تُمثِّل النظائر المخادعة الجزئية، أو أزواج الكلمات التي تتشابه كتابيًا أو صوتيًا بين لغتين لكنها تختلف في بعض معانيها بين اللغتين، قسمًا من ظاهرة النظائر المخادعة التي تشكّل صعوبة في الدراسات البين ...لغويّة؛ مثل تعلم اللغات الأجنبية وتعليمها، والترجمة. ورغم أنّ دراسة النظائر المخادعة قد حظيت بدراسات مستفيضة في اللغات الأجنبية؛ إلّا أنها ما تزال شحيحة فيما يخص اللغة العربية، وهذا ما دفعنا لاختيار دراسة النظائر المخادعة بين العربية والتركية؛ لكثرة الكلمات العربية المقترضة في اللغة التركية من جهة، ولتزايد الاهتمام بتعليم اللغتين في الفترة الأخيرة. وقد حصر البحث أزواج الكلمات تلك، ثم حاول تحديد التغيرات الدلالية التي شهدتها الكلمات العربية المقترضة في اللغة التركية وأدت إلى تمايز دلالاتها جزئيًا مع دلالاتها الأصلية المستعملة في اللغة العربية. وقد خَلُص البحث إلى جملة من النتائج؛ منها: أن هناك عددًا لا بأس به من النظائر المخادعة الجزئية في اللغتين العربية والتركية. أيضًا احتفظت هذه الكلمات في اللغة التركية بمعنى أصلي واحد على الأقل من معانيها المستخدمة في اللغة العربية، لكنها طوّرت في اللغة التركية معنىً، أو معانيَ إضافية مختلفة غير مستخدمة في دلالات الكلمة الأصلية في اللغة العربية. كما سلكت هذه الكلمات في تطويرها للمعاني الجديدة طرقًا عديدة من التغير الدلالي كتعميم الدلالة، وتخصيص الدلالة، والنقل الدلالي. ويُنتظَر من هذا البحث أن يسدّ فراغًا في حقل الدراسات البين لغوية، وفي حقل التحليل التقابلي للغة العربية، وأن يساهم في تسهيل مهمة وضع مناهج تعليم اللغة العربية للأتراك، ومناهج تعليم اللغة التركية للعرب. وسيشكل هذا البحث مُنطلَقًا وأساسًا لبحوث أخرى توسع دائرة البحث في التحليل التقابلي للغتين العربية والتركية على مستويات اللغة كافة.
Construction employees are required to have good knowledge of foreign language professional terms. The survey of higher school students revealed the fact of their being reluctant to the issues of ...good knowledge of terminology and safety in future professional activities. They should be able to cope with homonyms that may cause confusion. Therefore, the research considers 'false friends of a translator' taking account of their similarities or differences in the pronunciation, meaning and spelling in English and Russian. To realize this aim the authors empirically surveyed two groups of a higher school final-year students to contribute to their language development through good knowledge of terms. The research was conducted on the base of comparison, observation and empirical methods and the teaching-practicing-controlling approach. The results obtained show that proper educating the future specialists to the use of the lexical units under consideration correctly can improve their professional growth and safety. The results can be used in language teaching practice, in making dictionaries for special purposes, as well as for making some possible contribution to terminology science.
► Child classroom second language learners activate word candidates in both of their languages (language-nonselective access). ► These children respond differently to cognates in the presence or ...absence of false friends in the stimulus list. ► The presence of a cognate effect in the child classroom learners’ second language but not in their first language is in line with research in adult bilinguals.
We studied how Dutch children learned English as a second language (L2) in the classroom. Learners at different levels of L2 proficiency recognized words under different task conditions. Beginning learners in primary school (fifth and sixth grades) and more advanced learners in secondary school (seventh and ninth grades) made lexical decisions on words that are similar for English and Dutch in both meaning and form (“cognates”) or only in form (“false friends”). Cognates were processed faster than matched control words by all participant groups in an English lexical decision task (Experiment 1) but not in a Dutch lexical decision task (Experiment 2). An English lexical decision task that mixed cognates and false friends (Experiment 3) led to consistently longer reaction times for both item types relative to controls. Thus, children in the early stages of learning an L2 already activate word candidates in both of their languages (language-nonselective access) and respond differently to cognates in the presence or absence of false friends in the stimulus list.
