May 2019, BAS conference papers, Timișoara

At the International Annual Conference BAS (British and American Studies, 29th Edition), organized by the Department of English at the Faculty of Letters, History and Theology at UVT, from 16 to 18 May 2019, ROGER researchers presented the following papers on applied linguistics topics:

Presentation (1)

Title:
Translation Patterns in Romanian Trainee Texts: A Corpus-Based Exploratory Study at the Interface between Contrastive Linguistics and Translation Studies

Presentation excerpt
© Chitez&Punga/BAS2019/UVT

Authors:
Mădălina Chitez
Loredana Pungă

Abstract:

Student translator training has benefited greatly from the latest developments in computer-supported linguistic research methods, mostly in the framework of corpus-based translation studies (CBTS). In the present paper, we will use corpus-based processing tools (wordlist, concordancers) in order to identify translation patterns or individual characteristics, as the case may be, emerging in the texts produced by 34 third-year Romanian translation trainee students. The monolingual corpus is synchronic and consists of Romanian-into-English translations (18500 w.). The data interpretation integrates theoretical considerations from the English-Romanian Contrastive Linguistics (CL) field.

 

Presentation (2)

Title:
Data-driven Learning in ESP University Settings in Romania: Multiple Corpus Consultation Approaches for Academic Writing Support

Presentation excerpt
© Bercuci&Chitez/BAS2019/UVT

Authors:
Loredana Bercuci
Mădălina Chitez

Abstract:

This study explores the potential of corpus consultation approaches for the improvement of ESP students’ academic writing skills. We investigate the effects of three types of data-driven learning (DDL) activities in a sample group of 30 second-year students majoring in International Relations and European Studies at the West University of Timisoara. We analyse quantitative data, extracted from pre- and post-intervention corpus analyses. The findings indicate a significant differentiation in the complexity of the lexico-grammatical features used by learners in consequent intervention stages and a better integration of L2-related academic writing strategies into their written productions.