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
Nurhartini's Weblog 
norizan Said:
on April 24, 2008 at 4:07 am
OK done and assignment marked and noted.