Es un lugar común afirmar que recurrir al contexto es un paso inexcusable de cara a comprender una proferencia o un texto y que tal comprensión es inexcusable asimismo de cara a traducir ...(correctamente) una proferencia o un texto dados. No obstante, a pesar de que una proferencia o texto puedan ser bien comprendidos, su traducción depende de la posibilidad de (o habilidad para, en su caso) identificar sinonimias entre la lengua origen y la lengua término, especialmente cuando entran en juego fenómenos lingüísticos tales como la ambigüedad, los falsos amigos, la hiponimia o la vaguedad. Cuando tales fenómenos entran en juego las implicaciones y las implicaturas que está permitido hacer de una proferencia o un texto traducidos pueden diferir de las que está permitido hacer del texto original. Teniendo en cuenta estas consideraciones previas, este artículo trata del análisis de las implicaciones e implicaturas que está permitido hacer cotejando textos filosóficos originales y sus traducciones a varias lenguas. Este análisis sugiere que muchos textos filosóficos traducidos crean nuevos contextos, de modo que se posibilitan nuevas interpretaciones del pensamiento de un filósofo dado.
The so-called false friends are a very frequent question in the works on the relationship between Portuguese and Spanish language. The possible approaches change according to the interests and the ...focus: lexicography, lexicography, semantics, traductology or foreign languages teaching. This article aims to be a contribution but it does not want to compile or classify false friends, but to establish some limits on the educational use of false friends.
False Friends in Terminology Lewis, Kristian
Rasprave Instituta za hrvatski jezik i jezikoslovlje,
01/2020, Volume:
46, Issue:
1
Journal Article
Peer reviewed
Open access
Every terminology system strives to be as systematic as possible and able to eliminate system errors. In the context of error identification, it is more than obvious that linguistic errors, apart ...from other system errors, occur quite frequently. This paper is focused on the linguistic and translation phenomenon of false friends, especially as a potentially threatening cause of misunderstanding between two terminological systems. The European Union has also addressed this problem to some extent, primarily because of the huge amount of documents translated on a daily basis. This paper analyses 25 corpus-based pairs of Croatian-English false friends and gives recommendations on how to avoid terminological false friends in translation.
Svaki terminološki sustav nastoji biti što uređeniji i isključiti iz sebe pogreške. Kad je riječ o uočavanju pogrešaka u tome sustavu, zamjetno je da se među ostalim sustavnim pogreškama često pojavljuju i jezične. U ovome radu pozornost se posvećuje jezičnomu i prevoditeljskomu fenomenu lažnih prijatelja. Oni se razmatraju kao potencijalni uzrok nesporazuma između dvaju terminoloških sustava. Europska unija također se donekle usredotočila na spomenuti problem, ponajprije zbog velike količine dokumenata koji se svakodnevno prevode. U radu ćemo analizirati 25 parova hrvatsko-engleskih lažnih prijatelja koje smo izdvojili iz korpusa te ćemo predložiti kako izbjeći pojavu lažnih prijatelja pri prevođenju nazivlja.
Aims and objectives:
This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false ...cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words?
Design:
Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish words that had several translations in English, one of which was a cognate form. Words were strictly balanced for L1 polysemy (high versus low), frequency of the S word, frequency of the E cognate form, and frequency of the E non-cognate translation. The words were presented in unambiguous contextual frames that pushed for the non-cognate translation in English.
Data and analysis:
Analyses of variance were used to analyze participants’ translations relative to the variables of Spanish polysemy and the frequencies of the forms in question.
