Comparing collocations in translated and learner language
In search of a method
This paper compares use of collocations by Italian learners writing in and translating into English,
conceptualising the two tasks as different modes of constrained language production and adopting
Halverson’s (2017) revised Gravitational Pull Hypothesis as a theoretical model. A particular focus is
placed on identifying a method for comparing datasets containing translations and essays, assembled opportunistically and varying
in size and structure. The study shows that lexical association scores for dependency-defined word pairs are significantly higher
in translations than essays. A qualitative analysis of a subset of collocations shared and unique to either mode shows that the
former set features more collocations with direct cross-linguistic links (connectivity), and that the source/first language seems
to affect both modes similarly. We tentatively conclude that second/target language salience effects are more visible in
translation than second language use, while connectivity and source language salience affect both modes of bilingual processing
similarly, regardless of the mediation variable.
Article outline
- 1.Introduction
- 2.Phraseological insights on learner language, translation and constrained language
- 2.1Phraseology in learner language
- 2.2Phraseology in translated language
- 2.3The constrained language hypothesis
- 2.4Learner translation corpora as a subset of learner corpora
- 3.Method
- 3.1Research questions and overall research method
- 3.2Description of the dataset
- 3.3Quantitative and qualitative analysis
- 3.3.1Definition, extraction and scoring of TL/L2 collocations
- 3.3.2By-subject analysis of collocationality in translations and essays
- 3.3.3Qualitative exploration of connectivity: Data from bilingual dictionaries
- 3.3.4Exploration of SL effects: Equivalents from dictionaries, machine translation and source texts, with association scores
from an SL corpus
- 4.Results
- 5.Discussion and conclusion
- Notes
-
References