Yuan Muhang D3

Discussion( �):

I have pretended as if I could not speak English well and that my writing

ability is very limited so that I could write the Chinese (my L1) below into

the English (my L2) paragraphs with the help of GT. The good news is that

GT is nearly perfect in translating complicated terminological words, and

that definitely is more accurate and convenient than recalling the

original English translation/terms in my brain without checking the

dictionary. In other words, all l I need to do is to:

1. Modify the beginning of each sentence,

2. Correct minor grammatical errors and

3. Cut long sentences into shorter sentences and do the same with

paragraphs.

Although the generated L2 still seems a little bit imperfect with the help

of GT compared with my real L2 knowledge if you read it closely, it

definitely saves a substantial amount of time if there is proof-reading

service available afterwards.

In conclusion, GT should be a valuable tool assisting poor to intermediate

English learners with their English writing, and maybe even more.

Original text:

ėÜy¹ėđy�fyd�Úyâ��A°yîŁêðĄýw-�e�ĦÜdÚĐėđ�ėÜyAÁêð�eėđĊ�Ŀw¦c�gô��ĭ�IĘŀâÄ?d°ĬĢÐWđâďD�ėÜyħêðėđÜ�¢�â·��0wŁ�£6ę�Ü�Ö{ėq��¹6ę�

ėÜy�¹ò\yâ��A°Łêðò\¤ėđĕX=/Ü�ijâ;÷�

ėÜy¹ėđy]A°���$ėđ���êð�Ěâ¶<yîĺnŁ¹�ıêðėđâÚĐd/ÜâyIJŁzêðkÖ{�»�âÖ{ĖėŁêðw-īĥėq¿ÚĐd/Üė

đ�ėÜyh=¾ġâãâ�d&3�Ă_�ėÏêðŁz¹;��öėđ¾ġâêð�kėđâ/Ü�ŁĘĖ����¹OùlČċģėđ¢Adò\O+âĶ���ŁbĖ�ī�Čīĥ�÷C�Ú­´ŁTÚĐĘĖ�â|Ĵ�j�Č4FçÉÚĐd��/Ü�ıėđŁ��¡�À¢ĨıėđâWĸ�ĕÍdėϹĪĪsâ�

ėÜyâY�Å�Ç��¹���-8Õ9ÛĿ1987ŀk"âėÜyÇČ���¨@łŇk'râėÜy{��Ł½ �Ç�¹NAo¾âŁ��¹��ŁY��¹ėq�ň!W�âĎÓæŁėÜyâ�йė�êðâW�d�)âüÂŁhÊ[$ĘėÜy¹�í���âêð�*ėÜy¥êðâ��_���ė�y¥êðâ��Łz¥êðâ¹ėđk�{âėq�/ܸ,Ù@¿â>,���ÝÊ[éŁėq���â.ÜkėÜyêð�NAįČ�

ėÜyêðk�{â��³Įėđâ/ÜŁL§¥�Ûâxķ��dĈÒ��Ł$V[ă�Ûâ±Ââyî�ėÜyâÇ�ļ9¹Āify~ C.W.ćĮµ Ŀ1901ń1979ŀd R.PúºĿ1891ń1970ŀk 20 �ø 30 �#G`®@â�60 �#Łąify~ J.L.uµÌĿ1912ń1960ŀd J.p�KĿ1932ńŅ )9`Wċ�ŇėđĊ�ňâÚēŃ ĀiėÜy~P.Æĝµ®@�Ň(Ė�^.SDňâÚē�$���yāâěØ/ėÜy!Ç�W�¢���×ñâyî�ğ¿ğrâąė²��ĒĔFėđėÜyâ�B;÷Łąė²ywÂZ5ßkėĸ�ĕÍ�ėÏóėđéĔ�ķ�ŁyÛQ/«¯�Ä?âėđ���âĕÍ�ÉëâėÏŁ�ă�vlÚĐėđŁ¼ăĩĊ¢JĂ½±â�Ĵ�hÊŁ��?ëlÚĐd/ÜėđŁy�ā�k�Ĵ�ĦÜėÜõàÑĵË�Ł®ľĠ³M�ĴâăH�

ĉÔĤ �ÈŁėđyÞ�ėÜyâ{�dĆá�νþ�âčĐŁ*R½�í:ĔŁQŇėq¹ėÜyâÅ�Ç���ň�¹�ı�ıêðėqk�Ĵĥï�â.Üâ¶yî��%âÉ�ėđ�Ð�ì�Ö{âėqŁŇĨĮâėqL§�Ĵâm^Ŀ¸ij�lÓóŀŁ�Ĵâ�ĜĿĖĻŀŁ�ĴâUāĿå�ijâ;÷��}Ď�ÞâĒĔd2��ĥTâûĽ��¸â�ÿóŀ$V��³�ėqä¬�eè�%�ĖėâÚĐd/ÜňĿİ{7Ł1992:171ŀ�©đ�ŁČE´Ã�>,âđėĊ�¹a�,Ĺ1ª=/ÜâėqŁì��ėq�/E´¾ġtç¤tT���

