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along
6th posting my experience
Question
- Do you think that blogging activity improves your writing skill?
- Do you think that blog is a useful learning experience for you?
- What do you think that you need to know before you can complete the blogging activity successfully?
- What are your problems that you face using blog
- Will you tell your friends, recommend to others about blogging?
- Now that you are able to blog online will you continue using it even after the SKBP is over?
Dear Datin Norizan , Pn Zaini and friends……
I am the lucky student in this semester because have a new experience in blogging. This course has helped me to improve my skill not only in using the Information Communication and Technology (ICT) but also in writing skill. Before, I just knew a little bit in using computer and did not explore the whole of the application of ICT. Then, I go through in the course and every week we were ask to post the difference task and it is very challenging to me. So, every week, I will find the information about the task and read as well as to me can use it to apply in my writing. So, I will get many new words and automatically my writing can be improved. For me, whatever we apply in the blog is so important because other people will visit us and then give a comment to our blog.So, anything article we write should correct and there is no grammatical error in our writing. We should show our credibility and ability in using blogging to attain high level in writing.
For me, blog is very useful learning experience because I can know many new things and help me to be independent and confident person. At first Datin talk about blogging, I really excited to curious about that and try my best to make my blog look nice and have a good content to share with the readers .I always view at the senior and my friends’ blog to help me give some ideas to apply that to my blog. Besides, I am not only search the information in internet and then copy and paste but also I get to refer much significant information.
Before I started to use blogging. First, I explore the whole of the function and various in the blog. For me we should think that blog can help us in various skills. At first posting my blog look very simple and still in progress. Then I start to upgrade my blog with insert the picture and sound to look interesting and lively. Datin has given the positive comment to me to improve my skill in using blogging and writing. At second posting ,Datin said that ,my blog look beautiful and lively. I really excited to explore more about blogging to make my blog look different than others. Datin also has given us a few good samples of blog as our guideline.
There are no many problems I face using blog because I have good guider that are my lecturer, Datin Norizan and friends always help me in using blogging. At first posting, I am still confused on how to use the blog. Then, at the second and later on, I try my best to do it. Actually, using blog it is not very difficult but we should be master in using ICT . From blogging I can know many new things and get new experience. In addition, with using blogging cam improve in my language and writing.
Blogging also is one of the ways to relate each other. After this, I will tell my friend about the benefit and my experience in using blogging. I will recommend to others about blogging. I hope that my friends will visit at my blog ang give a few comments to me to upgrade my blog. I also hope that my other friends will create their own blog and share to us some significant information.
Now, I really interested in using blogging.I will continue using it even after the SKBP is over. I will share some good and useful information with others. There is much significant information we can get in viewing blogging. Next time, I will always upgrade my blog to look more interesting and lively.
Last but not least, I really thankful to my lecturers, Prof Madya Datin Dr Norizan Abdul Razak and Pn. Zaini because give to me new experience and open up my mind to upgrade my self especially in writing. I really enjoy in this course. I get much information and knowledge to update my self. Thanks for your kindness in lecturing us very effectively. I really enjoy and feel very comfortable in learning this course.
************thank you very much**************
EXERCISE-Preposition
Concordance
Datin Norizan and Puan Zaini have lectured us about application of concordance. We were given one exercise to analyze application of preposition via using concordance. In this task, we just need to do the exercise our own and present it in the class.
We were asked to:
- Put number in the lines
- look at the word preposition in the article ( about and above)
- Find the function of the preposition whether preposition of time, place or manner.
- Analyze group of word classes are used before and after word of preposition.
