Pub Date : 2022-04-29DOI: 10.24989/fs.v44i1-2.1951
Krystyna Warchał
The spread of English as the global language of academic communication has been found to affect academic communication in many national languages. This study reports on a change in the rhetorical structure of introductions to Polish-language journal articles that can be attributed to the growing exposure to English discourse patterns. On the basis of data drawn from a corpus of 150 introductions to linguistics articles published across 30 years, it examines the rhetorical organisation of Polish texts, showing that they assume features so far considered characteristic of English-language introductions and largely absent from academic Polish. The analysis shows in particular that the majority of Polish linguistics articles are now divided into sections, that the statement of research goals has become a stable rhetorical move in Polish introductions, and that its direct and cyclical realisations are becoming increasingly popular. These features make the structure of Polish article introductions less culturally distinctive and more similar to that of English-language texts.
{"title":"Effects of Globalisation of Science on Polish Academic Discourse","authors":"Krystyna Warchał","doi":"10.24989/fs.v44i1-2.1951","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.1951","url":null,"abstract":"The spread of English as the global language of academic communication has been found to affect academic communication in many national languages. This study reports on a change in the rhetorical structure of introductions to Polish-language journal articles that can be attributed to the growing exposure to English discourse patterns. On the basis of data drawn from a corpus of 150 introductions to linguistics articles published across 30 years, it examines the rhetorical organisation of Polish texts, showing that they assume features so far considered characteristic of English-language introductions and largely absent from academic Polish. The analysis shows in particular that the majority of Polish linguistics articles are now divided into sections, that the statement of research goals has become a stable rhetorical move in Polish introductions, and that its direct and cyclical realisations are becoming increasingly popular. These features make the structure of Polish article introductions less culturally distinctive and more similar to that of English-language texts.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"112 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79215096","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 : 2022-04-29DOI: 10.24989/fs.v44i1-2.1914
Hélène Ledouble, Peggy Cadel
This article explores the complex relation between science and the media, and how scientific knowledge circulates outside the realm of specialists. It focuses on contextual definitions related to biological control (biocontrôle in French) in press articles, and the reader capacity to (re)build scientific information or knowledge based on media discourse. After introducing the emergence of the term in reference dictionaries and legal sources, we proceed to a twofold analysis of biocontrol definitions in the corpus (focusing on the relations of hyponymy and instrument/method). We first present a lexico-syntactic analysis of definitional cues that enable any non-expert reader to access definitions of the term. We then proceed to a semantic analysis of definitions, focusing on two different discursive strategies used by the media. Journalists either borrow reference terms (and synonyms) from official terminological sources or create ad hoc categories to simplify definitions with more accessible referents to press readers. Our goal is to show that the various categories involved in these definitions may hinder the understanding of the notion by the lay citizen (on the local scale), and potentially constitute an obstacle to well-informed decision-making about pressing issues such as environmental protection (on the global scale).
{"title":"De la définition juridique à la définition journalistique : complexités interprétatives dans le domaine du biocontrôle","authors":"Hélène Ledouble, Peggy Cadel","doi":"10.24989/fs.v44i1-2.1914","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.1914","url":null,"abstract":"This article explores the complex relation between science and the media, and how scientific knowledge circulates outside the realm of specialists. It focuses on contextual definitions related to biological control (biocontrôle in French) in press articles, and the reader capacity to (re)build scientific information or knowledge based on media discourse. \u0000After introducing the emergence of the term in reference dictionaries and legal sources, we proceed to a twofold analysis of biocontrol definitions in the corpus (focusing on the relations of hyponymy and instrument/method). We first present a lexico-syntactic analysis of definitional cues that enable any non-expert reader to access definitions of the term. We then proceed to a semantic analysis of definitions, focusing on two different discursive strategies used by the media. Journalists either borrow reference terms (and synonyms) from official terminological sources or create ad hoc categories to simplify definitions with more accessible referents to press readers. Our goal is to show that the various categories involved in these definitions may hinder the understanding of the notion by the lay citizen (on the local scale), and potentially constitute an obstacle to well-informed decision-making about pressing issues such as environmental protection (on the global scale).","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"256 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76178578","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 : 2022-04-29DOI: 10.24989/fs.v44i1-2.2031
