Latest revision as of 18:02, 16 February 2022

Creating Approprateness Theory

Overview Page of Approprateness Theory

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Appropriateness Theory - 易扬帆殷美达

I need more students here. You can write papers criticizing existing theories here and suggest what needs to be improved to develop a new theory! This is cutting edge research here! I expect the best students to participate and we may try to submit the papers to real academic journals!

我在文章中所举出来的例子会涉及一些人们约定俗成的道德规范，所以我认为您的这个理论是不是表达的是不仅仅只是考虑源文本和目标文本的内容传达，更多的还会去考虑两个文本背后所需要遵循的伦理道德的意思。可以检查译文可能会不遵循两个entities或者communities之间的伦理道德的关系，最后违背了appropriate theory。当然我相信人工智能长期来说也会学习道德。我觉得为了解释appropriateness theory最容易的是用一些已经存在的理论，选择一些例子让读者理解为什么这些理论都有限。有可能skopos达到了十分，但是翻译还是不对或者不理想。但是用appropriateness theory可以指路怎么提高这个翻译例子的质量。如果你能找到一些例子，用传统的翻译理论打不到最理想的结果，那我们可以发展自己的Appropriateness Theory想出来一个办法，怎么把这种例子也能翻译的好。意思就是我们去寻找一些如今还存在着问题亟待解决的译本，然后尝试着用appropriateness theory去解决，而不仅仅只是局限于伦理道德这一个方面。发展出我们自己的appropriateness theory去提高译文的质量？当然appropriateness theory大家都可以做贡献，最后只有一种appropriateness theory，包括你们所提到的解决方法。所以这个appropriateness theory是一个规模比较大的，它能够修理现在存在翻译理论的一些缺点。为了找合适的具体的使用例子当然也需要完全懂传统的理论，也要理解它们的限制和缺点。翻译者一般不按照理论翻译。只是咱们学者用理论。我们只要找一个例子我们觉得翻译的不太好。然后我们看一下按照哪一种传统的理论这个翻译应该还是好的，也没有办法提高质量。比如按照skopos是好的，因为在墓地读者达到跟在原来读者相同的作用。（比如一个假的新闻关于俄国女孩子anna在德国被难民抢劫的在俄国引起反德国的感情，翻译成德文以后在德国也引起从俄国移民到德国的俄国人少数民族的感情。按照appropriateness theory，假的新闻更笨不要翻译成其他语言，引起感情的后果是已经融入德国文化的俄国人开始意识到自己是俄国人，然后他们说他们在德国被压迫并请俄国跟德国打战争。这种例子在美国选举方面也有，在新馆疫情媒体报道方面也有）。然后我们想一想怎么还是可以提高质量（当然这个例子比较敏感，可以加两个词“假的”就提高了质量，但是也会有一些不那么敏感的例子，可以用另外一种方式提高质量）。找到了以后我们就按照这个发展Appropriateness Theory。

To the To Do list

Appropriateness Theory in Translation Studies

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Revisiting Newmark's Theory of Translation: To What Extent Is It Appropriate?

重审纽马克翻译理论：如何圈画适当性的范围？

Asep Budiman (student ID. 202111080020), Hunan Normal University, China

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Appropriateness in Lyrics Translation -- A Case Study of Lana Del Rey's Lyrics Translation in QQ Music

歌词翻译中的适当性——以拉娜·德雷在QQ音乐中的译本为例

易扬帆 Yi Yangfan, Hunan Normal University, China

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Appropriateness Theory-- A Critical Evaluation on Skopos Theory

适用性理论--对目的论的批判性评价

殷美达Yin Meida, Hunan Normal University, China

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Jawad Ahmad Appropriateness Theory In English As Second Language (ESL), English Language Teaching (ELT) And Its Difficulties

