Pub Date : 2023-12-21DOI: 10.18778/1731-7533.21.1.04
Agata Klimczak-Pawlak, Ewa Waniek-Klimczak
The study explores the effectiveness of raising prosodic awareness in teaching academic presentations to a mixed proficiency group of adult Polish students majoring in English from the perspective of prosody as well as utterance fluency measures. A 15-week course included a 4-week prosody practice with focus on pausing and pitch accent. In the course students produced two speeches of approximately the same length: an impromptu before the practice and a prepared presentation after the practice. The speeches were recorded and analysed for the number of pitch accents and pauses. The data for three students, representing different general L2 proficiency levels are discussed in this paper. The results of prosodic performance operationalized as the pause to pitch accent ratio show the greatest benefit of prosody training in the case of the lowest proficiency level student. The analysis of selected utterance fluency measures shows a positive effect of prosody practice across speakers, providing additional support for the relevance of pitch accent in academic presentations in L2. The study has theoretical and practical implications, as it suggests the need to include pitch accent/pause proportion in utterance fluency measures in fluency studies as well as in pedagogical practice.
{"title":"Exploring Pitch Accent as an Element of Fluency in L2 English Academic Presentations – a Proficiency-based Sampling Report","authors":"Agata Klimczak-Pawlak, Ewa Waniek-Klimczak","doi":"10.18778/1731-7533.21.1.04","DOIUrl":"https://doi.org/10.18778/1731-7533.21.1.04","url":null,"abstract":"The study explores the effectiveness of raising prosodic awareness in teaching academic presentations to a mixed proficiency group of adult Polish students majoring in English from the perspective of prosody as well as utterance fluency measures. A 15-week course included a 4-week prosody practice with focus on pausing and pitch accent. In the course students produced two speeches of approximately the same length: an impromptu before the practice and a prepared presentation after the practice. The speeches were recorded and analysed for the number of pitch accents and pauses. The data for three students, representing different general L2 proficiency levels are discussed in this paper. The results of prosodic performance operationalized as the pause to pitch accent ratio show the greatest benefit of prosody training in the case of the lowest proficiency level student. The analysis of selected utterance fluency measures shows a positive effect of prosody practice across speakers, providing additional support for the relevance of pitch accent in academic presentations in L2. The study has theoretical and practical implications, as it suggests the need to include pitch accent/pause proportion in utterance fluency measures in fluency studies as well as in pedagogical practice.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949861","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}
Pub Date : 2023-12-21DOI: 10.18778/1731-7533.21.1.01
Izabela Dixon
In this study I attempt to demonstrate how Zygmunt Bauman’s insights published in his book entitled Liquid Fear (2006) benefit the cognitive study of the emotion of fear by drawing correspondences between Bauman’s liquid reality and the Covid-19 pandemic. Based on my, largely unpublished, linguistic study of fear and on metaphors pervading Bauman’s work, I extrapolated key components of the fear frame. Having also conducted the study of concepts that dominated the Covid-19 media narratives, I relate and analyse the validity and transferability of conceptual domains within selected contextual models of social and verbal behaviours related to fear. Bauman’s metaphorical observations are woven into the analytical patchwork of this paper.
{"title":"Liquid Fear: Bauman’s Metaphorical Insights in Relation to Covid-19 Fear Metaphors","authors":"Izabela Dixon","doi":"10.18778/1731-7533.21.1.01","DOIUrl":"https://doi.org/10.18778/1731-7533.21.1.01","url":null,"abstract":"In this study I attempt to demonstrate how Zygmunt Bauman’s insights published in his book entitled Liquid Fear (2006) benefit the cognitive study of the emotion of fear by drawing correspondences between Bauman’s liquid reality and the Covid-19 pandemic. Based on my, largely unpublished, linguistic study of fear and on metaphors pervading Bauman’s work, I extrapolated key components of the fear frame. Having also conducted the study of concepts that dominated the Covid-19 media narratives, I relate and analyse the validity and transferability of conceptual domains within selected contextual models of social and verbal behaviours related to fear. Bauman’s metaphorical observations are woven into the analytical patchwork of this paper.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949942","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}
Pub Date : 2023-12-21DOI: 10.18778/1731-7533.21.1.06
Jolanta Mazurkiewicz-Sokołowska
The paper takes up the issue of creating meanings, focusing the dynamic relation between lexicalization and conceptualization on the example of prepositions. By providing a systematic view of the specific meanings of the Contact Sense of the German preposition an (on, at) and its Polish, Spanish and English counterparts, the interface between the given real spatial relation of two objects, its lexicalization and the emerging conceptualization is highlighted. Special attention is paid to the role of the particular pieces of knowledge and experience being activated in creating these meanings in order to look closely at the concept of context as this context is usually interpreted differently by different researchers. The attempt to show what happens step by step when conceptualizing a real spatial relation and its linguistic expression fixed in the lexicalization pattern is motivated by the finding that the difficulty with clear determination and separation of the context information from the information actually creating the meaning is one of the reasons why studies on the cognitive aspects of the semantics of prepositions have been abandoned over time. The paper aims to contribute to the elaboration of an authoritative method of establishing and identifying meanings of prepositions, and to contribute to the discussion about the language-thought relation providing arguments supporting the view of language as a trigger for conceptualizations provided by the embodied cognition rather than as a tool shaping thoughts.
