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Dealing with non-equivalence of legal terminology –a comparative case study of Lithuanian and English legal termsPublicationThe aims of the article are: 1) to define the principles of comparative legal terminology analysis used for the case study presented in the article; 2) to analyse a group of Lithuanian legal terms defining a generic concept of a criminal wrong and its types according to the degree of seriousness (nusikalstama veika, nusikaltimas and baudžiamasis nusižengimas), and to conduct a comparative analysis of the Lithuanian terms and their closest equivalents in the English-Welsh and the US legal systems; 3) to analyse how the relevant concepts are named in the English versions of the EU legal documents; 4) to discuss and evaluate the translation of the analysed Lithuanian terms in the English version of the Criminal Code of the Republic of Lithuania. The research reveals semantic and functional differences of the analysed Lithuanian terms and their closest English equivalents as well as the differences between the Lithuanian, the English-Welsh, and the US legal systems. The analysis of the EU documents shows what criminal law terms, referring to the relevant concepts, are used internationally. The findings allow the evaluation of the English translation of the Lithuanian terms in the Criminal Code of the Republic of Lithuania from the perspective of the functional (in)congruity of the terms and the communicative purpose of the target text. Hopefully, the findings of the research will give ideas to both the translators of legal texts dealing with non-equivalence problems and the teachers of legal English searching for effective terminology teaching strategies as well as willing to use comparative law and translation methodology in the ESP teaching process.
- research article
;Ashkinazi, VEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius] / International Association of Technical English Trainers. [Saint Petersbug : TransEarl], 2014, iss. 42, vol. 15., p. 1-7The greatest achievement of technology, the Internet, not only changed the lifestyles of the world population, but also created unheard of before opportunities for learning and teaching foreign languages. The development of technology provided the important shift from the informational Web 1.0 to the social Web 2.0, which allows involving users in active communication and collaboration with each other. The number of social media websites keeps constantly increasing, which makes them available to learners all over the world. This article aims at examining use of social media websites by the university students who study English for Law and Customs Activities. The current research data are compared with the results obtained by A. Paciuk (2012) with the students of the same specialization. Some similarities and statistical correlations between the findings for ‘often used’ sites have been found, but results differ significantly for ‘sometimes used’ or ‘never used’ sites. In collaboration of two universities: students‘ self-assessment and self-evaluation of online activitiesPublicationresearch article ;Patackaitė, JūratėEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius] / International Association of Technical English Trainers. [Saint Petersbug : TransEarl], 2013, iss. 40, vol. 14., p. 1-12The methods of the research include the administration of part of a designed questionnaire, analysis of students’ responses and their statistical treatment by a means of the Statistical Package for Social Sciences (SPSS). The research supports the view that use of technology in the classroom is beneficial. In general, respondents are content with their class activities in doing online exercises and basically their attitudes depend on the types of exercises: students are positive about easy formats and negative about more difficult formats. Moreover, students believe that collaborative learning in class is beneficial for increasing communicative ability they will need in their future jobs. Computations of Spearman’s correlation coefficients have shown that there are good correlations among students’ responses of two universities at the significance levels either 0.05, i.e. at the probability of 95%, or 0.01, i.e. at the probability of 99%, and the values of Spearman’s coefficients vary between 0.705 and 0.863. These results mean that the relationships are not likely to be due to chance and may be extended beyond the studied samples despite their smallness.
- research articleEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius] / International Association of Technical English Trainers. [Saint Petersbug : TransEarl], 2013, vol. 13, iss. 37., p. 1-6Online self-evaluation is a novel way for students to assess their achievements in language learning. This article focuses on students’ perceptions of their online self-evaluation in learning English for Specific Purposes. The self-assessment data are compared with the results of formal testing. The conclusions are drawn on the merits of self-testing in preparation for formal tests.