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 =Jawad Ahmad Appropriateness Theory In English As Second Language (ESL), English Language Teaching (ELT) And Its Difficulties=
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-Jawad Ahmad, Hunan Normal University, China
-=Abstract=
-When promoting cultural sensitivity and equality, English language acquisition should be taught from a multi-ethnic and multi-cultural perspective, using appropriate teaching resources. After a brief historical review and an explanation of the numerous concepts related with English language learning, English in its various variants is detailed. In today's rapidly globalizing society, it is widely argued that non-native English speakers outweigh native speakers. Studies are used to demonstrate the necessity for culturally relevant instructional materials and the difficulties that they provide.
-=keyword=
-Appropriateness Theory,English as a Second Language,Difficulties.
-=Introduction=
-Matching identities, circumstances, and behavioural rules can be based on personal experience, expert knowledge, or intuition, and is sometimes referred to as "recognition" to stress the cognitive process of appropriately matching issue-solving action to a problem scenario. It's possible that the match is based on job assumptions. The match may also have an essence connotation, such that appropriate attitudes, behaviours, feelings, or preferences for a citizen, official, or expert are those that are essential to being a citizen, official, or expert — essential not in the instrumental sense of being required to perform a task or socially expected, nor in the sense of being an arbitrary definitional convention, but in the sense of that which one cannot claim to be a proper citizen, official, or expert without.
-The idea of appropriateness lies at the heart of Hymes' original model of communicative competence. Chomsky's concept of linguistic competence was unsatisfactory to Hymes, who thought it was too restricted and insufficient. He agreed with Chomsky that language users must be able to generate and comprehend grammatical utterances, but he added that they must also be aware of cultural norms in order to correctly appraise the social circumstances and produce suitable speech. Knowing what to say is never enough, according to Hymes; you must also know "what to say to whom under what circumstances and how to say it". Hymns are also pointed out that linguistic and societal factors influenced appropriateness. "From a communication viewpoint, judgements of appropriateness are important." should not be separated into separate domains, [...] linguistic and cultural: Certainly, the two worlds will collide" (Hymes, 1972: 277-286).
-Hymes'emphasis on appropriateness brought in a sea change in language education methods. In the mid-1970s, grammar-based education was generally abandoned in favour of a communicative language teaching method (Leung 2005). Researchers and instructors agreed that language instruction should consider social context and social standards of usage, rather than focusing solely on grammatical rules. The idea appeared to provide a conceptual foundation for pedagogic widening (Leung 2005).
-Another point of view on the global expansion of English emphasises its utility. This viewpoint considers English to be a worldwide product linked to economic growth and expansion. D.Spichtinger (2000), on the other hand, opposes S. Karmani and R. Phillipson's functioning argument since it devalues other languages and cultures in favour of English. According to A. Pennycook, the spread of the English language was natural in the sense that "its subsequent expansion is seen as a result of inevitable global forces"; second, neutral in the sense that "it has become detached from its original cultural contexts"; and third, beneficial in the sense that "people gain access to the language, it creates cooperation and equity" (Pennycook, 1994:9)
-North America, the United Kingdom, Australia, and New Zealand made up the Inner Circle, while post-colonial states like Singapore, Hong Kong, and the Philippines made up the Outer Circle. Furthermore, China and Thailand were part of an Expanding Circle of linguistically varied and culturally eclectic countries. It's interesting looking at how English has transcended regional, linguistic, and geographical barriers to acquire a unique "character." As a result, countries that embrace the English language face economic, political, cultural, and social consequences.
-=Discussion=
-The words "World Englishes" and "Asian Englishes" were to describe the variety and acceptably unifying quality of English as it spread beyond regional, geographic, and linguistic barriers. English is today a highly useful language, and its users are the ones who define its distribution, relevance, advantages, and evolution. While D. Crystal (1994), to mention a few, has commented on these concepts, English has crept into a number of facets of our life, both globally and intranationally, regardless of the terminology employed and advocated for or against. (Crystal , 1994:73)