Writing with GT:

Pragmatics is a branch of linguistics, philosophy, and psychology, and how research threads influence people's use and understanding of language. Pragmatics analyzes the criteria that affect linguistic behavior (such as greetings, answers, entertainment, persuasion) and the rules that govern turn-by-turn statements. Pragmatics also studies how language is used to make things happen. For example, "I promised" to use in a specific context is a promise. Pragmatics is also a branch of semiotics that studies the relationship between symbols or language expressions and their use. Pragmatics is an

emerging field of study in linguistics that focuses on linguistic meaning. It is a study of language understanding and use. It studies specific utterances in specific situations, and studies how to understand and use contexts. Pragmatics is different from grammar research because of its own purpose and value. It is about the study of human language itself. In the use of language, speakers often do not simply express the static meaning of language components and symbol units. Listeners often have to understand a speaker's actual intention through a series of psychological inferences. To truly understand and properly use a language, it is not enough to know only the pronunciation, vocabulary and grammar that make up the language. Another core concept of pragmatics is meaning. In his book Summary of Pragmatics, Mr. He Zhaoxiong (1987) pointed out: "In the many pragmatic definitions, two concepts are very basic, one is meaning and the other is context." The rise of pragmatics is the result of the development and extension of semantic research, so it can be said that pragmatics is a study of meaning. However, the significance of pragmatics is different from that of formal semantics. What it studies is the specific meaning of language when it is used in certain contexts. It can be seen that the effect of context on meaning is very important in the study of pragmatics. It also studies the use of language in certain contexts, including the resulting literal and implication, as well as the disciplines that may produce results. The concept of pragmatics was first proposed by the American philosophers C.W. Morris (1901–1979) and R. Karnap (1891–1970) around the 1930s. In the 1960s, the British philosophers JL Austin (1912–1960) and J. Seller (1932–) published the theory of “linguistic behavior”; American pragmatician P. Grice proposed the “cooperative principle in conversation”. "The theory. The contributions of the above three scholars have allowed pragmatics to develop from concept to an independent discipline. To this day, more and more English teachers have recognized the close relationship between language and pragmatics. If English teaching only stays at the level of language knowledge such as pronunciation, vocabulary, and grammar, even if students master the standard language, rich vocabulary, and correct Grammar does not understand language well, and it cannot conduct successful and effective communication. Therefore, in order to accurately understand and use the language, learners should use pragmatic strategies in communication to eliminate ambiguity and improve cross-cultural communication skills.

Although so far there has been no unified understanding of pragmatic definitions and categories in the linguistic world, there is a consensus that "context is one of the core concepts of pragmatics." It is a new discipline that specifically studies the role of context in the process of communication. People's normal language communication can not be separated from specific contexts. “The context here includes the occasion (time, place, etc.) of communication, the nature of communication (topics), the participants of communication (relationship between each other, and the objective world). (cognition and beliefs, past experiences, emotions at that time, etc.) and context. Context directly affects people's understanding and use of discourse (Jin Dingyuan, 1992: 171). In other words, to determine whether certain specific speech acts are decent or not depends on the context in which they are used, leaving the context makes the judgment itself distorted or loses meaning.

Second Language Writing Pedagogy

Homework

Jenna Tavasti

Paragraphs:

2000�⇥⇤⌅⇧⌃⌥� ⌦↵���✏⇣⌘✓◆��⌫⇠↵⇡⇢�⌧��⇠↵� !"#$%$&'⌥()⌫*+,-./01!�↵23456!7 ⇠↵8��✏⇣⌘✓◆�9⌥��✏:;<�⌥��✏=>?@A?BCD�"#EFG?HI⌥JE9K=L!MN?O↵HIPQ⇠↵⇡⇢?R�SO↵8+TS9��✏⇣⌘✓◆7UP�#$�↵:;<!VWPX$⌥��✏⇣⌘✓◆PY↵� !"#E%#⇧Z![�$\]Y↵8+23PY↵!OE#$⌥F^!()⌫_`?a98b?⇣⌘!&�$:cdDefdgP7#E8JE⌥⇣⌘✓◆hi?O↵j+k 2k!lmn?⌅opqr<studP7�⌥r<studCdsPvw!xyzE8

