Search

In trilingual kids’ story book entitled “Turtle and Dolphin” by Dunkle et al (2012), the English text has both Indonesian and Balinese equivalences. This study aims at revealing the translation procedures applied to the English text especially the activity verbs and also the correlation between the translation procedures and the translation shifts that happen as the result of translations. The English activity verbs as the data in this study are collected using documentation method, the analysis is done by applying descriptive qualitative method and the result is shown using the combination of informal and formal methods. The result shows that literal translation is the most frequent translation procedure applied to translate ST into Indonesian (91%) and Balinese (77%). However, there are several English activity verbs transferred into mental verbs, nouns, and prepositions in the TT. Furthermore, when literal translations are applied the shifts that appear are intra-system shifts (36%). When transpositions are applied, the shifts that appear are class shifts (100%). When modulations are applied the shifts that appear are intra-system shifts (60%). Lastly, when adaptations are applied, the shifts that appear are intra-system shifts (37, 5%).

中学校で学習する文法項目の中の1つに進行相があり,大学生でも日本語にする場合,機械的に「～している。」と日本語にすることが多い。「活動動詞」を用いている文であるJohn is running in the park.の場合,すべての学生が「ジョンは公園を走っている。」と正確な解釈ができるが,「到達動詞」を用いたThe bus is stopping.を日本語にするときは,「バスは止まっている」とほとんどの学生が誤った解釈をしてしまう。本論では,どのような文法指導が効果的にこのような間違いをなくすことができるのか,を考察する。, In this paper two experiments were carried out to search for an effective teaching of progressive aspect in English. In the first experiment first-year students of the Faculty of Education were asked to translate the following English sentences into Japanese. < a. John is running in the park.> < b. The bus is stopping.> All students put the first sentence into Japanese correctly while they could not translate the second one into the correct Japanese expression. This result may indicate that Japanese students need to understand the verb classification in English because in the above sentences verbs belonging to different classes are used: in the first sentence the verb is an activity verb and in the second an achievement verb. One week after the first experiment the explanation of the basic meaning of progressive aspect and English verb classification was given to the students in Class A. In Class B, in addition to the explanation given to Class A, the students had the explanation of Japanese verb classification. About one month after they had the explanation, the second experiment was conducted. The result may support the idea that an effective teaching of English progressive aspect should make the best use of Japanese grammatical knowledge as well as English.

This paper examines Lexical Conceptual Structure (LCS) of Japanese verb group meaning “acquisition” (gakusyuusuru, manabu, narau, benkyousuru, osameru, etc.) such as learn, study, and acquire in English. Kageyama (1996) suggests four LCS templates which bases on four aspectual verb classes according to Vendler (1967). And this paper presents that Japanese verbs meaning “acquisition” can be adapted to Kageyama’s LCS templates. According to the four aspectual verb classes, Japanese “acquisition” verbs can be classified as activity verbs (gakusyuusuru, manabu, narau, benkyousuru) and accomplishment verbs (osameru, syuutokusuru, masutasuru). In conclusion, the paper suggests that [EVENT x ACT (ON-y)] is presented as Lexical Conceptual Structure of Japanese “acquisition” activity verbs, and [[EVENT x ACT ON-y] CONTROL [BECOME [y BE AT z]]] is presented as Lexical Conceptual Structure of Japanese “acquisition” accomplishment verbs. Especially in the case of accomplishment verbs, “syuutokusuru” is analyzed in terms of telicity and change process. According to Kageyama (2008), Lexical Conceptual Structure of “syuutokusuru” is proposed as [ [ EVENT x ACT ON-y] CONTROL [[ ] y MOVE [State-Route p1

The purpose of this article is to substantiate the claim that the semantic feature of homogeneity manifests itself differently in different languages. By contrasting data from Spanish and Danish it is shown that homogeneity is lexically coded in Danish nouns, whereas Spanish nouns are lexically neutral to homogeneity. In Spanish the homogeneity interpretation of nouns is determined when they are inserted into a syntactic structure. The empirical relevance of this assumption is assessed by investigating syntactic and semantic aspects related to the occurrence of bare nominals in object position in the two languages under scrutiny. It is well-known that Spanish as a canonical pattern does not semantically license bare singular nouns with count interpretation (BNs) in object position, viz. #Juan repara coche [Juan repairs car], while in Danish the occurrence of BNs in object position is both possible and normal, viz. Ole maler hus [Ole paints house]. It is argued that this contrast is a predictable consequence of the premise that, in Spanish, transitive activity verbs impose a mass reading on any bare object noun whereas, in Danish, BNs maintain their lexically encoded denotation as inhomogeneous entities. However, contrasting with the leading pattern, the so-called HAVE-verbs (Borthen, 2003) actually license Spanish BNs in object position (cf., e.g., Espinal, 2010; Espinal & Mcnally, 2011), viz. Juan tiene perro [Juan has dog]. It is claimed that the occurrence of BNs in these cases is strongly related to the assumption that HAVE-verbs, contrary to activity verbs, are functionally non-eventive and, therefore, do not impose a specific homogeneity reading on the bare noun in object position.