- Read more about preposition
Definition:
A Preposition is a word placed before its Object (i.e Noun or Pronoun) to indicated relationship between that Object and an action or being or a thing named before it; as, His behavior at the party was objectionable.(Advanced English Grammar, Millon Nandy)
Meaning of Prepositions: Concepts of Time, Place, Direction, and Distance, etc. can be expressed by prepositions. Such prepositions normally have an adverbial position in a sentence. .(A Quick English Reference, Noor Azlina Yunus)
Exercise:
- to guide herself about the house, and to do a good deal
- who told me all this about my poor mother, long after her
- did not often think about him, she had fallen so
- get from the people about the farm, who hardly waited
- of work, may be ,about the farm .And he would take
- and kept he with him about the farm. Gregory was made
- when I was about sixteen , and Gregory nineteen
- an errand to a placed about seven miles distant by the road
- by the road, but only about four the Fells. He bade me
- I tired to move about , but I dared not go far, fear
- spirits of the Fells, about whom I had heard so many
- feared that, in moving about just now, I have lost the right
- has gotten ought about thee they’ll know at borne ?’i
- still , and again about our mother ,when I fell asleep
- were many voice about me –many faces hovering
- when all were running about in wild alarm, not knowing
- …I –stocked house, not above half an hour ‘s walk from
- that might not be above his comprehension. I think he
|
Number |
before |
preposition |
after |
Function of preposition |
|
1 |
herself -pronoun |
about |
the house-noun |
place |
|
2 |
this -determiner |
about |
my -pronoun |
manner |
|
3 |
think – verb |
about |
Him -pronoun |
manner |
|
4 |
people -noun |
about |
the farm -noun |
place |
|
5 |
may be |
about |
the farm -noun |
place |
|
6 |
him -pronoun |
about |
the farm -noun |
place |
|
7 |
was |
about |
sixteen -number |
time |
|
8 |
place -noun |
about |
Seven miles -number |
direction |
|
9 |
only -adverb |
about |
four -number |
direction |
|
10 |
move -verb |
about |
but -conjunction |
direction |
|
11 |
The fell -noun |
about |
whom –wh-question |
place |
|
12 |
in moving |
about |
just now-adverb |
manner |
|
13 |
ought -verb |
about |
thee-pronoun |
manner |
|
14 |
again -adverb |
about |
our mother -pronoun |
manner |
|
15 |
voices -noun |
about |
Me -pronoun |
manner |
|
16 |
running-verb |
about |
In -preposition |
manner |
|
17 |
not -verb |
above |
Half-an-hour-time |
time |
|
18 |
be –verb to be |
above |
His -pronoun |
manner |
bride
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5th posting-online test
Electronic Malaysian English Competency Test – Reading Test (Set 1)
Score: 18 out of 35 – 51%
Time Taken: 47m 26s
4th posting concordance
In 4th posting ,I will do pair works to discuss about “Beyond Concordance Lines: Using Concordance to Investigate Language Development” by Arshad Abd Samad.My partner is Nurul Hidayah Ibrahim.This article is about the language corpus has commonly been used as the basis of dictionaries and teaching materials (Woolard ,2000).The example of concordance software such as Wordsmith,MonoConc Pro and Microconcord.The benifit of the software is analyzing language data and language pedagogy.Corpora help us how to using words and grammatical constructions.Schmitt(2002:34)the benefits are help student to look at the systematically of language as an interesting linguistic puzzle. For example software, RANGE has provided an additional perspective to corpus studies (Nation ,2002)
In Malaysian context, the use and analysis of language corpora is limited.Eventhough,there are earlier effort by Universiti Teknologi Malaysia(UTM) and has been continued by Malaysian learner’s corpus collected by UNiversiti Malaya (UM) and the English of Malaysian school students or EMAS corpus by reseachers from Universiti Putra Malaysia(UPM) .
The EMAS corpus used in this study was collected in 2002 and consists of close to half a million words (Arshard et sl.,2002).It is contain written data in the form of three essay written by amount 800 students. There are three age groups that were from year 5 of primary school and form 1 and form 4 of secondary school. Thee are three essays.1) fishing trips-describing events 2) the happiest day of my life 3) Third essay was selected by teacher from essays that respondents had completed as part of their regular schoolwork.
Language productivity is referring to the number of sentences per essay and the words per sentence following each group. It is shows that form 4 produce longer essay and complex sentences than form I and year 5.So, the language productivity in older student more better and complete than younger student.
