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The Equivalence and Shift Translation in Adjective Phrases of Indonesian
The Equivalence and Shift Translation in Adjective Phrases of Indonesian as Source Language to English as Target Language as Found in students Writing Descriptive Test of SMK Negeri 1 Lumbanjulu Sondang Manik, Ugaina Nuig Hasibuan [email protected] Abstract This study deals with the types of translation equivalence and shift adjective phrases and reason used translation equivalence and shift used on the students translation. This study used qualitative research. The data were collected by translate paper and observation students translation in the classroom. The data are taken from translate paper in the classroom. There are 268 translation equivalence and 211 translation shift. The data are analyzed based on types of translation equivalence ( linguistic, paradigmatic, stylistic and syntematic) and translation shift ( structure, class, intra system and unit). After analyzing the data, the types of translation equivalence and shift used on the students and offer was dominantly used in classroom translation. The total of translation equivalence 268 divide by the following Stylistic equivalence 64 and syntematic equivalence 204. The most dominant types of translation equivalence is syntematic equivalence. The total translation shift is 211 divide by the following by structure shift 18, class shift 129 and 64 unit shift. The most dominant types translation shift is class shift.The suggestion are to the English department students, to know the types of equivalence and shift translation, the English teachers in order to improve the ability of the students in translating descriptive text by using translation equivalence and shift especially adjective phrases and to other researchers are suggested to make research by equivalence and shift translation from different prespective. -
The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience. -
Conditionals in Political Texts
JOSIP JURAJ STROSSMAYER UNIVERSITY FACULTY OF HUMANITIES AND SOCIAL SCIENCES Adnan Bujak Conditionals in political texts A corpus-based study Doctoral dissertation Advisor: Dr. Mario Brdar Osijek, 2014 CONTENTS Abstract ...........................................................................................................................3 List of tables ....................................................................................................................4 List of figures ..................................................................................................................5 List of charts....................................................................................................................6 Abbreviations, Symbols and Font Styles ..........................................................................7 1. Introduction .................................................................................................................9 1.1. The subject matter .........................................................................................9 1.2. Dissertation structure .....................................................................................10 1.3. Rationale .......................................................................................................11 1.4. Research questions ........................................................................................12 2. Theoretical framework .................................................................................................13 -
Yes, It Is True. While Chinese Sound and Writing Systems Can Be Challenging for Some Learners, Chinese Grammar Is Rarely Deemed Difficult
Grammar I’ve heard that Chinese grammar is relatively easy. Is it true? Yes, it is true. While Chinese sound and writing systems can be challenging for some learners, Chinese grammar is rarely deemed difficult. Chinese is not an inflectional language, meaning it does not distinguish gender, person, tense, case, number, etc. Its sentence structures are mostly straightforward, and many of them overlap with English grammar. For example, the common English structure ‘Subject + Verb + Object’ structure, e.g. I love you, or My dog ate my homework, is also widely used in Chinese. What are some of the unique characteristics of Chinese grammar? Adjectives Are Verbs: Adjectives, or stative