Glossing

В современной лингвистике глоссирование является неизбежным атрибутом оформления примеров в научном тексте. Настоящий доклад посвящен рассмотрению проблем, возникающих при глоссировании новогреческих диалектных текстов. Цель доклада — продемонстрировать, что далеко не все проблемы носят технический характер и связаны с оформлением текста, а глоссирование следует считать мощнейшим инструментом для исследования морфонологии и морфосинтаксиса исследуемого языкового материала.

Nowadays glosses have become a very tool for presentation of linguistic examples. In this report I analyze the problems I faced as I supplied Modern Greek dialect texts with glosses. In my opinion these are not just technical problems and glosses should be regarded as a key to morphophonology and morphosyntax

The earliest extant medieval Hebrew Bible manuscripts (late ninth and mid-eleventh) feature several innovations with respect to the Hebrew biblical textual witnesses preserved from earlier periods (the biblical scrolls found in the Qumran caves, third century BCE - first century CE). One of those features is the annotations to the biblical text found in every folio of most of those manuscripts. This article provides a comprehensive overview of these annotations: their main characteristics (location, format, presentation, content), their function, their purpose, and their origin and authorship. To end, a brief state of the art and some ideas for future research are offered.
https://www.gorgiaspress.com/scribal-habits-in-near-eastern-manuscript-tradition

Vocabulary is a good determiner of reading comprehension and academic success (Rowe, 2012). It is essential in increasing the quality of one’s reading, writing, listening, and speaking skills that it is considered important and necessary to allocate time for vocabulary instruction every English class meeting (A. Nilsen & D. Nilsen, 2003). However, vocabulary is not prioritized in most classrooms (Wright, 2012) and teachers have insufficient training and references regarding teaching it (A. Nilsen & D. Nilsen, 2003).
In Paco Catholic School, an educational institution in Paco, Manila, a vocabulary program called, “Word of the Day” is implemented everyday in the junior high school department for five (5) minutes. Thus, it can be concluded that vocabulary instruction is given importance to in the research site. However, during the implementation of Needs Analysis in one (1) grade 10 English class, the researchers discovered that several students have gaps in their vocabulary knowledge as they rarely incorporate vocabulary words in their sentences and there are instances when they struggle in recognizing vocabulary words.
The researchers intervened by incorporating Richard E. Mayer’s Cognitive Multimedia Learning Theory (Mayer, 2005) through Multimedia Glossing (Yanguas, 2009) while applying the principle of individual active learning from Jean Piaget’s Cognitive Constructivism (Powell & Kalina, 2009) in order to expand the participants’ vocabulary knowledge. The researchers collected data through pre and post surveys, pre and post tests, and pre and post intervention essays. After exposing the participants to the intervention for 10 sessions distributed to 6 school weeks, the results of the surveys show that the participants may have perceived Multimedia Glossing through Constructivist approach as motivating and effective. Additionally, the participants’ vocabulary tests and essays exhibited significant improvement when compared through a Dependent Samples T-test calculator. Thus, Multimedia Glossing through Constructivist approach may have helped in expanding grade 10 students’ vocabulary knowledge.

Translation is typically thought of as conveying the meaning of a source text in another language. However several translation tactics do not operate on textual meaning but on sound, typographic form and other features. In this article, I look at five such tactics, and how they are used in handling proper names, numerals, text in a third language, so-called untranslatable words, passages of uncertain meaning, and poetry, as well as their use in Translation Studies and linguistics journals, and in pronunciation guides for tourists and singers. These tactics, as well as others that are also not based on textual meaning, have been insufficiently theorized, and I suggest how one might start to correct this deficiency.

This study compared the effects of two annotation modalities on the reading comprehension of Iranian intermediate level EFL learners. The two experimental groups under study received treatment on 10 academic L2 reading passages under one of two conditions: One group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. The second group received treatment under a similar environment but received compound glosses. The control group, however, received no treatment and was encouraged to use contextual guessing. The findings revealed that the experimental group who received treatment through compound glosses outperformed the other two groups on the comprehension test, and the group who used textual annotations obtained a higher mean on the post-test than the control group. One explanation is that compound glosses might help learners better decipher the meanings of key words in L2 passages, thus contributing to their deeper understanding of the texts.