Range of Vocabulary – the diversity of the vocabulary used in corpus is often determined by calculating the type to taken ratio (schmitt.2002)
Formula= (number of separate words (type)/number of words in a text) x 100
* A larger type to token ratio is interpreted as an indication of a wider range of language used.
-means the older respondents use a wider range of vocabulary in their essay.
EMAS corpus also is a learner corpus that retained the students’ spelling and grammatical errors.
Conclusion
As o conclusion, this article has attempted to present the relevance of corpus data investigating language development without having to anylyze concordance lines.In this research is to compare the level of age group in investigate language development.
Application of using concordance in translation.
Translation is the action of interpretation of the meaning of a text, and subsequent production of an equivalent text, also called a translation, that communicates the same message in another language. The text to be translated is called the “source text,” and the language it is to be translated into is called the “target language”; the final product is sometimes called the “target text.”
Translation must take into account constraints that include context, the rules of grammar of the two languages, their writing conventions, and their idioms. A common misconception is that there exists a simple “word-for-word” correspondence between any two languages, and that translation is a straightforward mechanical process. A word-for-word translation does not take into account context, grammar, conventions, and idioms.
Translation is fraught with the potential for “spilling over” of idioms and usages from one language into the other, since both languages repose within the single brain of the translator. Such spilling-over easily produces linguistic hybrids such as “Franglais” (French-English), “Spanglish” (Spanish-English), “Poglish” (Polish-English) and “Portuñol” (Portuguese-Spanish).
Corpora, Serendipity & Advanced Search TechniquesMichael Wilkinson, University of Joensuu, Savonlinna Campus, Finland
Exploring corpora with concordancers can help translators to improve the quality of their translations by, for example, providing them with information about collocates; by helping them to choose between terms; or by enabling them to confirm intuitive decisions. But corpora also allow unpredictable, incidental learning: the user may notice unfamiliar uses in a concordance and follow them up by exploratory browsing. The article discusses the potential of corpora to throw up previously unknown information that may be relevant to a translation assignment, and illustrates how advanced search strategies can increase the likelihood of “accidentally” finding relevant information.
According to article “Using a specialized corpus to Improve Translation Quality “ by (Michael Wilkinson)
Corpora and corpus analysis tools
In the context of Computer Aided Translation Technology (CATT), a corpus can be described as a large collection of texts in electronic format. Electronic corpora can be “enriched” by, for example, annotating them with part-of-speech (POS) tagging, and this is especially useful in order to enable researchers to carry out sophisticated linguistic investigations. But, as I hope to show in the following, even an untagged corpus of texts (so-called “raw” text) can be a useful performance-enhancing tool in translating; for example it can be of great help in confirming intuitive decisions, in verifying or rejecting decisions based on other tools such as dictionaries, in obtaining information about collocates (words that typically co-occur), in reinforcing knowledge of normal target language patterns, and in learning how to use new expressions.Corpus analysis tools enable users to investigate and manipulate the information contained within a corpus in a variety of ways. For example, most corpus analysis packages comprise a “concordancer”, which will find all the occurrences of a search word, or search pattern, and display them in the centre of your screen, together with a span of co-text to the left and right.