From the late 2000s, a phenomenon often called ”anime pilgrimages”, or anime seichi

junrei (��✏⇣⌘✓◆{|in Japanese, has been getting a growing attention and research

has been done for example by Takeshi Okamoto and Takatoshi Yamamura. ”Anime

pilgrimages” mean anime fans’ visits to places that have been used as models for the

setting of an anime. In this paper I will focus on the fans and discuss the reasons why

they started going to these pilgrimages. While conducting this research, fieldwork was

done at sacred places of for example your name.. In addition, a semi-structured

interview was conducted for two Japanese who had gone to anime pilgrimages. The

interview data was analyzed qualitatively.

Discussion:

For this task I chose to write a paragraph about my research topic, anime pilgrimages,

both in Japanese and in English to see if there is a difference in writing speed or GT

usage in either of the languages.

One thing that I noticed while doing this task was that it is surprisingly hard to think and

write about my research topic either in Finnish or in English, as most of the previous

research and books I have read has been in Japanese, since anime pilgrimages are

mainly a Japanese phenomenon, and nearly all of the research on anime pilgrimages has

been done in Japan in Japanese. Thus I am more used to reading academic papers in

Japanese than in English, so I am more used to what kind of language is used in

academic papers in Japanese. That is why I a couple of times used GT to check what

certain terms, for example ⌅opqr<stud|is in English as I was not sure. And

after using GT I double-checked by googling it.

Thus for me it is faster to write about my research topic directly in Japanese than going

through the process of trying to think of Finnish or English translations to specific

words, for example ⇣⌘✓'|(GT gives the translation ’Tour of the Holy Land’) or }~⌘✓'|(GT translates as ’tour of location location’) that already exist in Japanese. Thus

one can see that it is not necessarily one’s first language that one is the most confident

when it comes to writing academic papers, but depends on the research field and for

example the language most of the previous research has been written in.

Using GT for academic writings

Asuka Ando

1. GT input (Original text in Japanese)

[S1-1] 1

[S2-1] 2, 2011)

[S3-1]

2. GT output①

[S1-2] In Japan there are things called "Japanese sign language" and what is called "Japanese sign language".

[S2-2] "Japanese correspondence sign language" is also called "hand finger Japanese", it expresses Japanese

in modes such as hands and fingers instead of speech, and it is classified in Japanese as linguistic (Kimura,

2011).

[S3-2] On the other hand, "Japanese sign language" has its own grammar and is expressed in a different rule

from Japanese grammar, so it is caught as a language different from Japanese.

3. GT output② (output of output①) [S1-3] 1

[S2-3] 22011

[S3-3]

See how it’s different from the original text!

4. Comments

The original Japanese paragraph tries to introduce that there are two different types of sign language in Japan: “ (Nihon Shuwa, or Japanese Sign Language)” and “ (Nihon-go Taiou Shuwa,

Signed Japanese or Simultaneous Communication).” However, GT fails to translate some terms into the

correct translations, and there are some grammatical mistakes.

(1) Limitations of translating terminology Japanese sign language

�”Japanese Sign Language” Japanese correspondence sign language

� “Simultaneous Communication” hand finger Japanese

�“Signed Japanese” ü For the terminology, the first letter of every word should be capitalized; GT failed to do so.

ü GT failed to put them into the correct translations. This implies that GT hasn’t acquired the academic

terminology yet.

(2) Grammatical mistakes [S1-1] 1

[S1-2] In Japan there are things called "Japanese sign language" and what is called "Japanese sign language". [S1-3] 1

To avoid the grammatical mistake, the Japanese input should have been made as follow: 1

There are "Japanese sign language" and "Japanese sign language" in Japan.

[S2-1]

[S2-2] it is classified in Japanese as linguistic. [S2-3]

To avoid the grammatical mistake, the Japanese input should have been made as follow:

Linguistically, it is classified as Japanese

* The position of adverb “linguistically” was difficult to determine.

[S3-1]

[S3-2] it is caught as a language different from Japanese. [S3-3] Kanji is different from the original one!

To avoid the grammatical mistake, the Japanese input should have been made as follow:

It is considered as a language different from Japanese.

ü The grammatical mistakes can be avoided by making arrangements/changes to the expressions in the

original texts?

(3) Sentence end expressions:

For the Japanese academic papers, sentences should be ended with ; GT did not apply this rule

and ended sentences with .

SLWP GT HW

Version 1

� �

� � � �� �

� � � ���

If China wants to continue establishing Confucius Institutes around the world, it must

increase the diversity of Confucius Institutes. Because of each university in each

country, the demand for Chinese is not the same. For example, some schools want

students to learn Chinese culture, while others want students to learn business Chinese.

