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
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