verbs, function as verbs, and are usually preceded by an intensifier such as ‘hěn’ (very), or ‘yǒudiǎnr’ (a little). Use of shì,verb ‘to be’,as is required in the English grammar (He is tall), is prohibited. Some examples: Zhōngwén hěn róngyì. (‘Chinese very easy.’) → Chinese is easy. Yīngwén yǒudiǎnr nán. (‘English a little hard.’) → English is a little hard. Note that the intensifier is dropped when a comparison is made: Zhōngwén róngyì. (‘Chinese easy.’) → Chinese is easier. Yīngwén nán. (‘English hard.’) → English is harder. Principle of Temporal sequence: Word order in a Chinese sentence can be very different from that in an English one, where the subject and verb often precede other linguistic units such as prepositions and time word, e.g. ‘I went to New York by train with a friend last weekend.’ A Chinese sentence, on the other hand, follows a temporal sequence principle in which word order is determined based on the relative sequence. -
EVIDENTIALS and RELEVANCE by Ely Ifantidou
EVIDENTIALS AND RELEVANCE by Ely Ifantidou Thesis submitted for the degree of Doctor of Philosophy of the University of London 1994 Department of Phonetics and Linguistics University College London (LONDON ABSTRACT Evidentials are expressions used to indicate the source of evidence and strength of speaker commitment to information conveyed. They include sentence adverbials such as 'obviously', parenthetical constructions such as 'I think', and hearsay expressions such as 'allegedly'. This thesis argues against the speech-act and Gricean accounts of evidentials and defends a Relevance-theoretic account Chapter 1 surveys general linguistic work on evidentials, with particular reference to their semantic and pragmatic status, and raises the following issues: for linguistically encoded evidentials, are they truth-conditional or non-truth-conditional, and do they contribute to explicit or implicit communication? For pragmatically inferred evidentials, is there a pragmatic framework in which they can be adequately accounted for? Chapters 2-4 survey the three main semantic/pragmatic frameworks for the study of evidentials. Chapter 2 argues that speech-act theory fails to give an adequate account of pragmatic inference processes. Chapter 3 argues that while Grice's theory of meaning and communication addresses all the central issues raised in the first chapter, evidentials fall outside Grice's basic categories of meaning and communication. Chapter 4 outlines the assumptions of Relevance Theory that bear on the study of evidentials. I sketch an account of pragmatically inferred evidentials, and introduce three central distinctions: between explicit and implicit communication, truth-conditional and non-truth-conditional meaning, and conceptual and procedural meaning. These distinctions are applied to a variety of linguistically encoded evidentials in chapters 5-7. -
Review of the Ablative Absolute (Pages 295 – 296)
Review of the Ablative Absolute (Pages 295 – 296) No preposition in Latin In English we sometimes say: Such being the case, we shall not go on. Such being the case is grammatically independent of the rest of the sentence. This construction is called the nominative absolute because the noun or its substitute is in the nominative case and, with the participle, is independent of all other parts of the sentence. In Latin this construction is frequently used, but the words are in the ablative instead of the nominative case. Hence, the phrase is called ablative absolute. An Ablative Absolute may consist of: 1. A noun or pronoun and a participle. Obsidibus datis, Caesar pacem faciet. (With) Hostages having been given, Caesar will make peace. 2. A noun or pronoun and an adjective. Militibus fortibus, urbs servata est. (With) The soldiers (being) brave, the city was saved. 3. Two nouns. Caesare duce, milites fortiter pugnaverunt. (With) Caesar (being) leader, the soldiers fought bravely. The meaning of the ablative absolute is usually best expressed in English by an adverbial clause. Always choose the translation that seems to express the thought most accurately in English. Obsidibus datis, Caesar pacem fecit. 1. Literal translation: (With) The hostages having been given, Caesar made peace. 2. As subordinate clause: a. Temporal: When the hostages were (had been) given, Caesar made peace. After the hostages were (had been) given, Caesar made peace. As soon as the hostages were (had been) given, Caesar made peace. b. Causal: Since the hostages were (had been) given, Caesar made peace. Because the hostages were (had been) given, Caesar made peace. -