Findings:
The findings show that the relative transparency or opacity of the mapping between the L1 and L2 influences word choice: the use of a false cognate instead of a competing correct lexical item depends on the complex interaction of L1 polysemy and the lexical frequencies of the L1 and L2 forms in the bilingual’s two languages.
Originality:
This study strictly controls for several factors crucial to L2 users’ choice of a word in the L2: polysemy in the L1, frequency of the L1 word, and frequencies of the L2 words involved.
Significance:
When these variables are viewed together, the data reveal a complex interaction showing factors that contribute to the transparency or opacity of the L1–L2 lexical semantic linkages.
We examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted ...from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.
The “ideograph” and the 漢字 hànzì McDonald, Edward
Translation and interpreting studies,
10/2018, Volume:
13, Issue:
2
Journal Article
Peer reviewed
Abstract
In the Anglophone sphere, according to popular and most academic understandings, the term “ideograph” is regarded as an unproblematic synonym of 漢字
hànzì
‘Chinese character.’ On ...graphological grounds, i.e. as applied to writing systems, it can easily be shown that the concept of “ideograph” is both theoretically incoherent and practically unfeasible (
McDonald 2016
); while historically it is clear that the notion was founded on an imperfect understanding of Chinese characters as a writing system, and grew out of a European obsession with the notion of a “universal character” at a particular historical moment (
Mungello 1985
;
Saussy 2001
). Nevertheless the concept has become deeply embedded in European understandings of Chinese language and culture, to the extent that it is, in effect, a valuable conceptual possession of Western modernity (
Bush 2010
), and promoted alike by those with a detailed knowledge of Chinese writing, such as H. G.
Creel (1936)
, as by those in blissful ignorance of it, like Jacques Derrida (
1967
/1976). In the Sinophone sphere, while for most practical purposes, as well as in a large proportion of scholarly work, more grounded understandings of Chinese characters as a writing system operate either implicitly or explicitly, the traditional emphasis on characters as a link between civilization and the cosmos (
O’Neill 2013
), as well as a long tradition of pedagogical “just so stories” about the construction of individual characters (e.g.,
Zuo 2005
), provide a key point of contact with Western notions of the “ideograph” as symbolizing not a word, but an idea or an object. The situation may thus be described involving a type of inversion of the phenomenon of
faux amis
or “false friends,” where two
different
words are understood as being more or less synonymous; or alternatively as an example of Lydia
Liu’s (2004)
notion of a cross-lingual “supersign” where two comparable terms exercise an influence on each other across linguistic and cultural boundaries. This article will attempt to trace the genealogy of these complex and overlapping notions, and see what differing understandings of Chinese characters have to tell us
about notions of cultural specificity, cultural production, and cross-cultural (mis-)communication in the contemporary globalized world.
El presente estudio se centra en los falsos amigos, palabras de forma similar pero distinto significado, existentes entre el inglés y el español. En él se analizan ocho parejas de falsos amigos ...prestando especial atención a su etimología y las derivaciones semánticas desde su étimo común hasta sus actuales acepciones en cada lengua. Los términos escogidos son algunas de las formas menos estudiadas, debido a su menor frecuencia de uso o a su pertenencia a algún tema considerado tabú. Además, con la ayuda de diccionarios etimológicos se han podido presentar estos términos desde un enfoque diacrónico, desde el cual escasamente se han investigado este tipo de voces, y al que apenas se ha recurrido tradicionalmente en su enseñanza. En este trabajo, no obstante, se sostiene que el enfoque diacrónico es la mejor manera de entender sincrónicamente estas palabras y, por lo tanto, con él se puede evitar su estudio memorístico en forma de listas. De este modo, en la búsqueda de un enlace entre ambas lenguas, encontramos la explicación a los significados de estas voces y, con ello, un método significativo por el que hacer más fácil y eficaz su adquisición o enseñanza. Pretendemos que este esbozo pueda servir de ayuda a los investigadores que en el futuro pretendan trabajar en estas nuevas alternativas.
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