The aim of this paper is to establish how the French adverb visiblement has evolved, and to find the most accurate translations of this adverb in Spanish. Dictionaries tend to give literal ...translations, whereby visiblement is translated as visiblemente. A diachronic analysis of this adverb will enable us to see whether they are indeed false-friends. In Old French and in Pre-classical French, it was used as a clause element adverb, before being used as a disjunct adverb from the 17th century onwards. Eventually, it goes on to appear by itself, or, accompanying an affirmative, like oui, in the 20th century. We will demonstrate that the adverb undergoes a process of pragmaticalisation as described by Dostie (2004), with the adverb becoming more subjective, going from a literal sense, to a disjunct or pragmatic adverb. Nevertheless, in Spanish, since Old Spanish until nowadays, there are almost no examples other than its use as a clause element adverb. That’s the reason why we cannot propose a literal translation of the adverb.
•Balanced bilingual children demonstrate cognate facilitation in both languages.•Semantic-to-orthographic feedback is used from the beginning of reading acquisition.•Cognate effects are driven by ...language proficiency rather than by print experience.•No processing differences for homographs between languages of balanced bilinguals.•Balanced bilingual children resemble bilingual adults more than child L2-learners.
We investigated whether beginning bilingual readers activate orthographic as well as semantic representations in both of their languages while reading in one of them. Balanced bilingual third graders who were learning to read concurrently in German and English completed two lexical decision tasks, one in each language, including cognates, false friends, and matched control words. Results showed a processing advantage for cognates over controls in both languages, indicating that the facilitation effect is driven by the level of balanced language proficiency rather than by experience with print. Except for lower accuracy scores in German, false friends did not differ in their processing from controls, pointing to the presence of semantic-to-orthographic feedback already in the beginning of reading acquisition. Confirming assumptions by the bilingual interactive activation plus (BIA+) model as well as the revised hierarchical model (RHM), findings suggest that in their strategy to resolve orthographic ambiguity, balanced bilingual children are more comparable to bilingual adults than to child second-language (L2) learners.
This article presents a list of English–Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are ...either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English–Turkish cognates and false cognates suggests that cognate status between the two languages is around 3%. For cognates, the rate is 1.6%, and for false cognates the rate is 1.2%. The current database of English–Turkish cognates and false cognates can be used to prepare reading texts that contain words from the list presented here, and to investigate how they affect reading comprehension, guessing from context, and language learning or processing of a language issues. It can be also used as a resource for researchers investigating the bilinguals of English and Turkish, and learners who study Turkish and/or English as a second or foreign language. The list provides a useful basis for further research into the lexical, linguistic, and psychological issues.
This study examined young emergent bilinguals’ cognate and false cognate knowledge and vocabulary outcomes on four early‐language assessments in English and Spanish. Findings revealed that children ...were able to use shared phonology of words—before they had developed extensive knowledge about their orthography—to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when recognizing and producing false cognates. This indicates that children who are just beginning to acquire literacy may also possess a “bilingual advantage” when identifying cognate items as do their older peers.
This paper presents five of the initial items of a semantic study of confusable terms and false friends present in the lexis of music in English and French. All forms are also given in Italian, ...German, Spanish, Russian and Chinese. The object of study is a series of texts from corpora provided by New Sketch Engine, a product of Lexical Computing Limited. In the commentary section, the semantic variance between the different items within the same topic is studied. The approach is essentially synchronic, with priority being given to the examination of current usage. Diachronic considerations are also included where it has been possible to explain, or at least hypothesize how the meaning of the various terms has evolved. The main practical application of the paper is to provide a tool for reducing ambiguity in the area of music terminology. It will be of potential interest to all those concerned by the study and practice of music and the language of music in countries where the languages referred to in this study are in use.
Ovaj rad
predstavlja tekuće istraživanje
elemenata glazbene terminologije koji se čine sličnima na engleskom i francuskom jeziku, ali zapravo imaju drugačija značenja. Svi termini također su dani na talijanskom, njemačkom, španjolskom, ruskom i kineskom jeziku. Korištenje pojmova na svim jezicima koji su obuhvaćeni opravdano je uzorcima teksta
preuzetima
iz priznatih zbirki uključenih u “New Sketch Engineˮ, ali kritički komentari bitno su ograničeni na engleski i francuski.
Studija je u osnovi sinkronizirana: prioritet se daje ispitivanju trenutačne upotrebe. Dijakronijska razmatranja također su uključena gdje je bilo moguće predložiti kako je došlo do semantičke varijacije između pojmova čija je etimološka izvedba slična.