Ongoing research into speaking skillsPublicationresearch articleEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius] / International Association of Technical English Trainers. [Saint Petersbug : TransEarl], 2013, iss. 38, vol. 14., p. 1-9The aim of this research is to explore the students’ attitudes to developing speaking skills in English for Specific Purposes (ESP) classes. Speaking is a productive skill which is difficult to master. The research method employed the questionnaire on learner attitudes to different speaking activities in the classroom. It was administered to the students who study psychology at tertiary level. The students were asked to indicate the degree of difficulty they had with the various speaking activities on the Likert’s scale ranging from “very difficult” (1) to “very easy” (5). The results included the students’ responses obtained in three academic years of 2010, 2011 and 2012. The attitudes of students to different activities vary: they are more positive to short talks and discussions than to spontaneous speaking. The short talks and Power Point Presentations (PPPs) have been mandatory and graded in the ESP classes, so the correlations between grades in short talks and PPPs have been computed. Students’ contributions to discussions and impromptu speeches have not been graded because basically self-confident students take part in these activities while passive students fail to contribute. The excerpts of written self-assessments of learners’ achievements in improving speaking skills have been reproduced. English for specific purposes: e-learningPublicationresearch articleEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius]. [Saint Petersbug : TransEarl], 2012, vol. 12, iss. 34., p. 1-8Online learning has gained popularity due to technology progress. The concept of online learning comprises all forms of electronically supported learning. The term is used to refer to the out-of-classroom and in-classroom educational experiences via online technology. Its classic definition means the integrated combination of traditional learning with web based online approaches. This article examines students’ perceptions and attitudes to integrating online activities in the English for Specific Purposes (ESP) language classroom. The respondents in this study have been the University students of two different specializations, namely students who study either Law or Law & Management. The specially designed questionnaire has been administered to the two samples of respondents. The data have been analyzed statistically by a means of a Software Package for Social Sciences (SPSS). It has been established that the frequencies of the positive and the negative responses do not only depend on the respondents’ specialization but also differ within the different groups of the same specialization. The findings mean that there is resistance towards online learning which might be due to students’ individual likes and dislikes. Statistical treatment of the students’ responses allows determining the degree of the strength of relationships as well as their statistical significance. No linear relationship has been found for the positive responses between both samples. A linear relationship between negative responses of studied samples has been found at the significance level of .009, i.e. the probability of 99%, which indicates that the findings may be extended beyond the examined limited number of respondents. 1 Challenges in ESP: teaching millennialsPublicationresearch articleEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius] / International Association of Technical English Trainers. [Saint Petersbug : TransEarl], 2012, vol. 12, iss. 36., p. 1-10 Blended learning in ESP listeningPublicationFor a long time researchers and language practitioners have maintained that listening skills could be picked up by the learners. By now it has been generally accepted that listening skills have to be taught like any other language skills. The current advantages of high-technology allow employing the method blended learning of listening skills in English classrooms. This article examines the practice of blended learning in the sense of its classic definition, look at some online activities teachers can select, and present some evidence of a its positive contribution to the difficult task of second language acquisition for communication. 1 ESP writing: weblogs or wikis?Publicationresearch articleEnglish for specific purposes world : online journal for teachers [Elektroninis išteklius]. [London] : International Association of Technical English Trainers, 2010, vol. 9, iss. 30., p. 1-5This paper aims at analyzing learners’ attitudes to weblogs and wikis which are common for communication in the networked world. The present investigation into application of wikis in English classes is compared with our previous research into weblogging. Current findings show that the experience of online writing for the audience provides an important opportunity for improving writing skills. Learners’ attitudes to weblogs and wikis are examined and a possible practical implication is indicated.
- The application of Information Communication Technology (ICT) in English learning and teaching has become very popular. Using the Internet to learn a language can compensate for the lack of communication with the native speakers face to face and can create wide opportunities to enhance learning. While ICT has had a major influence on the teaching and learning of languages, there are some controversies between theory and practice, especially using it for different areas of language study (Barret and Sharma, 2007). Some disagreements cover areas such as the teaching of grammar, vocabulary, language skills and testing. However, advantages of English learning on the Internet surpasses its disadvantages. The Internet activities promote learner self-monitoring ability, strengthen and develop students’ cooperation, encourage the use of multimedia and network technology, allow to employ weblogs and wikis for online publishing, foster participation in different thematic discussion groups and chat rooms and communication with foreign pen-pals via e-mail as well as employ other interactive atasks such as podcasting (Zhong, 2008).