Grammar for Academic Writing
GRAMMAR FOR ACADEMIC WRITING Tony Lynch and Kenneth Anderson (revised & updated by Anthony Elloway) © 2013 English Language Teaching Centre University of Edinburgh GRAMMAR FOR ACADEMIC WRITING Contents Unit 1 PACKAGING INFORMATION 1 Punctuation 1 Grammatical construction of the sentence 2 Types of clause 3 Grammar: rules and resources 4 Ways of packaging information in sentences 5 Linking markers 6 Relative clauses 8 Paragraphing 9 Extended Writing Task (Task 1.13 or 1.14) 11 Study Notes on Unit 12 Unit 2 INFORMATION SEQUENCE: Describing 16 Ordering the information 16 Describing a system 20 Describing procedures 21 A general procedure 22 Describing causal relationships 22 Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24 Study Notes on Unit 25 Unit 3 INDIRECTNESS: Making requests 27 Written requests 28 Would 30 The language of requests 33 Expressing a problem 34 Extended Writing Task (Task 3.11 or 3.12) 35 Study Notes on Unit 36 Unit 4 THE FUTURE: Predicting and proposing 40 Verb forms 40 Will and Going to in speech and writing 43 Verbs of intention 44 Non-verb forms 45 Extended Writing Task (Task 4.10 or 4.11) 46 Study Notes on Unit 47 ii GRAMMAR FOR ACADEMIC WRITING Unit 5 THE PAST: Reporting 49 Past versus Present 50 Past versus Present Perfect 51 Past versus Past Perfect 54 Reported speech 56 Extended Writing Task (Task 5.11 or 5.12) 59 Study Notes on Unit 60 Unit 6 BEING CONCISE: Using nouns and adverbs 64 Packaging ideas: clauses and noun phrases 65 Compressing noun phrases 68 ‘Summarising’ nouns 71 Extended Writing Task (Task 6.13) 73 Study Notes on Unit 74 Unit 7 SPECULATING: Conditionals and modals 77 Drawing conclusions 77 Modal verbs 78 Would 79 Alternative conditionals 80 Speculating about the past 81 Would have 83 Making recommendations 84 Extended Writing Task (Task 7.13) 86 Study Notes on Unit 87 iii GRAMMAR FOR ACADEMIC WRITING Introduction Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing. -
Verbs in Relation to Verb Complementation 11-69
1168 Complementation of verbs and adjectives Verbs in relation to verb complementation 11-69 They may be either copular (clause pattern SVC), or complex transitive verbs, or monotransitive verbs with a noun phrase object), we can give only (clause pattern SVOC): a sample of common verbs. In any case, it should be borne in mind that the list of verbs conforming to a given pattern is difficult to specífy exactly: there SVC: break even, plead guilty, Iie 101V are many differences between one variety of English and another in respect SVOC: cut N short, work N loose, rub N dry of individual verbs, and many cases of marginal acceptability. Sometimes the idiom contains additional elements, such as an infinitive (play hard to gel) or a preposition (ride roughshod over ...). Note The term 'valency' (or 'valencc') is sometimes used, instead of complementation, ror the way in (The 'N' aboye indicates a direct object in the case oftransitive examples.) which a verb determines the kinds and number of elements that can accompany it in the clause. Valency, however, incIudes the subject 01' the clause, which is excluded (unless extraposed) from (b) VERB-VERB COMBINATIONS complementation. In these idiomatic constructions (ef 3.49-51, 16.52), the second verb is nonfinite, and may be either an infinitive: Verbs in intransitive function 16.19 Where no eomplementation oecurs, the verb is said to have an INTRANSITIVE make do with, make (N) do, let (N) go, let (N) be use. Three types of verb may be mentioned in this category: or a participle, with or without a following preposition: (l) 'PURE' INTRANSITIVE VERas, which do not take an object at aH (or at put paid to, get rid oJ, have done with least do so only very rarely): leave N standing, send N paeking, knock N fiying, get going John has arrived. -
Identifying and Writing Absolute Phrases One Skill at a Time Teacher Overview