-Kearney stated that differentiating oneself from others in society is an Anglo-Saxon idea, but in the Wintu culture of Northern California, for example, people regard the self and others as a continuum without specific terms for "I" and "we."Similarly, Scollon (quoted in Lantolf & Thorne, 2006) highlighted how, unlike the Anglo-Saxon idea of freedom as releasing oneself from others, the Cantonese language defines freedom as the freedom "to flock together" (Lantolf & Thorne, 2006:72 and 114).
-As a result, language is not culture-agnostic, but rather "plays a significant role in the maintenance of culture, particularly in its written form" As a result, ESL teachers must be mindful that instructional materials integrate Western culture and values, as well as subjects that may be unfamiliar to pupils from more traditional sociocultural environments. There have been instances where Asian students from civilizations that are just beginning to open up politically have embraced the concept of democracy and new concepts that are taken for granted in many Westernized nations (Kramsch, 1998:8).
-Though theory suggests that residing in a target language group will give opportunities to acquire a language organically, data does not always back this up, as J. Sharkey and K. Johnson illustrate. If change does not come from the top down through English language associations, resources, and publishers, teachers must create change from the bottom up by appreciating and using the cultural variety and viewpoints that they encounter on a daily basis. Furthermore, all pupils who require the language to operate in this age of fast globalisation, cross-border migrations, and societal change should be included (Sharkey & Johnson ed., 1985).
-Kirkpatrick, as referenced by J. Grzega (2005), advocates for a paradigm change among English language instructors. Rather of investing enormous sums of money on importing native-speaking instructors and externally generated materials, Kirkpatrick believes more should be invested in strengthening local, non-native teachers: "Funding should be set aside for the professional development of local teachers" (Grzega, 2005:54). Students would have more faith in their local professors and learning aids if locally created materials were significantly invested in, according to N. Zacharias' research on Indonesian textbooks (Zacharias, 2005).
-Researchers who are having an effect in the ELT field can also help to bring about change. Based on corpora of non-native Englishes, Jenkins and Seidlhofer sought to define a "Lingua Franca Core" of English. Jenkins concentrated on pronunciation, while Seidlhofer concentrated on lexicogrammar. This aligns with the notion of teaching English as a communicative language rather than a collection of normative norms, as non-native speakers of English communicate more frequently than non-native and native speakers. Putting intelligibility ahead of accuracy is the essential issue here. Certain phonological elements, such as 3rd person markers, and grammatical elements, such as present perfect and simple past, "bear very little relationship to their actual usefulness, as successful communication is obviously possible without them. As a result, certain curriculum priorities would have to shift. (Grzega, 2005:47-54).
-Because of local circumstances or methodological decisions, studies in Second Language Acquisition (SLA) seldom provide unequivocal, generalisable conclusions. However, pedagogical principles and rules require a level of consistency, clarity, and assurance. Those in charge of putting second language training into practise face the challenging challenge of translating complicated research findings into clear, consistent pedagogic concepts. From the standpoint of SLA, the use of Hymes' notions in the Communicative Language Teaching method has been flawed. The standard course content suggests a decontextualized idealisation of language usage, i.e., idealised typifications of what native speakers could say and do in specific situations. Furthermore, this idealised L2 curriculum was often created from the standpoint of an assumed or idealised native English speaker (NS) (Leung 2005: 124-127).
-L2 learners/users encounter significant and well-documented challenges in gaining this complex and elusive notion of "appropriateness." Wilkinson's research of interactions between American exchange students and members of their host family in France revealed that classroom roles and norms were frequently unsuitable in out-of-class dialogues (Wilkinson 2002: 168).
-Because impoliteness is likely to be experienced by L2 users in the target language context or when interacting with other L2 users, Mugford argues that everyday communicative realities such as rudeness, disrespect, and impoliteness should not be ignored in the English as a Foreign Language (EFL) classroom. When confronted with rudeness, L2 users need to be able to respond correctly (Mugford, 2007 : 96).