Therefore, the Confucius Institute needs to adapt to local conditions and determine the

teaching content of the Confucius Institute according to different countries, different

educational backgrounds, and different needs.

Second Language Writing Pedagogy Homework (Google Translate)

Daniel Wee Tiong Jin 31-189504

“The revolutionary changes that have occurred since 1890 in the world of science - especially

in physics but also in chemistry, biology, and the sciences of man - have been due not so much

to new facts as to new ways of thinking about facts. The new facts themselves of course have

been many and weighty, but, more important still, the realms of research where they appear

[...] have been marked to an unprecedented degree by radical new concepts, by a failure to fit

the world view that passed unchallenged in the great classical period of science, and by a

groping for explanations, reconciliations, and restatements.”

(Benjamin Lee Whorf, Linguistics as Exact Science)

自分の実力と GT による共同訳文：

1890 年以来、科学の世界、特に物理学だけではなく、科学、生物学と人間の諸科学にも起きた革命的諸変化は新たな事実に起因するよりもむしろ事実に対する新しい考え方によるものである。新しい事実そのものはもちろん数多く重みをもつだが、より重要なのは尚、その事実が現れる領域が未曾有の程度までラディカルな新しい概念、科学の偉大な古典時代において挑戦されなかった世界観に当てはまらせることができないこと、そして説明・調停・言い直しの手探りによって特徴付けられた。

GT の訳文：

1890年以来、科学の世界、特に物理学、化学、生物学、人間科学の革命的な変化は、事実についての新しい考え方についての新しい事実ではありません。

もちろん、新しい事実そのものは多くのものがありましたが、重大なものです

が、もっと重要なのは、彼らが現れる研究分野は、世界観に合致しないという

根本的な新しい概念によって、科学の偉大な古典的な期間に挑戦されなかった

もの、説明、和解、および再修正のための手助けをしています。

訳例（教科書の模範解答）：

1890 年以来科学の世界で－特に物理学においてだが、また、科学、生物学、そして人間に関する諸科学においても－起きてきた革命的変化は、新たな事実というよりも、事実についての新たな考え方に起因する。もちろん、新たな事実それ自体も、数多く、また重大である。しかし、それにもまして重要なことだが、そうした事実が出現してくる研究領域は、根底的に新しい概念によって、科学の偉大なる古典時代には問題なく通用していたような世界観に合致できないことによって、説明、調停、換言の模索によって、かつてないほどに特徴付けられてきたのだ。

Commentary:

I choose the English passage above because it was taken from an academic translation

textbook for students aiming to enter the university graduate school program in Japan

(“Academic Reading for and beyond Graduate Admissions” or 『詳解大学院への英語』（2017）). The reason for selecting a text from such a book is because I wanted to see how

the output of both combined writing and purely GT-based output writing would compare with

the (so-called) ideal standard answer provided by the textbook. Without GT, I felt that trying

to translate the above passage is difficult since there were several words that I couldn’t translate due to insufficient vocabulary. This is where GT helps due to its large word-to-word

vocabulary translation database. On the other hand, I realized that for long sentences with

multiple subclause points (or sentences), translation output becomes confused and sometimes

different meanings were produced to the existence of polysemy(-ies). Hence in this aspect

the human experience and understanding of the context becomes helpful. Another aspect that

I found GT helpful is that it saves time in providing the translation of any word (compared to

using paper dictionaries to search entries by alphabetical order as was done in the past). In

addition, GT also helps to reduce the number of Kanji mistypes as well as spelling mistakes.

However, this is highly dependent on the input text as any mistype or spelling mistakes would

cause the final translation output to become all messed up. Overall, I believed that both GT

and human input could and (probably) should work hand-in-hand in doing translational work

(at least until artificial intelligence technology could fully replicate the human mind, that is).