L’objectif principal de cette recherche est de relever le rôle des ambiguïtés dans la traduction. L’identité formelle des homonymes et la quasi-identité formelle des paronymes peuvent générer plus ...d’interprétations. Ce phénomène met en évidence la corrélation entre le plan des formes et le plan des significations. Le locuteur doit choisir le mot en fonction du contexte. Toute forme à laquelle on peut associer plusieurs significations est virtuellement ambigüe, et certains homonymes et paronymes conservent leur ambiguïté même dans le contexte. L’ambiguïté interlinguistique est conditionnée par les normes subjectives de l’imaginaire linguistique, qui se manifestent par l’association de deux homonymes ou paronymes interlinguaux, et par la formation d’alliances homonymiques et paronymiques au niveau interlinguistique. Un aspect caractéristique de l’ambiguïté est celui de l’alternative dans la langue, qui vise à mettre l’émetteur et le récepteur dans la situation de choisir. Nous nous sommes également proposé d’analyser ce phénomène à partir d’une expérience avec les étudiants. Par conséquent, dans la présente étude, nous avons essayé de démontrer que la manipulation d’un mot est un art plutôt difficile qui nécessite une formation tout au long de la vie. La nécessité d’une telle culture doit être ressentie par chaque locuteur, s’il veut être compris avec précision dans n’importe quelle situation de communication et par n’importe quel interlocuteur.AMBIGUITĂȚILE LEXICALE ÎN TRADUCEREA ROMANULUI ET SI C’ÉTAIT VRAI DE MARC LEVYObiectivul principal al acestui studiu constă în a aborda rolul ambiguităților în traducere. Identitatea și cvasiidentitatea formală a termenilor omonimi și paronimi poate genera mai multe interpretări. Acest fenomen reliefează coraportul dintre planul formelor şi planul sensurilor. Locutorul este pus în situaţia de a alege cuvântul potrivit contextului. Orice formă căreia i se pot asocia mai multe semnificaţii este virtual ambiguă, iar unele omonime și paronime îşi păstrează ambiguitatea chiar şi în context. Ambiguitatea interlinguală este condiţionată de normele subiective ale Imaginarului Lingvistic ce se manifestă prin asocierea a două omonime sau paronime interlinguale şi prin formarea alianţelor omonimice și paronimice la nivel interlingual. Cunoaşterea conţinutului semantic al fiecărui cuvânt din întregul sistem lexical al limbii, utilizarea lui în deplină corespundere cu noţiunea dată constituie condiţia primordială pentru exprimarea precisă a ideilor în actul comunicării concrete. Un cuvânt folosit inadecvat conform sensului pe care-l exprimă poate duce la o gravă denaturare a ideii exprimate. Un aspect caracteristic ambiguităţii este acel al alternativei în limbă, ce are ca scop de a-l pune pe emiţător şi receptor în situaţia de a alege. În multe cazuri, problema alegerii nu se pune în faţa locutorului, deoarece contextul lingvistic selectează din semnificaţiile formelor identice sau cvasiidentice sensul potrivit contextului. Fie că e vorba de omonimie, paronimie sau polisemie, fie că e vorba de o unitate lexicală sau o structură sintactică, orice formă căreia i se pot asocia mai multe semnificaţii este virtual ambiguă şi poate fi examinată izolat, în afară de orice context de utilizare. De asemenea, ne-am propus să analizăm acest fenomen în baza unui experiment realizat cu studenții. Prin urmare, în prezentul studiu am încercat să demonstrăm că mânuirea unui cuvânt este o artă destul de dificilă care presupune o perfecţionare pe parcursul întregii vieţi. Necesitatea unei astfel de cultivări trebuie s-o simtă fiecare vorbitor, dacă vrea să fie înţeles cu precizie în orice situaţie comunicativă şi de către orice interlocutor.THE LEXICAL AMBIGUITIES IN THE TRANSLATION OF THE NOVELAND IF THAT WAS TRUE BY MARC LEVY The main aim of this study is to address the role of ambiguity in translation. The formal identity and quasi-identity of homonymous and paronymous terms may generate more interpretations. This phenomenon highlights the relation between form and meaning. The speaker has to choose the word according to the context. Any form that can be associated with several meanings is virtually ambiguous, and some homonyms and paronyms retain their ambiguity even within a specific context. The interlingual ambiguity is conditioned by the subjective norms of the Linguistic Imaginary which is expressed through the association of two interlingual homonyms or paronyms and through the formation of homonymic and paronymic alliances at the interlingual level. An aspect of ambiguity is the alternative in language, which aims at creating a situation where the sender and receiver have to choose. We have also set out to analyze this phenomenon based on an experiment with the students. Therefore, in the present study we have attempted to prove that the usage of a word is a rather difficult art that involves a lifelong improvement. The need of such cultivation should be felt by every speaker if they want to be understood with precision in any communicative situation and by any interlocutor.
Proper knowledge of a language requires being aware of such interlingua interference as “false friends of a translator”. The research conducted with higher school students revealed the fact of ...misunderstanding and their being confused when dealing with the stratum of terminology under consideration. Therefore, the aim of the paper is to consider ‘false friends of a translator’ in physics field taking account of their similarities or differences in the pronunciation, meaning and spelling in English and Russian. For realizing this aim the authors empirically surveyed two groups of 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 language knowledge for their professional growth. 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.
Os denominados falsos amigos são uma questão muito tratada nos trabalhos sobre a relação entre a língua portuguesa e a língua espanhola. As possíveis aproximações variam segundo os interesses de cada ...uma das abordagens: a lexicografia, a lexicologia, a semântica, a tradutologia ou o ensino de línguas estrangeiras. Este artigo quer ser mais um contributo, porém, não tem como objetivo compilar ou classificar falsos amigos, mas tentar estabelecer alguns limites ao uso didático do falsoamiguismo.
Have you ever been deceived by a friend? A very unpleasant feeling, indeed! This can happen with language learning - no, this does not mean that your fellow learners are malicious, but that sometimes ...a word means something completely different than you think it does based on your knowledge of other languages or of your mother tongue. When we learn a new language, we often encounter words that sound and/or look very similar to words of our own native language. If the languages are related, then it may even be that these words have a comparable meaning. Nevertheless, beware: even if a word sounds and/or looks like a word in your native language, it may mean something completely different. This article is meant as a follow-up piece of research on an adjacent aspect of the topic discussed about in the paper “Just How Much Is Too Much in the Ever Global Use of English?” 1 However, the topic is far too exhaustive to even hope it has been canvassed in one or two scientific papers. This is why the question posed in said article still remains: “Have we actually enriched Romanian by taking over English words and using them as such or have we merely depleted it of the purport of its very existence?
Teaching Modern Greek to Classicists Kavčič, Jerneja; Joseph, Brian Daniel; Brown, Christopher
Keria (Ljubljana.),
12/2020, Volume:
22, Issue:
2
Journal Article
Peer reviewed
Open access
The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of ...katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
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