Corpora in Translator Education
In recent years there have been frequent recommendations by researchers and trainers in the field of translation studies to integrate the analysis of corpora into translator education. For example:“The methodology involved in making corpora and extracting terminology should be part of the teaching curriculum–not an optional extra–particularly given the pressure on translators to use computer-assisted tools.” (Maia, 2003, p 52).“The knowledge of how to compile and use corpora is an essential part of modern translational competence, and should therefore be dealt with in the training of prospective professional translators.” (Varantola, 2003, p 56).However, although corpus analysis tools have been extensively used for research purposes, it seems that, at least in translator education in Finland, the systematic use of such tools as actual translation aids has until now been rather neglected. It also seems that electronic corpora are not used widely by practising translators either, probably because they have not been exposed to the potential of corpus analysis tools during their own education and probably because of the unavailability of ready-made special-field corpora. Thus Jääskeläinen and Mauranen (2004, p 53) propose that courses on how to compile and use corpora should not only be integrated into translator training at the undergraduate level but also be offered as continuing education to practising translators.With this in mind, I began compiling a corpus of English-language tourism brochures in spring 2004, with the aim of using it to teach students how the competent use of electronic text corpora in conjunction with corpus analysis tools can help both the trainee translator and the professional translator to become better language service providers by enhancing both the quality of their work and their productivity, particularly when translating special field texts into a foreign language. (Many translators of non-literary texts in Finland frequently translate into their L2)
Reference:
http://www.jostrans.org/issue07/art_wilkinson.php
http://www.accurapid.com/journal/33corpus.htm
In 4th posting ,I will do pair works to discuss about “Beyond Concordance Lines: Using Concordance to Investigate Language Development” by Arshad Abd Samad.My partner is Nurul Hidayah Ibrahim.This article is about the language corpus has commonly been used as the basis of dictionaries and teaching materials (Woolard ,2000).The example of concordance software such as Wordsmith,MonoConc Pro and Microconcord.The benifit of the software is analyzing language data and language pedagogy.Corpora help us how to using words and grammatical constructions.Schmitt(2002:34)the benefits are help student to look at the systematically of language as an interesting linguistic puzzle. For example software, RANGE has provided an additional perspective to corpus studies (Nation ,2002)
In Malaysian context, the use and analysis of language corpora is limited.Eventhough,there are earlier effort by Universiti Teknologi Malaysia(UTM) and has been continued by Malaysian learner’s corpus collected by UNiversiti Malaya (UM) and the English of Malaysian school students or EMAS corpus by reseachers from Universiti Putra Malaysia(UPM) .
The EMAS corpus used in this study was collected in 2002 and consists of close to half a million words (Arshard et sl.,2002).It is contain written data in the form of three essay written by amount 800 students. There are three age groups that were from year 5 of primary school and form 1 and form 4 of secondary school. Thee are three essays.1) fishing trips-describing events 2) the happiest day of my life 3) Third essay was selected by teacher from essays that respondents had completed as part of their regular schoolwork.
Language productivity is referring to the number of sentences per essay and the words per sentence following each group. It is shows that form 4 produce longer essay and complex sentences than form I and year 5.So, the language productivity in older student more better and complete than younger student.
Range of Vocabulary – the diversity of the vocabulary used in corpus is often determined by calculating the type to taken ratio (schmitt.2002)
Formula= (number of separate words (type)/number of words in a text) x 100
* A larger type to token ratio is interpreted as an indication of a wider range of language used.
-means the older respondents use a wider range of vocabulary in their essay.
EMAS corpus also is a learner corpus that retained the students’ spelling and grammatical errors.
Conclusion
As o conclusion, this article has attempted to present the relevance of corpus data investigating language development without having to anylyze concordance lines.In this research is to compare the level of age group in investigate language development.
Application of using concordance in translation.
Translation is the action of interpretation of the meaning of a text, and subsequent production of an equivalent text, also called a translation, that communicates the same message in another language. The text to be translated is called the “source text,” and the language it is to be translated into is called the “target language”; the final product is sometimes called the “target text.”
Translation must take into account constraints that include context, the rules of grammar of the two languages, their writing conventions, and their idioms. A common misconception is that there exists a simple “word-for-word” correspondence between any two languages, and that translation is a straightforward mechanical process. A word-for-word translation does not take into account context, grammar, conventions, and idioms.
Translation is fraught with the potential for “spilling over” of idioms and usages from one language into the other, since both languages repose within the single brain of the translator. Such spilling-over easily produces linguistic hybrids such as “Franglais” (French-English), “Spanglish” (Spanish-English), “Poglish” (Polish-English) and “Portuñol” (Portuguese-Spanish).