{"title":"The interface of real world, lexicalization and conceptualization on the example of the Contact Sense of the German preposition an (on, at) and its Polish Spanish and English counterparts","authors":"Jolanta Mazurkiewicz-Sokołowska","doi":"10.18778/1731-7533.21.1.06","DOIUrl":"https://doi.org/10.18778/1731-7533.21.1.06","url":null,"abstract":"The paper takes up the issue of creating meanings, focusing the dynamic relation between lexicalization and conceptualization on the example of prepositions. By providing a systematic view of the specific meanings of the Contact Sense of the German preposition an (on, at) and its Polish, Spanish and English counterparts, the interface between the given real spatial relation of two objects, its lexicalization and the emerging conceptualization is highlighted. Special attention is paid to the role of the particular pieces of knowledge and experience being activated in creating these meanings in order to look closely at the concept of context as this context is usually interpreted differently by different researchers. The attempt to show what happens step by step when conceptualizing a real spatial relation and its linguistic expression fixed in the lexicalization pattern is motivated by the finding that the difficulty with clear determination and separation of the context information from the information actually creating the meaning is one of the reasons why studies on the cognitive aspects of the semantics of prepositions have been abandoned over time. The paper aims to contribute to the elaboration of an authoritative method of establishing and identifying meanings of prepositions, and to contribute to the discussion about the language-thought relation providing arguments supporting the view of language as a trigger for conceptualizations provided by the embodied cognition rather than as a tool shaping thoughts.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950510","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}
Pub Date : 2023-12-21DOI: 10.18778/1731-7533.21.1.02
Katarzyna Stadnik
Julian of Norwich was a late medieval anchoress and writer, whose work, The Showings, is known for its vivid imagery and bodily resonance it prompts in the reader. The paper identifies a gap in research on the embodied aspects of Julian’s imagery. The article discusses the connection between perception, action and the grounded nature of cognition, exploring its role in structuring Julian’s text. It uses the conceptions of situated conceptualisation and sociocultural situatedness to embed the work in the visual/material culture of the Middle Ages. It reveals how the mystic construes emotionally intense images, which underpin the abstract language of the text’s final chapters. To conclude, the recent conceptions from cognitive science may expand the analytical toolkit of cognitive-diachronic research in particular, helping illuminate the interplay of language, culture, and cognition.
{"title":"Julian of Norwich’s a Revelation of Love: A Grounded Cognition Approach to a Late Medieval Text","authors":"Katarzyna Stadnik","doi":"10.18778/1731-7533.21.1.02","DOIUrl":"https://doi.org/10.18778/1731-7533.21.1.02","url":null,"abstract":"Julian of Norwich was a late medieval anchoress and writer, whose work, The Showings, is known for its vivid imagery and bodily resonance it prompts in the reader. The paper identifies a gap in research on the embodied aspects of Julian’s imagery. The article discusses the connection between perception, action and the grounded nature of cognition, exploring its role in structuring Julian’s text. It uses the conceptions of situated conceptualisation and sociocultural situatedness to embed the work in the visual/material culture of the Middle Ages. It reveals how the mystic construes emotionally intense images, which underpin the abstract language of the text’s final chapters. To conclude, the recent conceptions from cognitive science may expand the analytical toolkit of cognitive-diachronic research in particular, helping illuminate the interplay of language, culture, and cognition.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949987","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}
Pub Date : 2023-02-09DOI: 10.18778/1731-7533.20.3.01
Przemysław Krakowian
{"title":"Editorial to Research in Language (RiL) Vol.30, issue","authors":"Przemysław Krakowian","doi":"10.18778/1731-7533.20.3.01","DOIUrl":"https://doi.org/10.18778/1731-7533.20.3.01","url":null,"abstract":"","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45271189","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}
Pub Date : 2023-02-09DOI: 10.18778/1731-7533.20.3.05
Olga Trendak-Suślik
One of the first issues that any foreign language teacher needs to take into consideration prior to commencing on their language course is the implementation of a comprehensive learner needs analysis (NA) also referred to as needs assessment. Garnering information on, among others, students’ learning preferences, their previous learning experience or their goals is pivotal in order to design a course that would cater to students’ different needs and meet their expectations. A one-size-fits-all approach is not in line with the reality of language teaching in the 21st century, hence the need for the introduction of NA during language classes. The aim of the following article is to explore the area of needs analysis – examine its beginnings and further development; define its basic components and also investigate the different data-collection instruments language teachers have at their disposal. The article will also present the results of a pilot study exploring Polish teachers’ perspectives on the introduction of needs analysis in the foreign language classroom.
