This thesis focuses on the explicitation of Latin-Greek terms in medical brochures that are intended for laypeople. It analyzes the presence of LG terms and the explicitation strategies in English...Show moreThis thesis focuses on the explicitation of Latin-Greek terms in medical brochures that are intended for laypeople. It analyzes the presence of LG terms and the explicitation strategies in English medical brochures that were translated from Dutch in comparison to non-translated medical brochures originally written in English. This study uses a comparable corpus methodology and its aim is to determine whether the translated brochures contain more LG term explicitation compared to the non-translated brochures. This is because research in Translation Studies has shown that the level of health literacy differs among laypeople, meaning that the medical brochures should be written in an understandable manner for everyone (Montalt, Zethsen, & Karwacka, 2018). Making a text comprehensible for laypeople can be done by using explicitation, which is adapting a unit of the text more extensively, for instance by omitting or adding terms. In this thesis, the LG terms found are classified into the following six categories that determine the explicitation strategy: definition/explanation, reformulation, exemplification/illustration, analogy, synonym, and hyperonym. This thesis compares the explicitation of LG terms in translated Dutch-English to non-translated English brochures, because it has been shown that English has had a better influx of Latin-based terminology compared to Northern European languages, that is Scandinavian or Germanic languages (Askehave and Zethsen, 2002; Zethsen, 2004). The results of this thesis show that the non-translated medical brochures in English actually contain a higher frequency of LG term explicitation compared to the medical brochures translated from Dutch. Possible reasons for these results could be that LG terms in everyday English are not as well-known and present as expected and there might exist a discrepancy between what can and cannot be considered lay terms when writing and translating medical brochures.Show less
Slang is a nonstandard informal vocabulary peculiar to a group. In this digital age, the reproduction and evolution of slang words has become faster due to the digital platforms that they are often...Show moreSlang is a nonstandard informal vocabulary peculiar to a group. In this digital age, the reproduction and evolution of slang words has become faster due to the digital platforms that they are often used in. Research has been done on the lexical aspects of slang and slang in general (Sornig (1981); Metcalf (2002)), and on forms of digital slang (McCulloch (2019)), but none view slang as a mode of translation and applied it to to other types of text besides messages on social media. This thesis will address where digital slang terms come from, and if their origins can help explain how likely they are to be understood by someone who speaks regular English. To do so I will annotate a slang translation of Harry Potter, and research the etymological origins of the slang to try to discover - using Metcalf’s (2002) FUDGE theory - which slang terms are more likely to be understood. I expect to find that the slang terms that more closely resemble regular English words are more likely to be understood.Show less
Pragmatic competence is a fundamental aspect of communicative ability and key to successful interaction between two or more interlocutors within a given socio-cultural context. It is widely...Show morePragmatic competence is a fundamental aspect of communicative ability and key to successful interaction between two or more interlocutors within a given socio-cultural context. It is widely accepted that its absence entails misunderstandings or communication breakdowns (Alsuhaibani, 2022; Tulgar, 2016). Therefore, teaching pragmatics in EFL classrooms is a crucial issue since it prepares second language learners to communicate effectively within an intercultural and multicultural context, which is, in fact, the ultimate goal of second language learning. Yet, in Greek EFL classes, pragmatics instruction is often absent. Admittedly, Greek EFL teachers are not native speakers of the language and have been taught English and its pragmatics as second-language learners themselves. Consequently, their limited exposure to the target L2 socio-cultural context may imply teachers’ low level of pragmatic knowledge, which influences their teaching of pragmatics. Besides, there are other issues that EFL instructors should deal with that hinder the incorporation of pragmatics in their lesson plans. This thesis aimed to investigate Greek EFL teachers’ pragmatic competence, their beliefs on L2 pragmatics instruction, and the challenges they face in integrating it into their EFL classroom. To achieve the thesis objectives, a mixed-methods research design was employed, using questionnaires (pragmatic comprehension scenarios, DCT, Likert-scale self-reports) and semi-structured interviews to collect data, which were then analyzed quantitatively and qualitatively. The present thesis showed that the 72 Greek EFL teachers who participated in the questionnaire have a relatively high level of pragmatic competence. This thesis also identified no correlation between teachers’ pragmatic competence and their years of teaching experience or their residing/studying/working abroad using the target language. Moreover, it is found that although most teachers do not include structured pragmatic instruction in their lesson plans, they do value L2 pragmatics teaching. Finally, teacher and learner factors, as well as the Greek EFL context itself, pose significant challenges in incorporating L2 pragmatic instructions in Greek EFL classrooms.Show less
Code switching can be defined as the use of more than one language, or ‘code’, by someone engaged in speech or text. It is a practise employed by multilinguals in both oral and written...Show moreCode switching can be defined as the use of more than one language, or ‘code’, by someone engaged in speech or text. It is a practise employed by multilinguals in both oral and written conversations. Different multilinguals will have different switching patterns. These patterns can vary depending on the speaker’s language proficiency, community norms, the typology of their languages, and the cultural or political relations these languages might have with one another, among many other reasons. Code switching between Spanish and English and Spanish and French has been the subject of various studies. Although trilingual research is rare (e.g. Parafita Couto et al., 2023; Valdés Kroff et al., 2023), there has also been some research on the connection between Spanish, French and English, but most of this work is based in the French-speaking provinces of Canada (e.g. COLEM, 2023; Pato, 2019, 2022). This paper aims to study the code-switching patterns among a set of trilingual siblings living in Geneva who have Colombian heritage and attend a British school in the city. The participants recorded themselves for up to 30 minutes having casual conversations following a prompt in three separate occasions. The switches were identified alongside general information about the corpus, such as how many languages were present in each clause, the clauses’ matrix language, the general use of each language in the corpus, among others. This paper focuses on intraclausal switching. We followed Deuchar et al. (2007)’s methodology which categorises each intraclausal switch into insertion, alteration, or congruent lexicalisation according to the code switching pattern it most aligned with following Muysken’s typology of bilingual speech patterns (2000).Because English, Spanish and French are typologically similar, combined with the fact our participants are fluent in all three languages, and due to the culturally open context of Geneva, we expected alternation to be the dominant switch pattern in the recorded conversations. Having said this, since the participants go to a British school where their education is mainly in English, and because the Colombian community in Geneva is not as big as other bilingual communities around the world, a dominant insertional pattern was also a possibility. The corpus was composed of mainly unilingual clauses with 7.8% of the first recording being bilingual clauses, 19.6% of the second recording, and 8.95% of the third. Only three clauses in the entire corpus were trilingual out of 1215. Once we had analysed the entirety of the conversations, the dominant pattern was indeed overwhelmingly insertion with 77.55% of the switches in the corpus presenting this pattern. Congruent lexicalisation was present in 11.56% of the switches and alternation in the other 10.88%. Although these results do not necessarily align with our expectations of codeswitching in Switzerland, we believe our participants’ specific background, namely the fact that language separation is encouraged in the different spheres of their lives, could explain the prevalence of insertion over alternation in our case study. We hope our research will contribute to bigger corpus studies of trilingual codeswitching patterns in different communities.Show less