This paper is proposing an Information Technology enabled transliteration, glossing and metalanguage standers for Dravidian languages. Existing standards used for Dravidian languages is evaluated and a new standards is proposed. 0. Introduction Linguistic studies are much advanced scientific practice today. Linguistic literature is addressing global linguistic community irrespective of the paradigm, language families or the languages in linguists work. In the midst of the most alarmed situation of language endangerment, language linguistic data and other language resources are considered as one of a common good to humanity. Therefore, preservation of linguistic data with maximum linguistic information and presentation of language data and resources for global linguistic community for future are the two central concerns in the current practice of linguistics. Thus, standardization of transliteration 1, glossing 2 and metalanguage 3 which we follow are prerequisites for smooth communication and easy access to linguistic literature at the global level. There is no global standard is following in the above said important components of linguistic practices even though the existence of a few standards proposed by

"(...) Ainda que esses procedimentos de tradução demandam escolhas que, geralmente, procuram ressaltar os efeitos estéticos identificados em poemas em língua de sinais, bem como, enfatizam o uso de artifícios da linguagem oral
diretamente conectados ao gênero textual poético em questão. Isso porque, assim como nas línguas orais, nas línguas de sinais, acredita-se já haver um consenso linguístico de que as
relações simbólicas de significado estabelecidas entre os sinais e os elementos ou objetos a que se referem não são meramente icônicas, pois, apresentam arbitrariedades que fazem parte do próprio estatuto linguístico da língua, em virtude de sua modalidade enunciativo-articulatória.
Nesses termos, acredita-se ainda, que o mesmo acontece com os procedimentos de tradução envolvendo textos poéticos em língua de sinais na direção Libras – Português. Ou seja, quando se pensa em re-textualizar um poema espaço-visual, que, enquanto texto-fonte, está registrado em movimento, para uma língua cuja modalidade enunciativo-articulatória
é gráfica e visual, tal como o Português Brasileiro, por exemplo, é possível notar que haverá relações arbitrárias em voga, pois, há um texto-fonte oral em Sinais em relação com um texto-alvo impresso, gerado a partir do devido procedimento tradutório (...)".

This blog post originally appeared on the website of Huygens ING, an Institute of the Dutch Royal Academy of Arts and Sciences on June 30, 2016. It was published as a part of a four-part series about the Marginal Scholarship project, which took place at the Huygens ING from 2011 to 2016, marking the successful end of the project and the publication of project database.

1 300 words

The translation of the Bible into English presented a convenient opportunity to “correct” what were seen as long-standing errors in Catholic theology. Often these corrections were achieved by the unconventional vocabulary of the English translation (e.g. church vs. congregation), but also by explanatory glosses. The dangerously erroneous nature of glossing was not, as scholarship often assumes, a new Catholic concept developed in response to the Geneva Bible, but was preceded by centuries of debate on if and how one should gloss the Bible. Furthermore, while false glosses might, as Thomas Cranmer writes, promote ‘mystes and cloudes of errour and ignorance,’ the strategies used to denounce supposedly false glosses were often more rhetorical than theological. In order to understand religious error in sixteenth and seventeenth century exegesis, we must understand the contexts and nature of these accusations.

This paper seeks to contextualise accusations of erroneous glossing within ongoing debates about the nature of exegesis and explicate the rhetorical strategies they employ. It surveys the statements and correspondences of both Protestant and Catholic theologians in order to build a portrait of the strategies such writers use to represent undesirable glossing practices as erroneous. The paper focuses particularly on imagery of blindness and darkness, of filth and pestilence, and of disguise and the Edenic naked text. Combining established biblical historicism (David Daniell, Ian Green) with more recent approaches on the importance of biblical paratexts (Femke Molekamp, Aaron Pratt), this paper demonstrates the importance of understanding the history and construction of supposedly erroneous glossing.