Corpora, Serendipity & Advanced Search TechniquesMichael Wilkinson, University of Joensuu, Savonlinna Campus, Finland
Exploring corpora with concordancers can help translators to improve the quality of their translations by, for example, providing them with information about collocates; by helping them to choose between terms; or by enabling them to confirm intuitive decisions. But corpora also allow unpredictable, incidental learning: the user may notice unfamiliar uses in a concordance and follow them up by exploratory browsing. The article discusses the potential of corpora to throw up previously unknown information that may be relevant to a translation assignment, and illustrates how advanced search strategies can increase the likelihood of “accidentally” finding relevant information.
According to article “Using a specialized corpus to Improve Translation Quality “ by (Michael Wilkinson)
Corpora and corpus analysis tools
In the context of Computer Aided Translation Technology (CATT), a corpus can be described as a large collection of texts in electronic format. Electronic corpora can be “enriched” by, for example, annotating them with part-of-speech (POS) tagging, and this is especially useful in order to enable researchers to carry out sophisticated linguistic investigations. But, as I hope to show in the following, even an untagged corpus of texts (so-called “raw” text) can be a useful performance-enhancing tool in translating; for example it can be of great help in confirming intuitive decisions, in verifying or rejecting decisions based on other tools such as dictionaries, in obtaining information about collocates (words that typically co-occur), in reinforcing knowledge of normal target language patterns, and in learning how to use new expressions.Corpus analysis tools enable users to investigate and manipulate the information contained within a corpus in a variety of ways. For example, most corpus analysis packages comprise a “concordancer”, which will find all the occurrences of a search word, or search pattern, and display them in the centre of your screen, together with a span of co-text to the left and right.
Corpora in Translator Education
In recent years there have been frequent recommendations by researchers and trainers in the field of translation studies to integrate the analysis of corpora into translator education. For example:“The methodology involved in making corpora and extracting terminology should be part of the teaching curriculum–not an optional extra–particularly given the pressure on translators to use computer-assisted tools.” (Maia, 2003, p 52).“The knowledge of how to compile and use corpora is an essential part of modern translational competence, and should therefore be dealt with in the training of prospective professional translators.” (Varantola, 2003, p 56).However, although corpus analysis tools have been extensively used for research purposes, it seems that, at least in translator education in Finland, the systematic use of such tools as actual translation aids has until now been rather neglected. It also seems that electronic corpora are not used widely by practising translators either, probably because they have not been exposed to the potential of corpus analysis tools during their own education and probably because of the unavailability of ready-made special-field corpora. Thus Jääskeläinen and Mauranen (2004, p 53) propose that courses on how to compile and use corpora should not only be integrated into translator training at the undergraduate level but also be offered as continuing education to practising translators.With this in mind, I began compiling a corpus of English-language tourism brochures in spring 2004, with the aim of using it to teach students how the competent use of electronic text corpora in conjunction with corpus analysis tools can help both the trainee translator and the professional translator to become better language service providers by enhancing both the quality of their work and their productivity, particularly when translating special field texts into a foreign language. (Many translators of non-literary texts in Finland frequently translate into their L2)
Reference:
http://www.jostrans.org/issue07/art_wilkinson.php
http://www.accurapid.com/journal/33corpus.htm
3rd posting ..The Impact of using ICT in education
Assalamualaikum w.b.t…
Every week I will ask to post significance information. In space, I will write about the impact of using ICT (Information and Communication Technology) in education. As we know using ICT is very important nowadays. So, I highlight to write about the positive impact or benefit of using ICT in education. In addiction, my beloved Datin Norizan has given me a challenging task because I must go to Tun Sri Lanang library to search online database journal. However, I can learn new thing and the important is I have used ICT to finish my assignment.
