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Bilingualism/Language Acquisition by Sarah Berthaud
Linguistic Approaches to Bilingualism, 2019
Research has indicated that during sentence processing, French native speakers predominantly rely... more Research has indicated that during sentence processing, French native speakers predominantly rely upon lexico-semantic cues (i.e., animacy) while native speakers of English rely upon syntactic cues (i.e., word order). The present study examined sentence production in L1 French/L2 English and L1 English/L2 French sequential bilinguals. Participants used animate and inanimate entities as sentence subjects while describing motion events represented by static pictures. To test a gradual change in animacy cue weighting in second-language sequential bilinguals with different proficiency levels were included. Sentence production of sequential bilinguals was compared against that of simultaneous bilinguals. The results indicated an overall preference for the use of animate subjects for both languages at all proficiency levels. The effect of animacy was stronger for English L2 than French L2 while it did not differ between languages in simultaneous bilinguals. Evidence for potential change in the animacy-cue weighting was only observed for English L2.
Proceedings of Fechner Day 25, 2009
The current study examines production of sentences in which verbs of motion were used. Participan... more The current study examines production of sentences in which verbs of motion were used. Participants that were either French or English native speakers produced sentences in their second language (L2). Importantly, English is said to be dominantly manner framed while
French is dominantly path framed language. This means that in English verbs of motion mainly carry information about manner in which action is performed while path is described by the syntactic frame (e.g. John walked up the hill). In French verbs of motion describe the path of motion while the manner can be added by a prepositional phrase (e.g. John ascends the hill by walking). Sentence production was elicited using custom made pictures that
showed the action and all arguments of the verb. The results indicated that speakers of either language use the structures of their first language to produce sentences in the second language. Because manner framed verbs are much more flexible in the type of syntactic frame they permit native English speakers were more successful in applying this strategy to French verbs. As path framed verbs are not as flexible French speakers made many errors trying to use English verbs as if they were path framed. In addition to the type of language another
important characteristic for sentence production was animacy of the sentence subject.
Constructions in French, 2012
The study examines the production of sentences describing motion in L2 learners, focusing on prog... more The study examines the production of sentences describing motion in L2 learners, focusing on progress in learning verbal constructions, i.e. pairings of verbs of motion and their compatible syntactic frames in English and French. This is an important issue because verbs that are translational equivalents in the two languages do not necessarily share syntactic frames. Following the idea that the overall meaning of a verb is composed of its core meaning and structural meaning, we expected that after associating translational equivalents from L1 and L2, language learners would progressively associate L2 syntactic frames to the core meaning of the verb. However, this was only true for learners of French. Learners of English did not show improvement in sentence production corresponding to their proficiency level.
Translation/Interpreting by Sarah Berthaud
Report, 2017
How much should translators use machine translation? What’s the best method for translators to c... more How much should translators use machine translation?
What’s the best method for translators to communicate with translation companies? What technological skills are expected of translators nowadays? How are language services businesses harnessing the recent development of translation technologies?
We all know technology is important in translation today, but it is difficult to know what the industry stakeholders are really thinking and feeling about it. We asked project managers and business owners of language service providers (LSPs) a variety of questions about translation and technologies. The questions covered six key areas:
machine translation
CAT tools
interpreting-related tools
training
paid-crowdsourcing business model
communication tools
This report illustrates the opinions and perceptions of people who work in the language services businesses about the recent development of technologies in the industry and their views on future trends.
This report is based on a focus group study conducted by the University of Portsmouth.
The Interpreter and Translator Trainer, 2017
The translation industry, as well as Higher Education Institutions (HEIs) and thus translation tr... more The translation industry, as well as Higher Education Institutions (HEIs) and thus translation training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translation training and professional translation practice (Kelly 2015; Kenny and Ryou 2007). In this paper, like Kiraly (2000, 2013), we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translation training and professional translation practice. Unlike previous studies (Calvo 2015; Stewart, Orbán, and Kornelius 2010; Risku 2016), in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the University of Portsmouth (UoP). On the MATS, reflection - for all participants involved - influences all aspects of the course, thereby developing an adaptable CoP that sets both students and trainers up with the tools for successful adaptation for their professional life.