-In casual interactions amongst NSs of French, Dewaele noted that the use of jargon and (some) offensive words is totally acceptable. However, incorporating this rich local style into a foreign language instruction is far from simple. On the one hand, it may be claimed that understanding these phrases and expressions is an important component of sociocultural competency in the target language and, as such, should be taught, although with the required cautionary remarks. However, the press and parent organisations' possible reactions should not be overlooked. From the standpoint of the instructor, teaching grammatical principles rather than lists of terms with fatal illocutionary implications is far safer (Dewaele, 2005b:155).
-=Difficulties in appropriateness=
-The concept of an abstract notion with dynamic and changing manifestations proposed by Leung (2007) is particularly attractive. Indeed, norms and appropriateness judgments are dynamic rather than static. They are subjective assessments made by participants during a conversation, and they can be amended at any time throughout the conversation. Members of the group may first regard someone who behaves harshly to a member of the group to have acted improperly.
-Members of the group may reconsider their opinion after hearing the reasons for the impolite behaviour and determine that the behaviour was, in fact, entirely suitable. It's improbable that everyone will agree or differ on the degree to which particular speech actions are (in)appropriate. Jokes are a good example of how appropriateness may be difficult to discern for both native and non-native speakers (Vaid, 2006: 152-182).
-What one NS may think is a perfectly suitable (and humorous) joke in a particular setting may be disrespectful or unpleasant to another NS and hence not amusing at all. Even friends conversing in their first language may occasionally misinterpret "appropriateness" by delving into a topic that has since become improper due to a change in the friend's living circumstances. Interlocutors with correct judgments of appropriateness have a thorough awareness of the relationships between group members and their histories. In most study designs, however, researchers make the appropriateness decisions, not the participants. In other words, researchers will assess whether or not the production of an L2 learner/user is suitable, with or without the help of a panel of NS judges. The etic viewpoint, or a description of a behaviour from the researcher's point of view, is an epistemological attitude (Pike 1967).
-It has been stated that more epistemological and methodological variety is required in order to get a deeper grasp of the idea of appropriateness, particularly as it relates to the transmission of emotion. Such an emic viewpoint might lead to the collection of rich data from the participants, which could enrich both the knowledge of this area of SLA and the methods of foreign language instruction. Many SLA study designs assume that L2 learners'/users' knowledge of the TL is insufficient, and that departures from the standard are evidence of this inadequacy. According to Bardovi-Harlig, speech act realisations might differ in terms of the utterance's social, linguistic, and pragmatic acceptability. L2 learners can pick distinct speech acts, different semantic formulae, different content, and finally different form (grammatical and lexical modification devices) on a linguistic-pragmatic level (Bardovi-Harlig , 2001: 14–20).
-=Conclusion=
-While determining appropriateness in one's own language might be tough, it is more difficult for foreign language learners and users. The reason for this is that appropriateness judgments are greatly reliant on the interaction's individual circumstances. Foreign language teachers may only point to broad guidelines in certain speech groups since the assessment of appropriateness is highly placed. L2 users must go out and experience for themselves what works and what does not, armed with that theoretical information. This ability to assess appropriateness is an important component of sociopragmatic, sociocultural, and sociolinguistic competence. I claimed that a solely etic approach needs be supplemented by an emic perspective in order to get any comprehension of the fluid and ever-evolving idea of "appropriateness" among L2 learners and L2 users. It is increasingly being used by non-native speakers rather than native speakers. Multiple variations of English have evolved as a result of the diversity of learners across geographical borders. As a result, enhancing interlocutor understanding and cultural sensitivity takes precedence over achieving native-like proficiency. Nonetheless, the many viewpoints on ESL and ELT have made it a contentious topic with obviously far-reaching impacts and difficulties.
-=References=

Difference between revisions of "Appropriateness Theory"

Latest revision as of 18:02, 16 February 2022

Contents

Appropriateness Theory in Translation Studies

Revisiting Newmark's Theory of Translation: To What Extent Is It Appropriate?

Appropriateness in Lyrics Translation -- A Case Study of Lana Del Rey's Lyrics Translation in QQ Music

Appropriateness Theory-- A Critical Evaluation on Skopos Theory

Jawad Ahmad Appropriateness Theory In English As Second Language (ESL), English Language Teaching (ELT) And Its Difficulties

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