SLWP GT HW Hiroto Noguchi

Japanese translation of a paragraph from my research paper

数十年間にわたって、数多くの研究者にとって、日本語における音節というテーマは興味

の対象となってきた。日本語において音節が重要な役割を果たしているという研究がある

一方で、音節という概念を認めない立場をとる研究もある。しかしながら、前者の立場が通

説とされるようになってきた。一方で、日本語における二重母音の存在に関しては、音節を

認める研究者の中でも、いまだに意見の一致をみていない。いくつかの研究においては、ア

クセントの移動に基づいて、二重母音の存在が明らかにされてきた。しかし、句頭の上昇の

阻止を基準とした音声的な検証はなされていない。ここでは、句頭の音節が軽音節であれば、

句頭の上昇が起こることを前提としている。その一方、句頭が重音節であれば、句は上昇を

示さない。例えば、2つの母音の組み合わせが句頭の上昇を示せば、それらは 2つの軽音節

であることを意味する。また、2つの母音の連続が、句頭の上昇を示さなければ、それらは

二重母音として重音節を形成していることを示す。日本語の音韻現象について考えるため

に、音節と二重母音に関する議論は重要である。本稿の目的は、最小語や頭子音の制約によ

って実現されない場合があるものの、句頭の上昇の阻止を用いて日本語における二重母音

の存在を示すことである。

English translation with GT

For decades, for many researchers, the theme of syllable in Japanese has been the

subject of interest. While there is a study that syllables play an important role in

Japanese, there are also studies that take a position not acknowledging the concept of

syllables. However, the position of the former is becoming the norm. On the other hand,

among the researchers who acknowledge syllables about the existence of diphthongs in

Japanese, they still do not agree. In some studies the existence of diphthongs has been

revealed based on the movement of accent. However, no phonetic verification based on

the prevention of the rise of the phrase head has been made. Here, assuming that the

phrase head will rise if the phrase head syllable is a light syllable. On the other hand, if

the phrase head is a heavy syllable, the phrase does not show a rise. For example, if the

combination of two vowels indicates a rise in the phrase head, it means that they are two

light syllables. Also, if the sequence of two vowels does not indicate a rise in the phrase

head, they indicate that they form a double syllable as a diphthong. Discussions on

syllables and diphthongs are important in order to think about Japanese phoneme

phenomena. The purpose of this paper is to show the existence of diphthong in Japanese

by using prevention of ascent of the phrase although it may not be realized by constraints

of the minimum word or consonant.

SLWP GT HW Hiroto Noguchi

Revised GT translation

For decades, for many researchers, the theme of syllable in Japanese has been the

subject of interest. While there are studies that syllables play an important role in

Japanese, there are also studies that take a position not acknowledging the concept of

syllables. However, the position of the former is becoming the norm. On the other hand,

among the researchers who acknowledge syllables, they still do not agree about the

existence of diphthongs in Japanese. In some studies, the existence of diphthongs has

been revealed based on the shifting of accent. However, no phonetic verification based on

the prevention of initial lowering has been made. Here, it is assumed that the phrase

head will rise if the phrase head syllable is a light syllable. On the other hand, if the

phrase head is a heavy syllable, the phrase does not show initial lowering. For example,

if the combination of two vowels indicates initial lowering, it means that they are two

light syllables. Also, if the sequence of two vowels does not indicate a rise in the phrase

head, it indicates that they form a diphthong or a heavy syllable. Discussions on syllables

and diphthongs are important in order to think about Japanese phonological phenomena.

The purpose of this paper is to show the existence of diphthong in Japanese by using

prevention of ascent of the phrase although it may not be realized by constraints of the

minimum word or onset.

My original writing

Over the past few decades, many researchers have shown an interest in the topic

of syllables in the Japanese language. Some studies have claimed that syllables play a

vital role in the language (McCawley 1968), while some researchers have taken the

position that it is not necessary to admit the concept of the syllable (Labrune 2012). The

former point of view has, however, begun to be considered dominant (Kawahara 2016).

On the other hand, the existence of diphthongs in Japanese still remains a controversial

issue among researchers, although they accept that syllables do exist in the language.

Several studies have shown the existence of diphthongs in terms of accent shifting

(Kubozono 2016), but few have attempted to do so using initial lowering, that is, the

avoidance of initial lowering as a criterion, especially in a phonetic way. The assumption

here is that a phrase-initial syllable is light if the phrase shows initial lowering. On the

other hand, a phrase-initial syllable is heavy if the phrase does not show initial lowering.

For example, when two phrase-initial vowels show initial lowering, they form two light

syllables, while the vowels form a diphthong when they fail to show initial lowering. In

order to discuss Japanese phonological phenomena on the same level as other languages,

a discussion concerning syllables and diphthongs is a necessity. The main objective of

SLWP GT HW Hiroto Noguchi

this article is to demonstrate that diphthongs exist in Tokyo Japanese through the

avoidance of initial lowering, even when they do not occur due to certain constraints

concerning word minimality or onsets.

Comments

I was surprised that I was able to write the paragraph much faster. I did not need

to change the resulting paragraph a lot except some technical terms. I might use GT the

next time I write an article.