Identifying and Writing Absolute Phrases One Skill at a Time Teacher Overview Skill Focus: Remember Understand Apply Analyze Evaluate Create Close Reading Grammar Composition Reading Strategies Parts of Speech Annotation Phrases Absolute Participial Clauses Dependent/Subordinate Independent Lesson Introduction Used often by professional writers but rarely by students, absolute phrases help student writers achieve a distinctive sound and rhythm to their sentences. The absolute phrase is useful for adding details, explanation, and description to sentences. This lesson is intended to offer clear, practical information for helping students develop a distinctive style in their writing. Lessons in the LTF guides which deal with absolute phrases: Poetry of Phrases and Subordination Techniques Definitions and Examples Note: If students aren’t familiar with participles, then a lesson on participles is necessary before undertaking this lesson. There are lessons on participles on the LTF website that would be appropriate: Is It a Verb or Verbal or Participial Phrases—One Skill at a Time. Here are two “formal” definitions of the absolute phrase: Absolute phrases consist of nouns and pronouns followed by a participle and any modifiers of the noun or pronoun. Absolute phrases contain a subject (unlike participial phrases) and no predicate. They serve to modify an entire sentence. An absolute phrase (also called a nominative absolute) is a group of words consisting of a noun or pronoun and a participle as well as any related modifiers. Absolute phrases do not directly connect to or modify any specific word in the rest of the sentence; instead, they modify the entire sentence, adding information. They are always treated as parenthetical elements and are set off from the rest of the sentence with a comma or a pair of commas (sometimes by a dash or pair of dashes). -
Burmese, a Grammar of (Soe).Pdf
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A GRAMMAR OF BURMESE by MYINTSOE A DISSERTATION Presented to the Department of Linguistics and the Graduate School of the University of Oregon in partial fulfillment o f the requirements for the degree of Doctor of Philosophy December 1999 Reproduced with permission of the copyright owner. -
640B3cf4d52d068826c6c6f27f34
DOVER BOOKS ON LANGUAGE FIVE GREAT GERMAN SHORT STORIES/FUNF DEUTSCHE MEISTERERZAHLUNGEN: A DUAL-LANGUAGE BOOK, Stanley Appelbaum (ed.). (Available in U.S. only.) (27619-8) GREAT GERMAN POETS OF THE ROMANTIC ERA, Stanley Appelbaum (ed.). (28497-2) INTRODUCTION TO FRENCH POETRY: A DUAL-LANGUAGE BOOK, Stanley Appelbaum (ed.). (26711-3) INTERNATIONAL AIRLINE PHRASE BOOK IN SIX LANGUAGES, Joseph W. Bator. (22017-6) FLOWERS OF EVIL/FLEURS DU MAL, Charles Baudelaire. (27092-0) FRENCH WORD GAMES AND PUZZLES, Sister Chantal. (28481-6) FALLACIES AND PITFALLS OF LANGUAGE, Morris S. Engel. (28274-0) FIRST SPANISH READER, Angel Flores (ed.). (25810-6) SPANISH POETRY/POESIA ESPANOLA: A DUAL-LANGUAGE ANTHOLOGY, Angel Flores (ed.). (40171-5) SPANISH STORIES/CUENTOS ESPANOLES: A DUAL-LANGUAGE BOOK, Angel Flores (ed.). (25399-6) INTRODUCTION TO SPANISH POETRY: A DUAL-LANGUAGE BOOK, Eugenio Florit (ed.). (26712-1) FRENCH STORIES/CONTES FRANCAIS: A DUAL-LANGUAGE BOOK, Wallace Fowlie. (26443-2) MODERN FRENCH POETS, Wallace Fowlie (ed.). (27323-7) GAMES AND PUZZLES FOR ENGLISH AS A SECOND LANGUAGE, Victoria Fremont and Brenda Flores. (28468-9) LATIN SELECTIONS/FLORILEGIUM LATINUM, Moses Hadas and Thomas Suits. (27059-9) ITALIAN STORIES/NOVELLE ITALIANE: A DUAL-LANGUAGE BOOK, Robert A. Hall, Jr. (ed.). (26180-8) EVERYDAY ENGLISH-RUSSIAN CONVERSATIONS, Leonid Kossman. (29877-9) FRENCH: HOW TO SPEAK AND WRITE IT, Joseph LemaTtre. (20268-2) INTRODUCTION TO GERMAN POETRY: A DUAL-LANGUAGE BOOK, Gustave Mathieu and Guy Stern (eds.). (26713-X) BEST SHORT STORIES/LES MEILLEURS CONTES, Guy de Maupassant. (28918-4) A NEW RUSSIAN-ENGLISH AND ENGLISH-RUSSIAN DICTIONARY, M. A. O'Brien. (20208-9) MODERN CHINESE: A BASIC COURSE (BOOK ONLY), Faculty of Peking University. -
European Journal of Educational Research Volume 9, Issue 1, 395- 411
Research Article doi: 10.12973/eu-jer.9.1.395 European Journal of Educational Research Volume 9, Issue 1, 395- 411. ISSN: 2165-8714 http://www.eu-jer.com/ ‘Sentence Crimes’: Blurring the Boundaries between the Sentence-Level Accuracies and their Meanings Conveyed Yohannes Telaumbanua* Nurmalina Yalmiadi Masrul Politeknik Negeri Padang, Universitas Pahlawan Tuanku Universitas Dharma Andalas Universitas Pahlawan Tuanku INDONESIA Tambusai Pekanbaru Riau Padang, INDONESIA Tambusai, INDONESIA Indonesia, INDONESIA Received: September 9, 2019▪ Revised: October 29, 2019 ▪ Accepted: January 15, 2020 Abstract: The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions.