Research Ella Diels

Abstract

This project focuses on the stylistic revision of Dutch–English translations. It investigates the effects of corpus-focused instruction (CFI) on stylistic translation revision competence. The use of corpora for translation revision has gained momentum in the last two decades. However, it remains unclear which corpora provide the best fit for the needs of translation trainees. Because error correction cannot take place without error detection, a crucial initial role in the process of stylistic translation revision is ascribed to receptive sensitivity to errors in translation revision tasks. However, detection of stylistic errors is difficult since it generally implies making choices between existing language variants with different degrees of formality. Language learners – including translation trainees – are often unaware that such choices must be made and if they are aware of such choices, they often find them extremely difficult. Consequently, an important question is how we can optimally develop receptive sensitivity to linguistic formality in translation settings to facilitate more accurate and informed style-related decisions during the translation revision process. This project addresses that question by investigating (1) how the form of explicit CFI affects translation trainees' ability to detect and correct formality-related problems in translation revision tasks and (2) which form of CFI triggers the highest success rate for detecting and correcting formality-related problems. The main variable in our experiment is corpus-focused instruction (prepared vs do-it-yourself corpora). Using these two types of corpora, we will investigate whether translation trainees' abundant contact with informal English affects their perception of linguistic formality and their ability to construct and/or use corpora. The results of this intervention will contribute to an informed best practice for translation revision pedagogy by defining a suggested degree of stylistic variation in corpora used for this purpose. Furthermore, the findings have theoretical significance for the fields of instructed second language acquisition, corpus-based translation studies and communication accommodation theory.

Researcher(s)

• Promoter: Ureel Jim
• Fellow: Diels Ella

Research team(s)

• Translation, Interpreting and Intercultural Studies (TricS)

Project type(s)

• Research Project

Abstract

An important component of communicative competence is sociolinguistic competence, which is the ability to use language appropriately in communication. Despite an increasing body of research into sociolinguistic features of foreign language (L2) learning, a feature that has received relatively little and/or one-sided treatment to date is the acquisition of sensitivity to (in)formal language use in L2 learners. This project addresses that gap by investigating sensitivity to grammatical formality in L2 learners of English. By using both quantitative and qualitative data, we will map – cross-sectionally and longitudinally – the acquisition of sensitivity to grammatical formality.Quantitative data from an online revision task and qualitative data from semi-structured interviews will be integrated to acquire a more nuanced understanding of how sensitivity to grammatical formality is acquired in L2 learners of English. The results will contribute to a better understanding of how sociolinguistic competence develops in L2 learners and to facilitating sociolinguistically responsive foreign language instruction.

Researcher(s)

• Promoter: Ureel Jim
• Co-promoter: Robert Isabelle
• Co-promoter: Schrijver Iris
• Fellow: Diels Ella

Research team(s)

• Translation, Interpreting and Intercultural Studies (TricS)

Project type(s)

• Research Project