Positive language transfer of causative verbs in Chinese-Portuguese simultaneous interpretations
DOI:
https://doi.org/10.15448/1984-7726.2017.3.29364Keywords:
Positive transfer, Causative verbs, Simultaneous interpretation, Chinese and Portuguese.Abstract
This study addresses the question of whether there is positive language transfer through causative verbs in Chinese-Portuguese Simultaneous Interpreting, and in which aspects this transfer is more likely to occur. The paper begins by providing a brief discussion of language transfer and the causative construction in Chinese and Portuguese. Then, we present the methodology, in which 10 speeches delivered by Chinese leaders in intercultural contexts and their simultaneous interpretations are transcribed and analyzed. The results show that both Chinese source texts and Portuguese interpretations present a high percentage of causative verbs, and more than half of the data can be interpreted as positive transfer. We found that positive language transfer occurs and plays a very important role in Chinese-Portuguese Simultaneous Interpreting and may help interpreters facilitate information processing in order to achieve better performance.
Downloads
References
BAO, G. Kouyi Lilun Gaishu. Beijing: China Translation Corporation, 2011.
BARDEL, C.; FALK, Y. The L2 status factor and the declarative/procedural distinction. In: AYOUN, D.; DEKEYSER, B. (Ed). Third Language Acquisition in Adulthood. Amsterdam/
Philadelphia: John Benjamins, 2012. p. 61-78.
BARLOW, M. Parallel Texts and Corpus-Based Contrastive Analysis. In: GONZÁLEZ M.; MACKENIZIE, J. and ÁLVAREZ, E. (Ed.). Current Trends in Contrastive Linguistics: functional and cognitive perspectives. Amsterdam: John Benjamins, 2008. p. 101-121.
BREUSTEDT, B. Prefabricated input in language learning.
Saarbrucken: VDM Publishing House, 2009.
BROWN, D. Principles of language learning and teaching. USA: Pearson Education, 2006.
CENOZ, J. The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, v. sem, n. 1, p. 71-86, 2013.
CHANG, H.; ZHENG, L. The role of L1 in the acquisition of Chinese Causative Constructions by English-Speaking learners. In YU, L.; ODLIN, T. (Ed.). New Perspectives on Transfer in Second Language Learning. Bristol: Multilingual Matters, 2015.
COOK, V. Effects of the second language on the first. Clevedon: Multilingual Matters, 2003.
COOK, V. Second language learning and language teaching. London: Routledge, 2008.
CORDER, S. P. The significance of learners’ errors. IRAL, International Review of Applied Linguistics in Language Teaching, v. 5, p. 161-170, 1967.
CORDER, S. P. Idiosyncratic dialects and error analysis. IRAL, International Review of Applied Linguistics in Language Teaching, v. 9, p. 147-159, 1971.
DE ANGELIS, G AND DEWAELE, J.-M (Ed.). New trends in Cross-Linguistic Influence and Multilingualism Research. Bristol: Multilingual Matters, 2011.
DE BOT, K. Second language learning. London: Routledge, 2006.
ELLIS, R. Second language acquisition. USA: Oxford University Press, 1997.
GABRYŚ-BARKER, D. (Ed.). Cross-Linguistics Influences in Multilingual Language Acquistion, Second Language Learning and Teaching. Berlin: Springer, 2012.
GASS, M. S.; BEHNEY, J. Second Language Acquisition. London: Routledge, 2013.
GUO, CH-J. Yousheng siwei fa. Beijing: Foreign Language Teaching and Research Press, 2007.
HAMMARBERG, B. Processes in Third Language Acquistion. Edinburgh: Edinburgh University Press, 2009.
HU, G-SH. Guoji huiyi jiaoliu. Beijing: Foreign Language Teaching and Research Press, 2013.
ISHIHARA, N. Teaching and learning pragmatics: Where language and culture meet. London: Longman, 2010.
JAMES, C. The exculpation of contrastive linguistics. In NICKEL, G. (Ed.). Papers in Contrastive Linguistics, Cambridge: CUP, 1971. p.
-68.
LARSEN-FREEMAN, D. Teaching language: from grammar to grammaring. UK: Heinle ELT, 2003.
LADO, R. Linguistics Across Cultures. Ann Arbor, MI: University of Michigan Press, 1957.
LIGHTBOWN, P.; SPADA, N. How languages are learned. USA: Oxford University Press, 2013.
LITTLEMORE, J. Applying cognitive linguistics to second language learning and teaching. Hampshire: Palgrave Macmillan, 2009.
NITSCHKE, S. First language transfer and long-term structural priming in comprehension. Language and Cognitive Processes, v. 25, p. 94-114, 2010.
ORTEGA, L. Understanding second language acquistion. London: Routledge, 2008.
PARADIS, M. Declarative and Procedural Determinants of Second Languages (Studies in Bilingualism 40). Amsterdam: John Benjamins, 2009.
PASQUARELLA, A. Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, v. 34, p. 23-42, 2011.
SCOTT, M. WordSmith Tools. Versão 5.0. Oxford: Oxford University Press, 2010.
SHAROFF, S. ParaConc. http://www.athel.com/para.html. SINGLETON, D. Multilingual lexical operations. In AYOUN, D.; DEKEYSER, B. (Ed.). Third Language Acquisition in Adulthood. Amsterdam/Philadelphia: John Benjamins, 2012. p. 95-113.
SINGLETON, D. Cross-lexical interaction and the structure of the Mental Lexicon. In: YU, L.; ODLIN, T. (Ed.). New Perspectives on Transfer in Second Language Learning. Bristol: Multilingual Matters, 2015.
SUN, Y-Q. Hedgings em textos acadêmicos: uma perspectiva de aquisição de L3. Unpublished doctoral dissertation, PUCRS, 2015.
YU, M-CH. Learning how to read situation and know what is the right thing to say or do in an L2: A study of socio-cultural competence and language transfer. Journal of Pragmatics, v. 43, p.
-1147, 2011.
YU, L-M. Shuangyu jiaoyulun: jianada jinrushi jiaoyu dui woguo gaoxiao shuangyu jiaoyu de qishi. Beijing: Foreign Language Teaching and Research Press, 2009.
VILDOMEC, V. Multilingualism. Leiden: A. W. Sythoff, 1963.
WANG, L-D. Yingyu kouyi zonghe nengli. Beijing: Foreign Languages Press, 2009.
WANG, W-Y. Muyu siwei yu eryu xide: huigu yu sikao. Foreign Language World, v. 4, p. 71-76, 2002.
WEN, Q-F. Yingyu jiaoxue yanjiu fangfa yu anli fenxi. Beijing: Foreign Language Teaching and Research Press, 2011.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Letras de Hoje implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Letras de Hoje as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.