2018.06.26. Iris Law. Second-Language Writing Pedagogy.

Google Translate (GT)-Assisted Academic Writing in a Second Language (L2)

1. Original Passage (an excerpt from the introduction, sentences labelled with Roman numerals):

(i.) Since its emergence ten years ago, Recombinase Polymerase Amplification (RPA) has been known for its efficiency, specificity and cost-effectiveness in the field of nucleic acid amplification [references removed]. (ii.) Improvements in this technique had been made in various criteria, including but not limited to the alterations of divalent ions in the buffer, the coupling of RPA to fluorescence detection, and the formulation of the enzyme mixture [references removed]. (iii.) RPA was employed in the detection of the Mycobacterium tuberculosis (M. tb) genome with improved specificity and sensitivity over fluorescence microscopy [references removed]. (iv.) However, the difficulty of digesting the rigorous mycolic acid cell wall of M. tb persists as an impediment in tuberculosis diagnostics. (v.) The most stringent method recommended to this day composes of the digestion of acids by strong alkali and N-acetyl-L-cysteine [references removed]. (vi.) Even though these guidelines guarantee improved yield of genomic DNA from the bacteria, the necessity of trained personnel lingered as a time-consuming step of most novel point-of-care testing strategies.

2. L2 Writing (unassisted, with the aid of English-Japanese dictionaries; sentence structures were changed while maintaining the original meaning of the author):

(i.) リコンビナーゼポリメラーゼ増幅法 (RPA)は、開発からのたった 10年間で、その高い効率や、特異性と費用対効果などで核酸増幅検査学で有名になった。(ii.) RPA バッファーの中の二価イオンの変更から、酵素の調合まで、数多くの RPA改良策が生み出された。他にも、RPA と蛍光検測との連携法もござる。(iii.) また、RPA 法は結核菌のゲノム DNA 検出に役を立ち、蛍光顕微鏡検査法よりも高度の検出感度と特異性を持っている。(iv.) しかしながら、結核菌の細胞壁にあるミコール酸の分解し難さは、いまだに結核診断学の難関である。(v.) 模範とした分解法 (2008) では、強アルカリと N－アセチル－L－システインを通って、ミコール酸を有効的に分解する。(vi.) 結核菌の中で採取されるゲノムDNAの量を倍加にもかかわらず、この分解法を採用するには、必ずしも訓練された技術者でなければきわめて困難である。その結果、新たな結核菌検出法の大多数もその故で、患者看護拠点で適用されてることができなかった。

(Estimated time spent: 30 minutes)

3. L2 Writing (GT alone):

Input: The entire paragraph without Roman numerals nor references

Output: Unaltered

(i.) 10年前の出現以来、リコンビナーゼポリメラーゼ増幅（RPA）は、核酸増幅の分野におけるその効率、特異性およびコスト効果により知られている。(ii.) この技術における改良は、緩衝液中の二価イオンの変化、蛍光検出と RPA のカップリング、および酵素混合物の処方を含むが、これに限定されない種々の基準でなされてきた。(iii.) RPA は、蛍光顕微鏡検査よりも特異性および感度が改善された Mycobacterium tuberculosis（M . tb）ゲノムの検出に用いられた。(iv.) しかし、M. tbの厳しいミコール酸細胞壁を消化することの難しさは、結核診断の障害として残っている。(v.) この日に推奨される最も厳しい方法は、強アルカリと N-アセチル-L-システインによる酸の消化を構成します。(vi.) これらのガイドラインは細菌からのゲノム DNAの収量の向上を保証していたにもかかわらず、訓練を受けた人員の必要性は、ほとんどの新規ポイントオブケア検査戦略の時間のかかるステップとして残っていました。

(Estimated time spent: 30 seconds)

4. L2 Writing (GT-assisted, original sentences and output altered):

Input: Sentence by sentence, clauses removed, phrases such as “including but not limited to” changed to “such as”, & etc.

Output: Amended some expressions to the liking of the author

(i.) リコンビナーゼポリメラーゼ増幅法 (RPA)は、開発からのたった 10年で、その高い効率や、特異性および費用対効果で核酸増幅検査学に広く知られている。(ii.) この技術における数多くの改良法は、緩衝液の中の二価イオンの変更、および酵素混合物の調合に基づいていた。他にも、RPA と蛍光検測との連携する実験も珍しいことではない。(iii.) また、RPA法は結核菌のゲノムDNA検出に用いられ、蛍光顕微鏡検査よりも高い検出感度と特異性を有する。(iv.) しかしながら、結核菌の細胞壁にあるミコール酸の分解し難さは、いまだに結核診断学の難関として残っている。(v.) 最良の分解法(2008)は、強アルカリと N－アセチル－L－システインにより、ミコール酸を有効的に分解することを含んでいる。(vi.) これらが結核菌からのゲノム DNAの収量を改善したにもかかわらず、この分解法を採用するには、必ずしも訓練された技術者でなければきわめて困難である。その結果、新たな結核菌検出法の大多数もその故で、患者看護拠点で適用されてることができなかった。