Theresa Schnedermann
Man findet im Burnout-Diskurs einerseits zahlreiche Passagen in fachinternen/-externen Texten, in denen ein „Noch-nicht-(genug)-Wissen“ oder „unsicheres Wissen“ (Janich 2018: 557) und eine zu wenig trennscharfe, ungenaue Verwendung des Begriffs und das Fehlen einer validen, allgemeingültigen, eindeutigen Definition des Phänomens konstatiert werden. Dieser offensichtlichen Kritik steht allerdings der konvergente Leseeindruck entgegen, der sich in Bezug auf die begriffliche Fassung bzw. Definition von ›Burnout‹ einstellt, wenn man Texte von 1975-2018 zu diesem Phänomen sichtet. Von diesen Beobachtungen ausgehend, analysiert die hier vorgestellte Dissertation: 1.) wie ein psychosomatisches Phänomen, das spezifikationsbedürftig erscheint, in Fach-, Medien- und Vermittlungstexten vor dem Hintergrund fachkultureller, sozialer und diskursiver Bedingungen definiert wird, 2.) wie bestimmte definitorische Merkmale und Definitionsformen sich trotz Kritik über die Zeit im Diskurs durchsetzen und 3.) in welcher Weise sich medizinische/psychologische und fachexterne Ansprüche an die Tätigkeit des Definierens und sprachliche Mittel und diskursive Praktiken des Definierens unterscheiden oder ähneln und sich in Typen diskursiver Praxis des Definierens verdichten lassen.
{"title":"Disputation: Die Macht des Definierens","authors":"Theresa Schnedermann","doi":"10.24989/fs.v44i1-2.2031","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.2031","url":null,"abstract":"Man findet im Burnout-Diskurs einerseits zahlreiche Passagen in fachinternen/-externen Texten, in denen ein „Noch-nicht-(genug)-Wissen“ oder „unsicheres Wissen“ (Janich 2018: 557) und eine zu wenig trennscharfe, ungenaue Verwendung des Begriffs und das Fehlen einer validen, allgemeingültigen, eindeutigen Definition des Phänomens konstatiert werden. Dieser offensichtlichen Kritik steht allerdings der konvergente Leseeindruck entgegen, der sich in Bezug auf die begriffliche Fassung bzw. Definition von ›Burnout‹ einstellt, wenn man Texte von 1975-2018 zu diesem Phänomen sichtet. Von diesen Beobachtungen ausgehend, analysiert die hier vorgestellte Dissertation: 1.) wie ein psychosomatisches Phänomen, das spezifikationsbedürftig erscheint, in Fach-, Medien- und Vermittlungstexten vor dem Hintergrund fachkultureller, sozialer und diskursiver Bedingungen definiert wird, 2.) wie bestimmte definitorische Merkmale und Definitionsformen sich trotz Kritik über die Zeit im Diskurs durchsetzen und 3.) in welcher Weise sich medizinische/psychologische und fachexterne Ansprüche an die Tätigkeit des Definierens und sprachliche Mittel und diskursive Praktiken des Definierens unterscheiden oder ähneln und sich in Typen diskursiver Praxis des Definierens verdichten lassen.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"16 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82906739","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 : 2022-04-29DOI: 10.24989/fs.v44i1-2.1860
Heidi Hirsto, M. Koskela, Kaisa Penttinen
Financial communication refers to the meaning-making practices by which listed companies interact with their publics to exchange information about issues that may have an effect on the share price. An important site for financial communication is the so-called earnings call, where companies present their quarterly or yearly results and engage in dialogue with analysts and other interested parties. In this paper, we analyze earnings calls from the perspective of the cooperative principle presented by Grice. Our aim is to shed light on how the maxims of cooperation are enacted by expert members of the business community in order to construct joint understanding in the potentially conflicting setting of the earnings call. The empirical data consists of the transcripts of four earnings calls held by globally operating stock-listed companies. Our analysis indicates that earnings calls rely on particularized conversational implicatures, whereby participants may strategically breach the cooperative maxims on the formal level while at the same time orienting to each other’s practical goals and performing as a cooperative team of professionals in a strictly regulated context. One recurring way of doing this is by asking questions that cannot be answered directly but prompt responses with incremental or “soft” information. We argue that the specialized practices of cooperation are linked to the nature of the earnings call as a public performance where participants need to orient to self-presentational and relational concerns as well as regulative restrictions.