The Georgian dialects' translation methodology (GDTM) for the digitized recorded speech patterns DRSP in the BalDAR was adopted for translation of the stratified language, which in this specific case is the Georgian dialect containing residues of Turkish, Persian, and Arabic, and Pontic Greek borrowings. However, GDTM can be extended as a general approach to the translation of other Georgian dialects into Standard English (SE) for the language documentation and archiving purposes. The justification for the Georgian Dialect Translation Methodology (GDTM) is that Batumi Linguocultural Digital Archive is a source of the cross-cultural validation of the Georgian and its dialects. The digitized, documented speech patterns contain many facts which are, at present, and will be in the future too, worth researching in various fields of study: Glossing and Tagging in translation can enhance the potential of the DigiArchive for the global research by the international scholars.

This paper summarises the results of a workshop that was held at the Department for the Anthropology of the Americas of the University of Bonn between 4-6 September 2014. The workshop was a joint initiative of the research project Textdatenbank und Wörterbuch des Klassischen Maya (TWKM = Text Database and Dictionary of Classic Mayan) and the research group developing the software application Tool for Systematic Annotation of Colonial K'iche' (TSACK) and aimed at discussing and defining standardised conventions for the linguistic description and glossing of Mayan language forms under XML. Grammatical descriptions of Mayan languages exhibit a plethora of descriptive standards. Produced by different linguists of different backgrounds with different research objectives, they reflect the diverse theoretical orientations of the linguistic discipline, ranging from formal descriptions of the structural or generative type to prescriptive grammars for the use in language teaching. Fun...

This study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two texts under conditions that required more and/or less careful reading. For the condition intended to promote more careful reading, each paragraph of the texts was divided into three or four subparts. For the condition expected to elicit less careful reading, each paragraph was split into two sections. While reading the texts, the participants’ eye-movements were recorded. Eleven students were further invited to participate in stimulated recall protocols. The target constructions were English unaccusative verbs and ten pseudowords, which were glossed with Korean translations. The eye-movement and stimulated recall data indicated that, as predicted, the participants processed the texts more carefully and attended to the target verbs more closely when paragraphs were divided into more subparts.

This study aims to explore the effects of different glosses on reading comprehension of low proficiency postgraduate students. In the present quasi-experimental study, 76 EFL learners at UPM who had attained similar scores in a standardized reading test were divided into four groups randomly. To make sure that the subjects did not know the target words, a vocabulary pre-test was conducted before the study. Then, the participants read six authentic texts under one of the conditions: L1 (Persian) gloss, L2 (English) gloss, L1 and L2 (Persian and English) gloss, and no-gloss. Results of recall protocol scores revealed the advantage of textual glosses over no-gloss condition. There was a significant difference between experimental groups and control group, but the differences between L1 gloss, L2 gloss, and L1 and L2 gloss were not significant. The findings of this study will be beneficial for those who are interested in applying related psychological theories in learning, teaching, and developing EFL/ESL learners’ reading comprehension, particularly by focusing on low proficiency postgraduate students.

Glossing, the practice of writing between the lines or in the margins of manuscripts, is a phenomenon that can be observed in a wide variety of historical cultures. Since the 1980s, researchers of European manuscripts have established and refined typologies to describe different varieties of glosses. There has been very little work, however, on the comparability of glossing practices between Europe and other cultural spheres. This paper focuses on “reading glosses,” which function to help the reader recover the literal sense of a text. Our argument is that the basic schemes of classification and analysis that have been developed for the study of medieval European glossing systems can be extended to the study of manuscript glossing in other cultural regions. Furthermore, insights from the comparative study of these systems enhance our understanding of not only medieval European glossing but medieval reading more generally.

This research explored the effects of three types of multimedia glosses on the reading comprehension of learners in an EFL context. From among the three experimental groups under study, one received treatment on five academic reading passages through picto-textual glosses where both textual definitions and relevant images of words popped up, thus helping learners surmise the meanings of the keywords. In a similar vein, the other two groups received treatment on the same passages, but used either pictorial or textual glosses where pertinent pictures or textual definitions of the keywords appeared on the screen. The experiment showed that the picto-textual-gloss group outperformed the other two groups, and that the pictorial-gloss group outperformed the textual-gloss group. The study thus underpinned Dual Coding Theory, arguing that when information is available in two modes of presentation, it becomes more elaborate and thus more memorable. When applied to reading comprehension, the idea suggests that the combination of textual and visual definitions might help learners better decipher the meanings of keywords in reading passages, and hence arrive at an even deeper comprehension of the texts.