(Estimated time spent: 15 minutes)

Comments:

The original passage in Part 1 was written in English for a scientific journal article to describe the background information of a research on tuberculosis. Second-language (L2) writing was first performed by checking the proper Japanese notations for each scientific term. Some of the particularly new or proprietary terms had to be referred to in journal articles. Due to my lack of language proficiency and inexperience in writing in L2 (Japanese in this case), only basic sentence structures and cohesive words were used in Part 2. Google Translate (GT) was then employed in the direct translation of the full passage into Japanese (Part 3). Apart from being confused by complex English sentence formations and discrepancy between Japanese and English forms of expressions, GT did pretty well as a whole. For sentence (i), personally it felt more natural having the age of the technique (10 years) mentioned after introducing the term RPA in Japanese (Part 2); but vice versa for the case in English (Part 1). However, as GT performs literal translation, unless the form of expression in L1 has a clear paradigm set in L2; the sequence of words in the input will not be altered proactively by GT (Part 3). It should be noted that the translation from GT appeared all at once after a wait of around 10 seconds. This is quite different from the early GT which displayed translation almost word-by-word as your type, and would change the entire expression after the sentence has finished with a full stop.

The passage was entered sentence by sentence in Part 4, and GT yielded sentences in “desu-masu” (「ですます」) form (data not shown) more than that in Part 3. It seems that GT was able to recognise

the entire paragraph as perhaps a more formal style of writing (for journal articles), hence chose to display sentences in the “de-aru” (「である」 ) form more frequently (Part 2). The underlined

expressions in Part 3 felt unnatural, hence the input sentences were then shortened, with embedded clauses removed wherever possible. Polysemic lexicons (e.g. sensitivity) were altered as well. The resulting GT result leaned closer to the author’s original meaning (data not shown), and it was merged with that in Part 2 to yield the final paragraph in Part 4. A lot of L2 sentence structures in Part 3 were more sophisticated than mine in Part 2 as well, which I decided to adopt in Part 4. Even though this passage seemed readable enough with less time spent on translation, non-natives remain uncertain as to whether the Japanese writings in Part 4 were accurate or natural in the particular L2 or not. It is also obvious that more formal Japanese expressions should be used, as the passage was meant for an academic paper. If I were to use the work for official purposes, I would ask a native Japanese speaker to confirm grammaticality of sentences, and a professional in the field of molecular diagnostic to double-check the scientific terms used.

To summarise, the amount of text input did not (and does not usually) affect GT output as long as each sentence was kept to a (subjectively) reasonable length. Prior knowledge in the target L2 was important in altering the original text to suit the format of writing in Japanese. Removing polysemic vocabulary also helped GT in translating, but English loanwords (e.g. step, point-of-care, coupling) did create some trouble for direct GT translation.

SLWP

Kotaro Aiyoshi

2018/06/26

>Paragraph Writing in L1 (INPUT)

偶発的語彙学習とは、言語使用の際に、特定の語彙に、選択的な注意を払うことなく、その語彙を学ぶことである。()偶発的に語彙を学習するための具体的な方法として多読が挙げられる。偶発的語彙学習のための多読とは、学習者の語彙レベルよりも、少し高いレベルの語彙を含む文章を大量に読むことを意味する。() 具体的には、文章中に 98％以上の既知語が含まれていることが望ましい。() しかし、文章を読む際に、文脈から未知語の誤った意味を学習者が推測してしまったり、学習者が文章中の習得目標語彙を見逃してしまったりすることから、ある特定の期間における多読の語彙学習への効果は弱いといった研究報告もなされている。()

>Paragraph Writing in L2 with MT (OUTPUT)

Accidental vocabulary learning is to learn that vocabulary without using selective attention to

a specific vocabulary when using language. () There is extensive reading as a concrete method

for accidentally learning a vocabulary. Extensive reading for accidental vocabulary learning

means to read a large number of sentences including a slightly higher level of vocabulary than

the learner's vocabulary level. () Specifically, it is desirable that more than 98% known words

are included in sentences. () However, when reading a sentence, the learner guesses the

wrong meaning of the unknown word from the context, or because the learner misses the

acquired target vocabulary in the sentence, for a certain period Research reports that the effect

of extensive reading on vocabulary learning at weakness is weak. ()

>Paragraph Writing in L2 with MT (OUTPU: only underlined part above)

