This article discusses the neglect of "metaphor" by translation theorists, and the translation implications of "metaphor.""Metaphor" is defined, the process of translating it is reviewed and a number of examples of metaphors translated from Hebrew to English are given. (CLK)

Provides a detailed voyage into the bilingualism of two Israeli Hebrew-English bilinguals. Compares their patterns of discourse marker employment at two points in their lifetime, twelve years apart. Finds that after 12 years, cognitive and discourse markers show further grammaticization quantitatively, whereas interpersonal discourse markers show…

Presents a systematic comparison of the function of voice alterations in three genetically unrelated languages--Biblical Hebrew, Chinese, and English. It is shown that passive or passivelike function can be divided into a number of discrete functional types, each of which is associated with a certain combination of translation equivalents in the…

Investigates the cross-linguistic patterns of the overgeneralization of the intransitive/transitive alternations found in children's speech and provides new evidence from findings based on the acquisition of French. The morphosyntatic characterization of such phenomena in English and Hebrew child language is followed by a description of the…

Syntactic differences between languages are the focus of attention in this approach to contrastive study of grammatical categories. The categories of the first language are listed in a "translation-paradigm" opposite the possible categories of the target language after translation of the corpus. Three examples which contrast the clause, verbal…

These papers deal with a variety of topics bearing on modality in a variety of languages and language families. While all languages have ways of expressing modality, that is, such notions as possibility, necessity, and contingency, this phenomenon has been the object of little systematic linguistic analysis. These papers are presented with the…

Analysis of research involving reading comprehension ability in a second language shows that problems with illocutionary force, logical connectors, and modifiers indicate that many students are either unable to draw on a culturally appropriate memory schema for reading comprehension or have preconceived notions about word meaning that prevent them…

Contrastive analysis is suggested as a tool in language teaching for such areas as: (1) deciding how much to focus on different aspects of the target language; (2) making generalizations about its structure; and (3) explaining texts or constructions which might otherwise be incomprehensible. The claim is made that such procedures need to be based…

The present volume is designed to help the student of child language, especially the beginning student, discover the high points of American and international research, such as French, German, Hebrew, Polish, and Russian. The selections in this reader are intended as an introduction to various fields of child language and to different theories and…

A sociolinguistic analysis of language use among eight preschool children in a bilingual English/Hebrew classroom was conducted to examine the effects of teacher background (U.S. or Israeli born/educated) while interacting with children from bilingual or monolingual backgrounds and teacher's participation (presence or absence) in classroom…