Language Policy by Sarah Berthaud
Report on Language Provision in Ireland's Institutes of Technology, 2018
This report presents the results of a survey we conducted between January and April 2018 to asses... more This report presents the results of a survey we conducted between January and April 2018 to assess the current language provision in the Institutes of Technology (IoTs) operating in Ireland. Two major factors motivated us to conduct such a survey at the time. The most decisive factor that inspired us to conduct the survey is the launch in December 2017 by the then Minister for Education Richard Bruton of the ‘Languages Connect:
Ireland’s Strategy for Foreign Languages in Education 2017-20261’. This document – the very first modern language strategy to ever be launched in Ireland – establishes ambitious aims in terms of modern foreign language learning and teaching in Ireland at all levels of education.
Papers by Sarah Berthaud
The purpose of the study was to identify current trends and possible problems with technology use... more The purpose of the study was to identify current trends and possible problems with technology use in the UK language service industry and share good practice and offer recommendations for effective and constructive use of technologies in translation. We aimed to find out the opinions and perceptions about technology use in translation businesses by UK Language Service Providers (LSPs), particularly Project Managers (PMs). This stakeholder group was chosen as study participants as they are the key people who have strong influences on all aspects of translation practice in the industry but form a relatively underrepresented stakeholder group both in public discourse and the research literature
Interpreter and Translator Trainer, 2017
s and inquiries to be sent to Begoña Rodríguez de Céspedes (begona.rodriguez@port.ac.uk) with ‘IT... more s and inquiries to be sent to Begoña Rodríguez de Céspedes (begona.rodriguez@port.ac.uk) with ‘ITT 2017’ mentioned in the e-mail title. 01.03.2016 Notification of acceptance 01.06.2016 Submission of full papers to on-line submission platform at http://www. edmgr.com/ritt/ (for accepted abstracts) 01.07.2016 Notification of acceptance for refereeing 01.12.2016 Results of the referee process 01.02.2017 Submission of final versions (for accepted paper) Target publication date: August 2017 The Interpreter and Translator Trainer 369
Research has indicated that during sentence processing, French native speakers predominantly rely... more Research has indicated that during sentence processing, French native speakers predominantly rely upon lexico-semantic cues (i.e., animacy) while native speakers of English rely upon syntactic cues (i.e., word order). The present study examined sentence production in L1 French/L2 English and L1 English/L2 French sequential bilinguals. Participants used animate and inanimate entities as sentence subjects while describing motion events represented by static pictures. To test a gradual change in animacy cue weighting in second-language sequential bilinguals with different proficiency levels were included. Sentence production of sequential bilinguals was compared against that of simultaneous bilinguals. The results indicated an overall preference for the use of animate subjects for both languages at all proficiency levels. The effect of animacy was stronger for English L2 than French L2 while it did not differ between languages in simultaneous bilinguals. Evidence for potential change i...
The Interpreter and Translator Trainer
The translation industry, as well as Higher Education Institutions (HEIs) and translator training... more The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translator training and professional translation practice (Kelly 2015; Kenny and Ryou 2007). In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice. Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the
Constructional Approaches to Language, 2012
The study examines the production of sentences describing motion in L2 learners, focusing on prog... more The study examines the production of sentences describing motion in L2 learners, focusing on progress in learning verbal constructions, i.e. pairings of verbs of motion and their compatible syntactic frames in English and French. This is an important issue because verbs that are translational equivalents in the two languages do not necessarily share syntactic frames. Following the idea that the overall meaning of a verb is composed of its core meaning and structural meaning, we expected that after associating translational equivalents from L1 and L2, language learners would progressively associate L2 syntactic frames to the core meaning of the verb. However, this was only true for learners of French. Learners of English did not show improvement in sentence production corresponding to their proficiency level.
The current study examines production of sentences in which verbs of motion were used. Participan... more The current study examines production of sentences in which verbs of motion were used. Participants that were either French or English native speakers produced sentences in their second language (L2). Importantly, English is said to be dominantly manner framed while French is dominantly path framed language. This means that in English verbs of motion mainly carry information about manner in which action is performed while path is described by the syntactic frame (e.g. John walked up the hill). In French verbs of motion describe the path of motion while the manner can be added by a prepositional phrase (e.g. John ascends the hill by walking). Sentence production was elicited using custom made pictures that showed the action and all arguments of the verb. The results indicated that speakers of either language use the structures of their first language to produce sentences in the second language. Because manner framed verbs are much more flexible in the type of syntactic frame they per...