MA (English)--North-West University, Vaal Triangle Campus, 2015 Current research into language change and evolution focuses on native varieties of English, Schneider’s (2007) settler strand, but we have little knowledge concerning diachronic changes in non-native varieties of English, Schneider’s (2007) indigenous strand. Such a theory must take into account language contact as well as theories pertaining to Second Language Acquisition. This dissertation describes the diachronic changes which occur in one feature of Black South African English (BSAE), namely the progressive aspect. Current synchronic research on BSAE suggests that the progressive aspect is overextended to include stative verbs. This dissertation aims to evaluate the value of this hypothesis, and determine whether there is evidence of this overextension in diachronic data. In order to observe instances of language change, a diachronic corpus of BSAE was complied. This corpus consisted of data from letters, fiction, and newspapers ranging from the 1870s until the 2000s. Using this corpus, analyses were performed in order to determine the frequency of progressive use, the distribution of aktionsart categories, and which temporal meanings were denoted by stative verbs and activity verbs used in the progressive aspect. These analyses were then repeated for data taken from the historical corpus of White South African English (WSAE), in order to ascertain whether changes in BSAE developed parallel to WSAE, or if it follows its own trajectory of change. One further analysis was conducted on BSAE: the aspectual categories of 71 state verbs were analysed in order to determine whether speakers of BSAE indeed do overextend the –ing progressive form onto stative verbs describing states and qualities. The results indicate that the frequency of verbs used with the progressive aspect increases for BSAE, but decreases for WSAE. The comparison of aktionsart distribution indicates that BSAE has a higher overall frequency of communication verbs and accomplishments, while WSAE has a higher frequency of activity verbs, verbs denoting the future, and stative verbs. Achievements are used as expected by both varieties. The analysis of the temporal meanings of stative verbs indicates that speakers of WSAE denote the prototypical short duration associated with the progressive aspect for 74.83% of the verbs, while BSAE uses an extended temporal meaning for 46.86% of the verbs, indicating that speakers of BSAE more likely to overextend the temporal duration of stative verbs than WSAE speakers. The temporal meanings for activities were the same for both varieties; the prototypical short duration is denoted by 77.83% of the total activities in BSAE, and 77.11% of the activities in WSAE. The extended duration in both varieties may be due to language change in general, while the additional temporal meanings for statives in BSAE are a result of substrate transfer. Masters

Current research into language change and evolution focuses on native varieties of English, Schneider’s (2007) settler strand, but we have little knowledge concerning diachronic changes in non-native varieties of English, Schneider’s (2007) indigenous strand. Such a theory must take into account language contact as well as theories pertaining to Second Language Acquisition. This dissertation describes the diachronic changes which occur in one feature of Black South African English (BSAE), namely the progressive aspect. Current synchronic research on BSAE suggests that the progressive aspect is overextended to include stative verbs. This dissertation aims to evaluate the value of this hypothesis, and determine whether there is evidence of this overextension in diachronic data. In order to observe instances of language change, a diachronic corpus of BSAE was complied. This corpus consisted of data from letters, fiction, and newspapers ranging from the 1870s until the 2000s. Using this corpus, analyses were performed in order to determine the frequency of progressive use, the distribution of aktionsart categories, and which temporal meanings were denoted by stative verbs and activity verbs used in the progressive aspect. These analyses were then repeated for data taken from the historical corpus of White South African English (WSAE), in order to ascertain whether changes in BSAE developed parallel to WSAE, or if it follows its own trajectory of change. One further analysis was conducted on BSAE: the aspectual categories of 71 state verbs were analysed in order to determine whether speakers of BSAE indeed do overextend the –ing progressive form onto stative verbs describing states and qualities. The results indicate that the frequency of verbs used with the progressive aspect increases for BSAE, but decreases for WSAE. The comparison of aktionsart distribution indicates that BSAE has a higher overall frequency of communication verbs and accomplishments, while WSAE has a higher frequency of activity verbs, verbs denoting the future, and stative verbs. Achievements are used as expected by both varieties. The analysis of the temporal meanings of stative verbs indicates that speakers of WSAE denote the prototypical short duration associated with the progressive aspect for 74.83% of the verbs, while BSAE uses an extended temporal meaning for 46.86% of the verbs, indicating that speakers of BSAE more likely to overextend the temporal duration of stative verbs than WSAE speakers. The temporal meanings for activities were the same for both varieties; the prototypical short duration is denoted by 77.83% of the total activities in BSAE, and 77.11% of the activities in WSAE. The extended duration in both varieties may be due to language change in general, while the additional temporal meanings for statives in BSAE are a result of substrate transfer. MA (English)--North-West University, Vaal Triangle Campus, 2015