{"title":"What every EFL Instructor Needs to Know: Effective Implementation of Needs Analysis","authors":"Olga Trendak-Suślik","doi":"10.18778/1731-7533.20.3.05","DOIUrl":"https://doi.org/10.18778/1731-7533.20.3.05","url":null,"abstract":"One of the first issues that any foreign language teacher needs to take into consideration prior to commencing on their language course is the implementation of a comprehensive learner needs analysis (NA) also referred to as needs assessment. Garnering information on, among others, students’ learning preferences, their previous learning experience or their goals is pivotal in order to design a course that would cater to students’ different needs and meet their expectations. A one-size-fits-all approach is not in line with the reality of language teaching in the 21st century, hence the need for the introduction of NA during language classes. \u0000The aim of the following article is to explore the area of needs analysis – examine its beginnings and further development; define its basic components and also investigate the different data-collection instruments language teachers have at their disposal. The article will also present the results of a pilot study exploring Polish teachers’ perspectives on the introduction of needs analysis in the foreign language classroom.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45484112","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}
Pub Date : 2023-02-09DOI: 10.18778/1731-7533.20.3.04
Przemysław Krakowian
In the assessment of spoken production, numerous reasons can be identified behind the decisions that raters make in evaluating samples of oral performance. Inter and intra rater factors are relatively well documented in various reliability and validity studies. Some that have been identified in literature involve the effects of examinee pairing or the familiarity with the examinees, others point in the direction of gender and gender role perceptions O’Sullivan (2008), others appear to be connected with body language and non-verbal cues that accompany oral production (cf.: Krahmer and Swerts 2004, Seiter, Weger, Jensen and Kinzer 2010). While some studies that address the assessment of speaking English in exam contexts suggest that raters may not feel as comfortable assessing pronunciation as they do other aspects of a speaker’s performance (Orr 2002, Hubbard, Gilbert and Pidcock 2006, Brown 2006, De Velle 2008), more recent investigations of rater behaviour involving electronic evidence from training, maintenance and online examination programmes tentatively show that pronunciation, in fact, is the first category examiners attend to (Hubbard 2011, Chambers and Ingham 2011, Krakowian 2011, Seed 2012, Tynan 2015, Kang and Ginther 2019). This paper looks at large collection of assessments stored in an electronic system to investigate what raters really seem to pay attention to when allegedly following rating scales.