{"title":"Cooperative Orientation in Earnings Calls","authors":"Heidi Hirsto, M. Koskela, Kaisa Penttinen","doi":"10.24989/fs.v44i1-2.1860","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.1860","url":null,"abstract":"Financial communication refers to the meaning-making practices by which listed companies interact with their publics to exchange information about issues that may have an effect on the share price. An important site for financial communication is the so-called earnings call, where companies present their quarterly or yearly results and engage in dialogue with analysts and other interested parties. In this paper, we analyze earnings calls from the perspective of the cooperative principle presented by Grice. Our aim is to shed light on how the maxims of cooperation are enacted by expert members of the business community in order to construct joint understanding in the potentially conflicting setting of the earnings call. The empirical data consists of the transcripts of four earnings calls held by globally operating stock-listed companies. Our analysis indicates that earnings calls rely on particularized conversational implicatures, whereby participants may strategically breach the cooperative maxims on the formal level while at the same time orienting to each other’s practical goals and performing as a cooperative team of professionals in a strictly regulated context. One recurring way of doing this is by asking questions that cannot be answered directly but prompt responses with incremental or “soft” information. We argue that the specialized practices of cooperation are linked to the nature of the earnings call as a public performance where participants need to orient to self-presentational and relational concerns as well as regulative restrictions.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"10 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87230722","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 : 2022-04-29DOI: 10.24989/fs.v44i1-2.2049
Sina Lautenschläger, Lisa Rhein
Since the beginning of the corona pandemic at the beginning of 2020, virologists have been present in the mass media and are often guests on (political) talk shows. Here, different discourse logics and norms meet, namely those of science, politics, and the media. In this area of conflict, discourse-pragmatic adjustments on the part of scientists occur. In this article, we investigate 1) how scientists establish themselves as epistemic authorities in the different formats and 2) how they try to enforce scientific discourse routines in media-mediated and politically framed discourses. As a basis of this empirical research, we compiled a corpus of press conferences organized by the Science Media Center Germany in Cologne and political talk shows of the public broadcasters in the period from March 2020 to April 2021. It turns out that the scientists behave in accordance with their scientific discourse norms and are hardly prepared to cross borders. The article aims to show in detail which strategies scientists use to hold on to their scientific discourse routines.
{"title":"Wissenschaftskommunikation im Spannungsfeld von Wissenschaft, Politik und Medien: zur Aushandlung von Gesprächsnormen in Pressekonferenzen und Polit-Talkshows","authors":"Sina Lautenschläger, Lisa Rhein","doi":"10.24989/fs.v44i1-2.2049","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.2049","url":null,"abstract":"Since the beginning of the corona pandemic at the beginning of 2020, virologists have been present in the mass media and are often guests on (political) talk shows. Here, different discourse logics and norms meet, namely those of science, politics, and the media. In this area of conflict, discourse-pragmatic adjustments on the part of scientists occur. In this article, we investigate 1) how scientists establish themselves as epistemic authorities in the different formats and 2) how they try to enforce scientific discourse routines in media-mediated and politically framed discourses. As a basis of this empirical research, we compiled a corpus of press conferences organized by the Science Media Center Germany in Cologne and political talk shows of the public broadcasters in the period from March 2020 to April 2021. It turns out that the scientists behave in accordance with their scientific discourse norms and are hardly prepared to cross borders. The article aims to show in detail which strategies scientists use to hold on to their scientific discourse routines.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83378032","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 : 2022-04-29DOI: 10.24989/fs.v44i1-2.1856
A. Hill-Madsen, Helle Dam-Jensen
Positioned on the intersection between the research fields of text linguistics, genre studies and expert-lay communication, this article investigates how and to what extent coherence is achieved in a specific type of summary writing, viz. so-called non-technical summaries (NTS) of financial/economic reports published by the European Central Bank. The investigation is motivated by the observation that while it is incumbent on the writer of any type of document to ensure coherence in his/her product, the special circumstances surrounding summary writing (the fact that summaries are typically required to condense large amounts of information into very limited space) may militate against a sufficient degree of coherence in such texts. Relying to a large extent on the so-called Cohesive Harmony Analysis framework provided by Systemic-Functional Linguistics, the investigation found that while the texts do succeed in employing cohesive devices in such ways and to such an extent that a clear potential for coherence is present, they fail to exploit the potential in a way that makes them properly coherent.
