DI. These results are in line with Cerezo et al. (2016) and Zhuang (2019)who found an edge for GI. In addition to finding a main effect for GI, results are original in terms of experimenting with the complex Arabic negation structure, thus extending evidence to a novel structure with multi-layered complexity.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100140"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41419756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading order during bilingual quality checking of translations: An issue in search of studies","authors":"Brian Mossop","doi":"10.1016/j.amper.2023.100138","DOIUrl":"10.1016/j.amper.2023.100138","url":null,"abstract":"<div><p>This paper investigates three questions about the order in which the source text and the translation are read during bilingual quality checking of translations. How do translators behave with respect to reading order during self-revision, other-revision and post-editing? What reasons do translators give for using one or the other order? Is one order better in terms of error detection? Reading order is of interest not only because one order may yield more error detection but also because the two orders may differ cognitively. The few existing eye-tracking, interview and survey studies on reading order are summarized and commented on. They suggest, first, that it is unclear whether reading order affects error detection. Second, that post-editors mostly look at the machine translation output first, but for self- and other-revisers, practices are mixed. Third, that as translators leave their student days behind and gain experience, about half abandon source-first as their default reading order during other-revision. Also considered are two articles involving order in other fields: metaphor studies and second language acquisition.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100138"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speaking in nobody's mother tongue: English immersion at home as a family language policy","authors":"Ana Belén Alarcón Utrera,&nbsp;Esther Nieto Moreno de Diezmas","doi":"10.1016/j.amper.2023.100135","DOIUrl":"10.1016/j.amper.2023.100135","url":null,"abstract":"<div><p>In a globalized society, where neoliberalism imposes its logic at all levels, languages (and particularly, English) are seen as profitable commodities to thrive in the market society. In Spain, a growing number of families, aware of the value ascribed to English as an international <em>lingua franca</em> (ELF), intensively support their children to achieve a high command in this language, by means of the implementation of strategies such as the creation of English immersion scenarios at home. The participants in this study were 17 families, with parents whose mother tongue was not English, but who used English at home in the interactions with their children. Data was collected by means of semi-structured interviews and was analysed against the frameworks of neoliberal approaches to language learning, family language policy, non-native bilingualism, good parenting, and linguistic family agency and entrepreneurship. Results shed light into language beliefs and conceptions, and language planning and management that underpin this atypical sociolinguistic practice, as well as the dilemmas and disruptions families deal with to successfully implement immersion environments in a language that is nobody's mother tongue.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100135"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46787806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}