在对口语制作的评估中，评分者在评估口语表现样本时所做的决定背后有许多原因。在各种信度和效度研究中，内部因素和内部因素的记录相对较好。一些在文献中被确定的影响涉及考生配对或与考生的熟悉程度的影响，其他的指向性别和性别角色认知的方向O 'Sullivan(2008)，其他的似乎与伴随着口头生产的肢体语言和非语言线索有关(参见:Krahmer和Swerts 2004, Seiter, Weger, Jensen和Kinzer 2010)。虽然一些针对考试环境中英语口语评估的研究表明，评分者在评估说话者的其他方面表现时，可能不会像评估发音那样感到舒服(Orr 2002, Hubbard, Gilbert and Pidcock 2006, Brown 2006, De Velle 2008)，但最近对评分者行为的调查初步表明，事实上，发音是一个重要的因素。是审查员关注的第一类(Hubbard 2011, Chambers and Ingham 2011, Krakowian 2011, Seed 2012, Tynan 2015, Kang and Ginther 2019)。本文着眼于存储在电子系统中的大量评估，以调查评级者在据称遵循评级量表时似乎真正关注的是什么。
{"title":"Investigating Rater Perceptions in the Assessment of Speaking","authors":"Przemysław Krakowian","doi":"10.18778/1731-7533.20.3.04","DOIUrl":"https://doi.org/10.18778/1731-7533.20.3.04","url":null,"abstract":"In the assessment of spoken production, numerous reasons can be identified behind the decisions that raters make in evaluating samples of oral performance. Inter and intra rater factors are relatively well documented in various reliability and validity studies. Some that have been identified in literature involve the effects of examinee pairing or the familiarity with the examinees, others point in the direction of gender and gender role perceptions O’Sullivan (2008), others appear to be connected with body language and non-verbal cues that accompany oral production (cf.: Krahmer and Swerts 2004, Seiter, Weger, Jensen and Kinzer 2010). While some studies that address the assessment of speaking English in exam contexts suggest that raters may not feel as comfortable assessing pronunciation as they do other aspects of a speaker’s performance (Orr 2002, Hubbard, Gilbert and Pidcock 2006, Brown 2006, De Velle 2008), more recent investigations of rater behaviour involving electronic evidence from training, maintenance and online examination programmes tentatively show that pronunciation, in fact, is the first category examiners attend to (Hubbard 2011, Chambers and Ingham 2011, Krakowian 2011, Seed 2012, Tynan 2015, Kang and Ginther 2019). This paper looks at large collection of assessments stored in an electronic system to investigate what raters really seem to pay attention to when allegedly following rating scales.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44656903","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}
Pub Date : 2023-02-09DOI: 10.18778/1731-7533.20.3.03
M. Szymańska
The word mansplaining, which is a linguistic blend of man and explaining, is one of the examples of a trend in the English language of creating gendered neologisms – blends and compounds that add an aspect of gender to the meaning of already existing words that originally are gender-neutral (or appear to be). So far, the linguistic research on this phenomenon has focused on analysing them in informal context of social media (see Bridges 2017, Lutzky and Lawson 2019) or crowd-sourced dictionaries (see Foubert and Lemmens 2018). Nonetheless, with the growing popularity, some gendered neologisms, including mansplaining, start being used in outside social media, in more formal contexts. This study presents the place of mansplaining in the current linguistic landscape through looking at its definitions presented in traditional dictionaries and how it is used outside of social media – in what grammatical forms and in what contexts.
{"title":"Gendered Neologisms Beyond Social Media: the Current Use of Mansplaining","authors":"M. Szymańska","doi":"10.18778/1731-7533.20.3.03","DOIUrl":"https://doi.org/10.18778/1731-7533.20.3.03","url":null,"abstract":"The word mansplaining, which is a linguistic blend of man and explaining, is one of the examples of a trend in the English language of creating gendered neologisms – blends and compounds that add an aspect of gender to the meaning of already existing words that originally are gender-neutral (or appear to be). So far, the linguistic research on this phenomenon has focused on analysing them in informal context of social media (see Bridges 2017, Lutzky and Lawson 2019) or crowd-sourced dictionaries (see Foubert and Lemmens 2018). Nonetheless, with the growing popularity, some gendered neologisms, including mansplaining, start being used in outside social media, in more formal contexts. This study presents the place of mansplaining in the current linguistic landscape through looking at its definitions presented in traditional dictionaries and how it is used outside of social media – in what grammatical forms and in what contexts.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45332070","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}
Pub Date : 2023-02-09DOI: 10.18778/1731-7533.20.3.02
Anna Gralińska-Brawata
The parallels that are present between language and music, together with popular beliefs that musicality may be a factor enhancing language learning, especially with regard to pronunciation, prompted the idea of designing an academic course whose main aim was to demonstrate the relation between the two domains from the linguistic perspective. There were eighteen students participating in the course which was an elective for 1st year MA students of English at the University of Łódź. The course content included presentation of direct links between language and music, and of selected studies indicating the influence of music on developing various aspects of linguistic performance, e.g. second language learning (e.g. Pastuszek-Lipińska, 2008; Kolinsky et al., 2009), early reading abilities (Fonseca-Mora et al., 2018) or pitch processing (Besson et al., 2007). The practical part of the course involved testing the students' musical abilities with the use of various tools: tests available online and a sample of a music school entrance exam (based on Rybińska et al., 2016). The participants completed tasks related to their English speech performance, i.e. recording the passage The North Wind and the Sun and analysing their English speech production with the use of acoustic speech analysis software (Praat) in order to learn about the ways in which they could explore the possible links between their musicality and performance in L2 English. The majority of students claimed that they had not been aware of the degree of interplay between language and music, and had overestimated their musical abilities prior to taking the tests, but they saw the potential of music training not only in language learning, but other spheres of human activity.