{"title":"Coherence in Non-technical Summaries of European Central Bank Financial Reports","authors":"A. Hill-Madsen, Helle Dam-Jensen","doi":"10.24989/fs.v44i1-2.1856","DOIUrl":"https://doi.org/10.24989/fs.v44i1-2.1856","url":null,"abstract":"Positioned on the intersection between the research fields of text linguistics, genre studies and expert-lay communication, this article investigates how and to what extent coherence is achieved in a specific type of summary writing, viz. so-called non-technical summaries (NTS) of financial/economic reports published by the European Central Bank. The investigation is motivated by the observation that while it is incumbent on the writer of any type of document to ensure coherence in his/her product, the special circumstances surrounding summary writing (the fact that summaries are typically required to condense large amounts of information into very limited space) may militate against a sufficient degree of coherence in such texts. Relying to a large extent on the so-called Cohesive Harmony Analysis framework provided by Systemic-Functional Linguistics, the investigation found that while the texts do succeed in employing cohesive devices in such ways and to such an extent that a clear potential for coherence is present, they fail to exploit the potential in a way that makes them properly coherent.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"23 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83135152","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 : 2021-11-05DOI: 10.24989/fs.v43i3-4.2019
Melanie Brinkschulte, Ina Alexandra Machura
{"title":"Wertschätzung für Susanne Göpferichs Tagungsausrichtung des Writing Symposiums 2017","authors":"Melanie Brinkschulte, Ina Alexandra Machura","doi":"10.24989/fs.v43i3-4.2019","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2019","url":null,"abstract":"","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"163 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85584519","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 : 2021-11-05DOI: 10.24989/fs.v43i3-4.2008
Elisabeth Janisch, Eva Seidl
This article outlines approaches on how to support writing skills and text competence when teaching German as a foreign language. The main question is whether and how dealing in detail with one’s own mistakes and actively analysing one’s own writing process can contribute to improving writing skills in teaching German as a foreign language. Reflections which were written down during the 2013/14 winter and 2016 summer semester at the University of Graz by students studying German as a foreign language, level C1, serve as basis for this article. These reflections refer to texts gathered within one semester respectively. They address subjects relevant to the daily life of a translator in training, such as economics, law, culture, medicine and technology. During this period of reflection, students addressed the question of whether their approach to writing texts has changed in the course of one semester. In addition, they were asked to focus on which mistakes were made repeatedly and to which error category they belonged. Furthermore, they examined the areas in which they feel that they have personally improved and see their strengths. This article aims to demonstrate to what extent this teaching approach succeeded.
{"title":"Berufsrelevante L2-Schreibkompetenz fördern durch Fordern","authors":"Elisabeth Janisch, Eva Seidl","doi":"10.24989/fs.v43i3-4.2008","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2008","url":null,"abstract":"This article outlines approaches on how to support writing skills and text competence when teaching German as a foreign language. The main question is whether and how dealing in detail with one’s own mistakes and actively analysing one’s own writing process can contribute to improving writing skills in teaching German as a foreign language. Reflections which were written down during the 2013/14 winter and 2016 summer semester at the University of Graz by students studying German as a foreign language, level C1, serve as basis for this article. These reflections refer to texts gathered within one semester respectively. They address subjects relevant to the daily life of a translator in training, such as economics, law, culture, medicine and technology. During this period of reflection, students addressed the question of whether their approach to writing texts has changed in the course of one semester. In addition, they were asked to focus on which mistakes were made repeatedly and to which error category they belonged. Furthermore, they examined the areas in which they feel that they have personally improved and see their strengths. This article aims to demonstrate to what extent this teaching approach succeeded.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"2 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89134186","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 : 2021-11-05DOI: 10.24989/fs.v43i3-4.2005
Irina Barczaitis, Ella Grieshammer
Currently, European universities find themselves in processes of internationalisation. This internationalisation affects the internationality of the student body as well as teaching staff and researchers, the curricula, the way of organising study programmes and the level of academic writing. Writing pedagogy has to consider diverse parameters of (genre) expectations, writing traditions, scientific cultures, the multilingual background of the different players etc. and has to find ways to make students fit for academic writing in internationalised contexts, that is to help them develop multilingual academic writing skills. The International Writing Centre at Goettingen University has established a programme of workshops and writing tutoring named MultiConText that takes these factors into account. This paper explains this programme, and gives teachers of academic writing impulses on how to put into action a writing pedagogy that responds to the needs of multilingual students who write academically in an internationalised context. To illustrate this, three different tasks which foster multilingual academic writing skills will be presented with recommendations on how to implement them in writing classes.