TEANGA, the Journal of the Irish Association for Applied Linguistics
Linguistic Approaches to Bilingualism, 2019
Research has indicated that during sentence processing, French native speakers predominantly rely... more Research has indicated that during sentence processing, French native speakers predominantly rely upon lexico-semantic cues (i.e., animacy) while native speakers of English rely upon syntactic cues (i.e., word order). The present study examined sentence production in L1 French/L2 English and L1 English/L2 French sequential bilinguals. Participants used animate and inanimate entities as sentence subjects while describing motion events represented by static pictures. To test a gradual change in animacy cue weighting in second-language sequential bilinguals with different proficiency levels were included. Sentence production of sequential bilinguals was compared against that of simultaneous bilinguals. The results indicated an overall preference for the use of animate subjects for both languages at all proficiency levels. The effect of animacy was stronger for English L2 than French L2 while it did not differ between languages in simultaneous bilinguals. Evidence for potential change in the animacy-cue weighting was only observed for English L2.
Proceedings of Fechner Day 25, 2009
The current study examines production of sentences in which verbs of motion were used. Participan... more The current study examines production of sentences in which verbs of motion were used. Participants that were either French or English native speakers produced sentences in their second language (L2). Importantly, English is said to be dominantly manner framed while
French is dominantly path framed language. This means that in English verbs of motion mainly carry information about manner in which action is performed while path is described by the syntactic frame (e.g. John walked up the hill). In French verbs of motion describe the path of motion while the manner can be added by a prepositional phrase (e.g. John ascends the hill by walking). Sentence production was elicited using custom made pictures that
showed the action and all arguments of the verb. The results indicated that speakers of either language use the structures of their first language to produce sentences in the second language. Because manner framed verbs are much more flexible in the type of syntactic frame they permit native English speakers were more successful in applying this strategy to French verbs. As path framed verbs are not as flexible French speakers made many errors trying to use English verbs as if they were path framed. In addition to the type of language another
important characteristic for sentence production was animacy of the sentence subject.
Constructions in French, 2012
The study examines the production of sentences describing motion in L2 learners, focusing on prog... more The study examines the production of sentences describing motion in L2 learners, focusing on progress in learning verbal constructions, i.e. pairings of verbs of motion and their compatible syntactic frames in English and French. This is an important issue because verbs that are translational equivalents in the two languages do not necessarily share syntactic frames. Following the idea that the overall meaning of a verb is composed of its core meaning and structural meaning, we expected that after associating translational equivalents from L1 and L2, language learners would progressively associate L2 syntactic frames to the core meaning of the verb. However, this was only true for learners of French. Learners of English did not show improvement in sentence production corresponding to their proficiency level.
Report, 2017
How much should translators use machine translation? What’s the best method for translators to c... more How much should translators use machine translation?
What’s the best method for translators to communicate with translation companies? What technological skills are expected of translators nowadays? How are language services businesses harnessing the recent development of translation technologies?
We all know technology is important in translation today, but it is difficult to know what the industry stakeholders are really thinking and feeling about it. We asked project managers and business owners of language service providers (LSPs) a variety of questions about translation and technologies. The questions covered six key areas:
machine translation
CAT tools
interpreting-related tools
training
paid-crowdsourcing business model
communication tools
This report illustrates the opinions and perceptions of people who work in the language services businesses about the recent development of technologies in the industry and their views on future trends.
This report is based on a focus group study conducted by the University of Portsmouth.
The Interpreter and Translator Trainer, 2017
The translation industry, as well as Higher Education Institutions (HEIs) and thus translation tr... more The translation industry, as well as Higher Education Institutions (HEIs) and thus translation training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translation training and professional translation practice (Kelly 2015; Kenny and Ryou 2007). In this paper, like Kiraly (2000, 2013), we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translation training and professional translation practice. Unlike previous studies (Calvo 2015; Stewart, Orbán, and Kornelius 2010; Risku 2016), in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the University of Portsmouth (UoP). On the MATS, reflection - for all participants involved - influences all aspects of the course, thereby developing an adaptable CoP that sets both students and trainers up with the tools for successful adaptation for their professional life.