语言和音乐之间存在的相似之处，加上人们普遍认为音乐性可能是促进语言学习的一个因素，尤其是在发音方面，这促使人们设计一门学术课程，其主要目的是从语言学的角度来证明这两个领域之间的关系。有18名学生参加了这门课程，这是Łódź大学英语硕士一年级学生的选修课。课程内容包括介绍语言和音乐之间的直接联系，以及选定的研究，表明音乐对发展语言表现的各个方面的影响，例如第二语言学习(例如Pastuszek-Lipińska, 2008;Kolinsky et al.， 2009)，早期阅读能力(Fonseca-Mora et al.， 2018)或音调处理(Besson et al.， 2007)。课程的实践部分包括使用各种工具测试学生的音乐能力:在线测试和音乐学校入学考试样本(基于Rybińska等人，2016)。参与者完成了与他们的英语演讲表现有关的任务，即录制段落《北风与太阳》，并使用声学语音分析软件(Praat)分析他们的英语演讲，以了解他们如何探索他们的音乐性与二语英语表现之间的可能联系。大多数学生声称，他们没有意识到语言和音乐之间相互作用的程度，并且在参加测试之前高估了他们的音乐能力，但他们看到了音乐训练的潜力，不仅在语言学习中，而且在人类活动的其他领域。
{"title":"Language and Music: Designing a Course at an Academic Level","authors":"Anna Gralińska-Brawata","doi":"10.18778/1731-7533.20.3.02","DOIUrl":"https://doi.org/10.18778/1731-7533.20.3.02","url":null,"abstract":"The parallels that are present between language and music, together with popular beliefs that musicality may be a factor enhancing language learning, especially with regard to pronunciation, prompted the idea of designing an academic course whose main aim was to demonstrate the relation between the two domains from the linguistic perspective. There were eighteen students participating in the course which was an elective for 1st year MA students of English at the University of Łódź. The course content included presentation of direct links between language and music, and of selected studies indicating the influence of music on developing various aspects of linguistic performance, e.g. second language learning (e.g. Pastuszek-Lipińska, 2008; Kolinsky et al., 2009), early reading abilities (Fonseca-Mora et al., 2018) or pitch processing (Besson et al., 2007). The practical part of the course involved testing the students' musical abilities with the use of various tools: tests available online and a sample of a music school entrance exam (based on Rybińska et al., 2016). The participants completed tasks related to their English speech performance, i.e. recording the passage The North Wind and the Sun and analysing their English speech production with the use of acoustic speech analysis software (Praat) in order to learn about the ways in which they could explore the possible links between their musicality and performance in L2 English. The majority of students claimed that they had not been aware of the degree of interplay between language and music, and had overestimated their musical abilities prior to taking the tests, but they saw the potential of music training not only in language learning, but other spheres of human activity.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44767075","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}
Pub Date : 2022-12-30DOI: 10.18778/1731-7533.20.4.01
T. Prinzie, F. Suñer, Kristel Van Goethem
English [Noun+Adj] compound adjectives containing an intensifying metaphor (e.g. crystal-clear) pose particular challenges for French translation, due in part to the absence of a direct equivalent construction. Our study examines morphosyntactic and conceptual-semantic translation procedures that capture how these challenges are resolved. We also explore the little-investigated aspect of translation variation (the number of different solutions for each item). We analyze the potential effects of two factors: the presence or absence of figurative intensification and the items’ frequency of use in English. Our results indicate that translators prefer different morphosyntactic procedures for different compound subtypes. Overall, an adjective constituent is most frequently retained, although complete reformulations with a noun or verb also occur. Semantically, the intensifying meaning is often rendered non-figuratively, depending on what is available in idiomatic French usage. Intensification is also frequently dropped. Translation variation is remarkably high, due in part to extensive use of near-synonyms. High-frequency items do not appear to converge on a smaller number of translations, but instead provide more opportunities for diversification.
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