{"title":"Texte für verschiedene Zielgruppen mehrsprachig verfassen","authors":"Irina Barczaitis, Ella Grieshammer","doi":"10.24989/fs.v43i3-4.2005","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2005","url":null,"abstract":"Currently, European universities find themselves in processes of internationalisation. This internationalisation affects the internationality of the student body as well as teaching staff and researchers, the curricula, the way of organising study programmes and the level of academic writing. Writing pedagogy has to consider diverse parameters of (genre) expectations, writing traditions, scientific cultures, the multilingual background of the different players etc. and has to find ways to make students fit for academic writing in internationalised contexts, that is to help them develop multilingual academic writing skills. The International Writing Centre at Goettingen University has established a programme of workshops and writing tutoring named MultiConText that takes these factors into account. This paper explains this programme, and gives teachers of academic writing impulses on how to put into action a writing pedagogy that responds to the needs of multilingual students who write academically in an internationalised context. To illustrate this, three different tasks which foster multilingual academic writing skills will be presented with recommendations on how to implement them in writing classes.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"430 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83599433","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 : 2021-11-05DOI: 10.24989/fs.v43i3-4.2007
Carine Graff
This paper seeks to demonstrate the importance of translation strategies as informed by Translation Studies in the foreign language (FL) classroom. The current study aims to map how translation, as perceived in Translation Studies, can be beneficial for students’ writing skills in the FL classroom. It focuses on undergraduate students in three French Composition classes: a control class in fall 2014, a second control class in fall 2015, and an experimental class in spring 2016, and explores how the students’ writing in the latter class improved after being exposed to translation strategies, such as explicitation, amplification, modulation, and approaches, such as Skopos theory. To determine whether translation strategies enable students to improve naturalness in L2 writing, their compositions and summaries were error coded using Kobayashi/Rinnert’s (1992) method of awkward form and wrong lexical choice, McCarthy’s collocation search, and Owen’s (1988) native speaker input. Statistical analyses were also performed. Results show that translation strategies are a useful tool to help students understand the foreign language and write more naturally.
{"title":"The Impact of Translation Strategies on Second Language Writing","authors":"Carine Graff","doi":"10.24989/fs.v43i3-4.2007","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2007","url":null,"abstract":"This paper seeks to demonstrate the importance of translation strategies as informed by Translation Studies in the foreign language (FL) classroom. The current study aims to map how translation, as perceived in Translation Studies, can be beneficial for students’ writing skills in the FL classroom. It focuses on undergraduate students in three French Composition classes: a control class in fall 2014, a second control class in fall 2015, and an experimental class in spring 2016, and explores how the students’ writing in the latter class improved after being exposed to translation strategies, such as explicitation, amplification, modulation, and approaches, such as Skopos theory. To determine whether translation strategies enable students to improve naturalness in L2 writing, their compositions and summaries were error coded using Kobayashi/Rinnert’s (1992) method of awkward form and wrong lexical choice, McCarthy’s collocation search, and Owen’s (1988) native speaker input. Statistical analyses were also performed. Results show that translation strategies are a useful tool to help students understand the foreign language and write more naturally.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":"17 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85047783","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}
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