Report on Language Provision in Ireland's Institutes of Technology, 2018
This report presents the results of a survey we conducted between January and April 2018 to asses... more This report presents the results of a survey we conducted between January and April 2018 to assess the current language provision in the Institutes of Technology (IoTs) operating in Ireland. Two major factors motivated us to conduct such a survey at the time. The most decisive factor that inspired us to conduct the survey is the launch in December 2017 by the then Minister for Education Richard Bruton of the ‘Languages Connect:
Ireland’s Strategy for Foreign Languages in Education 2017-20261’. This document – the very first modern language strategy to ever be launched in Ireland – establishes ambitious aims in terms of modern foreign language learning and teaching in Ireland at all levels of education.
The purpose of the study was to identify current trends and possible problems with technology use... more The purpose of the study was to identify current trends and possible problems with technology use in the UK language service industry and share good practice and offer recommendations for effective and constructive use of technologies in translation. We aimed to find out the opinions and perceptions about technology use in translation businesses by UK Language Service Providers (LSPs), particularly Project Managers (PMs). This stakeholder group was chosen as study participants as they are the key people who have strong influences on all aspects of translation practice in the industry but form a relatively underrepresented stakeholder group both in public discourse and the research literature
Interpreter and Translator Trainer, 2017
s and inquiries to be sent to Begoña Rodríguez de Céspedes (begona.rodriguez@port.ac.uk) with ‘IT... more s and inquiries to be sent to Begoña Rodríguez de Céspedes (begona.rodriguez@port.ac.uk) with ‘ITT 2017’ mentioned in the e-mail title. 01.03.2016 Notification of acceptance 01.06.2016 Submission of full papers to on-line submission platform at http://www. edmgr.com/ritt/ (for accepted abstracts) 01.07.2016 Notification of acceptance for refereeing 01.12.2016 Results of the referee process 01.02.2017 Submission of final versions (for accepted paper) Target publication date: August 2017 The Interpreter and Translator Trainer 369
Research has indicated that during sentence processing, French native speakers predominantly rely... more Research has indicated that during sentence processing, French native speakers predominantly rely upon lexico-semantic cues (i.e., animacy) while native speakers of English rely upon syntactic cues (i.e., word order). The present study examined sentence production in L1 French/L2 English and L1 English/L2 French sequential bilinguals. Participants used animate and inanimate entities as sentence subjects while describing motion events represented by static pictures. To test a gradual change in animacy cue weighting in second-language sequential bilinguals with different proficiency levels were included. Sentence production of sequential bilinguals was compared against that of simultaneous bilinguals. The results indicated an overall preference for the use of animate subjects for both languages at all proficiency levels. The effect of animacy was stronger for English L2 than French L2 while it did not differ between languages in simultaneous bilinguals. Evidence for potential change i...
The Interpreter and Translator Trainer
The translation industry, as well as Higher Education Institutions (HEIs) and translator training... more The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translator training and professional translation practice (Kelly 2015; Kenny and Ryou 2007). In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice. Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the
Constructional Approaches to Language, 2012
The study examines the production of sentences describing motion in L2 learners, focusing on prog... more The study examines the production of sentences describing motion in L2 learners, focusing on progress in learning verbal constructions, i.e. pairings of verbs of motion and their compatible syntactic frames in English and French. This is an important issue because verbs that are translational equivalents in the two languages do not necessarily share syntactic frames. Following the idea that the overall meaning of a verb is composed of its core meaning and structural meaning, we expected that after associating translational equivalents from L1 and L2, language learners would progressively associate L2 syntactic frames to the core meaning of the verb. However, this was only true for learners of French. Learners of English did not show improvement in sentence production corresponding to their proficiency level.
The current study examines production of sentences in which verbs of motion were used. Participan... more The current study examines production of sentences in which verbs of motion were used. Participants that were either French or English native speakers produced sentences in their second language (L2). Importantly, English is said to be dominantly manner framed while French is dominantly path framed language. This means that in English verbs of motion mainly carry information about manner in which action is performed while path is described by the syntactic frame (e.g. John walked up the hill). In French verbs of motion describe the path of motion while the manner can be added by a prepositional phrase (e.g. John ascends the hill by walking). Sentence production was elicited using custom made pictures that showed the action and all arguments of the verb. The results indicated that speakers of either language use the structures of their first language to produce sentences in the second language. Because manner framed verbs are much more flexible in the type of syntactic frame they per...
TEANGA, the Journal of the Irish Association for Applied Linguistics