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Quantifying the Efficiency of a Translator: The Effect of Syntactical and Literal Written Translations on Language Comprehension Using the Machine Translation System FALCon
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McCulloh, Ian A.; Morton, Jillian; Jantzi, Jennifer K.; Rodriguez, Amy M.; Graham, John – Applied Language Learning, 2008
This study introduces a new method of evaluating human comprehension in the context of machine translation using a language translation program known as the FALCon (Forward Area Language Converter). The participants include 48 freshmen from the United States Military Academy enrolled in the General Psychology course, PL100. Results of this study…
Descriptors: Written Language, Syntax, Translation, Computer Software
Quantifying the Efficiency of a Translator: The Effect of Syntactical and Literal Written Translations on Language Comprehension Using the Machine Translation System FALCon (Foreign Area Language Converter)
Peer reviewed Peer reviewed
Direct linkDirect link
McCulloh, Ian A.; Morton, Jillian; Jantzi, Jennifer K.; Rodriguez, Amy M.; Graham, John – Applied Language Learning, 2008
The purpose of this study is to introduce a new method of evaluating human comprehension in the context of machine translation using a language translation program known as the FALCon (Forward Area Language Converter). The FALCon works by converting documents into digital images via scanner, and then converting those images to electronic text by…
Descriptors: Semitic Languages, Comprehension, Translation, Computer Software
FL/L2 Reading, Grammatical Information, and the Input-to-Intake Phenomenon.
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Shook, David J. – Applied Language Learning, 1994
This study focused on the input-to-intake phenomenon: Can foreign language/second language (L2) learner-readers process grammatical information presented via written input as intake? Multiple tasks were designed to assess the processing of input into intake by first- and second-year students of Spanish. (JL)
Descriptors: Cognitive Processes, Grammar, Linguistic Input, Linguistic Theory
The Effects of Input Enhancement and Text Length on Adult L2 Readers' Comprehension and Intake in Second Language Acquisition.
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Leow, Ronald P. – Applied Language Learning, 1997
Investigated the effects of written input enhancement and text length on college students' second-language comprehension and intake. First-year Spanish students were exposed to one of four conditions with enhanced and non-enhanced short and long text. Exposing students to short authentic reading materials facilitated reading comprehension but not…
Descriptors: College Second Language Programs, College Students, Higher Education, Linguistic Input
Hedging, Inflating, and Persuading in L2 Academic Writing
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Hinkel, Eli – Applied Language Learning, 2005
This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…
Descriptors: Academic Discourse, Language Usage, Syntax, Written Language
Deviant English and the Para-Poetic.
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Lunberry, Clark – Applied Language Learning, 1994
This article examines instances of "para-poetic" writing produced by beginning and intermediate learners of English as a Second Language. It is suggested that the instructor or reader look beyond the conventional grammar and usage rules to appreciate the imagery of unusual juxtaposition of words and phrases in student work. Provides examples of…
Descriptors: Advanced Students, Classification, English (Second Language), Error Analysis (Language)