ICT can give big impact for the user especially for the teachers, lecturers, and students to gain their knowledge. For examples, I highlight about the impact of using ICT on school. Below you can link the URL to know detail about the impact of ICT on school. So, from my reading, I can summarize that ICT can improve the pupil’s attainment in learning. In addiction, using ICT in class also generally helps to motivate pupils to learn.
http://findoutmore.dfes.gov.uk/2006/11/the_impact_of_i.html
E-learning and the use of ICT, interactive tools in the education field has proven to be effective in assisting the teaching and learning experience. Teaching and learning in the post e-learning era has become more interesting and challenging. Educators are continuously challenged to deliver new and innovative ways to educate, and deliver higher quality content to achieve better outcomes.(according to Impact of Interactive Learning on Knowledge Retention (Mohamed Ibrahim and Osama Al-Shara) Learning by Doing Environment (LBD) on the internet:
The LBD environment and the program design afforded a new paradigm for a successful online synchronous, real-time distance learning experience, conducive to the practice of identified skills and lasting knowledge a synchronous, online e-classroom available over the Internet and designed specifically for the experiential “learning-by doing” pedagogy—uses a real-time, interactive HTML formatted text, image, and animation messaging system. The e-classroom, consisting of a main room and four breakout rooms for small e-group experiential e-activities and e -discussions, was password protected, monitored, and archived. Most students logged into the e-classroom from their homes. Text and image based lecture materials were posted to the e-classroom in real-time, and the “learning-by-doing” e-group activities offered, in this medium, facilitated learning through practice and discussions (Lobel, et al., 2002 ).
Beside, (according to the URL below, I have taken the information about “The value of ICT in Education”
http://www1.worldbank.org/education/pdf/ICT_report_oct04a.pdf
Information and Communication Technologies (ICT) have been utilized by education ever since their inception, but they have been massively present in schools only since the early 1980s. Developed countries have applied them to K-12 education for a variety of reasons, most of which are still valid today, although in many cases they have remained unfulfilled expectations. Some of the reasoning found in the literature is as follows:
A new society requires new skills:
ICT increasingly pervade every aspect of life (work, learning, leisure, and health). Because ICT are the preeminent tools for information processing, new generations need to become competent in their use, should acquire the necessary skills, and therefore must have access to computers and networks during their school life. There is an equity issue in this argument related to the need to prioritize access to ICT resources to the more underserved population, which is being left behind on a digital divide2.
Productivity enhancement:
Schools are information- and knowledge-handling institutions; therefore, ICT should be fundamental management tools on all levels of an educational system, from classrooms to
ministries.
A quest for quality learning:
Schools should profoundly revise present teaching practices and resources to create more effective learning environments and improve life-long learning skills and habits in their students. ICT are versatile and powerful tools that can help in this purpose and should therefore be present in every classroom, library and teacher room. It must be said, however, that so far ICT have not provided any large-scale breakthrough in learning improvements. They are still promises with great potential.
As a conclusion, nowadays ICT become as an assisted learning for the users especially pupils or students.So ,the student should try to use this oppurtunity as well as to gain a lot of knowledge and become an expert student to survive their carier in the future.
References
Impact of Interactive Learning on Knowledge Retention (Mohamed Ibrahim and Osama Al-Shara)
Online database: Scopus
URL:
http://www.apdip.net/projects/2003/asian-forum/resources/mdg-ict-matrix.pdf
GAMES-HANGMAN
In this space, I will share my experience in playing “hangman game”.This game very common to us .However, this game also quite challenging and giving many benefits to us. We can choose any languages from many countries to start playing. I have played this game and have used English language. In this game, the user can learn and know new words. For example, I have added my vocabulary and known many new words. So, this game teaches us to find suitable word that related to the topic .For example about sport, entertainment, country and so on. From this game we can improve our knowledge and keep up our memory. So, we must always s do a lot of reading. This game not only can add our vocabulary but also help us in spelling and our language .So, don’t ever miss out to play this game.
You can link : www.hangman.no
Other games: www.simcity.ea.com/play/simcity
www.rosettastone.com
www.languagegames.org/la
www.noir.playsleuth.com
introduction to web..
assalamualaikum..w.b.t ……………………….
weLcome to My BLog!!!!!!!!!!!!!!!
In this blog ,i will share about many useful information to all………….just follow it…i am very happy to take this course because i can learn many things about ict.Nowadays using ict is very important to upgrade ourselves…..
Nurhartini's Weblog 