しかし、文章を読む際に、文脈から未知語の誤った意味を学習者が推測してしまったり、学習者が文章中の習得目標語彙を見逃してしまったりすることがある。そのため、ある特定の期間における多読の語彙学習への効果は弱いといったいくつかの研究報告もなされている。()

However, when reading a sentence, the learner may guess the wrong meaning of the unknown

word from the context, or the learner misses the acquired target vocabulary in the sentence in

some cases. For that reason, several research reports have been made that weak effect on

extensive reading vocabulary learning in a certain period of time is weak. ()

>Comments and Discussion

Google translation translated my L1 paragraph to English accurately. But, he made

a mistake in translating a technical term such as "偶発的語彙学習". I anticipated that Google

translation translated "偶発的語彙学習" as "incidental vocabulary learning", but he translated

it as "accidental vocabulary learning". Also, when translating long Japanese sentences, the

English translation became unnatural.

From the above, researchers will have to pay attention to the following two things

when using Google translation. First, researchers should not totally rely on Google translation

when they translate technical terms. Second, researchers should write L1 as concisely as

possible. This is because sentences that are too long are translated unnaturally.

On the other hand, the benefit of using Google translation is that researchers can

review their own L1 paragraph, and also be able to improve their ideas. When using Google

translation, it is necessary to enhance the quality of the L1 input in order to improve the

quality of the L2 output. Especially when translating from Japanese to English, the writers

have to clarify the subject and verb, and write short sentences. In that process, I think that

writers also can gain opportunities to review what they want to tell in their writings. Through

expressing ideas in two languages, researchers can review their thoughts from different

aspects, which will lead to improving their ideas.

I will write down the question I thought while using the MT for writing below. How

much L2 skills and knowledge are needed to correct the L2 output by Google translation?

Since I had some English ability this time, I was able to correct the L2 output. But, for example,

if I have to write a paragraph in Chinese, I will not be able to point out vocabulary and

grammar mistakes. Therefore, it will be necessary for researchers to indicate the L2 level

threshold required to use Google translation.

2018/6/27

Marcin Wrobel

Advanced Social and International Studies D1

Text in Japanese

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�7p#g���h1��HLboWi*national mythmaking policy+ �3HXAScT�;M�� !tu�@F��!�h5��ScTKD8�3H�lp#j��rB^nQ#qC��!�Ua

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Manual translation:

The main aim of this research is to consider impact of the historical settlement in form of history textbook revision in Poland and Germany, which has occurred after establishment of Joint Polish-German History Textbook Commission in 1972. These considerations aim to prove the following hypothesis: national mythmaking policy (whitewashing, self-glorifying) results in gap between presented knowledge in history textbooks of different countries; whereas work of History Textbook Commission bridge different narratives and harmonize national memory. Specifically, the following research questions are asked: to what degree history textbooks have changed and how this change might possibly be connected to the work of the Commission? Author will also consider in what way politicians supported or constrained Commission’s work. GT translation:

The purpose of this paper is to consider reconciliation in the history textbook issue of Poland and Germany. Activities on solving this problem began in 1972 at the Polish German Textbook Committee. We made the following hypothesis from this case. Firstly, the national mythmaking policy is due to discrepancies in the contents of historical textbooks of both countries. Second, the textbook committee connects discourses between the two countries and harmonizes collective memory. This research focuses on the extent to which changes in history textbooks and their changes have been produced by the activities of the Polish German textbook committee. Also consider the role of politicians and interest groups.

Revised GT translation:

The purpose of this paper is to consider reconciliation, which has occurred between Poland and Germany on the issue of the history textbook. Activities on solving this problem began in 1972 at the Polish-German Textbook Committee. The following hypotheses are given: Firstly, the national mythmaking policy results in discrepancies in the contents of history textbooks of both countries. Second, the textbook committee connects discourses between the two countries and harmonizes collective memory. This research focuses on the extent to which changes in history textbooks occurred and how these changes are connected to the activities of the Polish-German textbook committee. Consideration of the role of politicians and interest groups will be presented as well.

Microsoft translation:

The purpose of this paper is to examine the settlement in the history textbook problem of Poland and

Germany. The Poland and Germany textbook Committee began to solve this problem in 1972. The following hypothesis was set up from this case. First, national mythmaking policy is the cause of the discrepancy in the contents of the history textbooks of the two countries. Secondly, the textbook Committee connects the discourse between the two countries and harmonizes collective memories. This study focuses on the changes in the history textbooks and the extent to which they have been generated by the activities of the Textbook Committee Poland and Germany. The role of politicians and interest groups will also be investigated.

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SLWP GT HW 6/26/2018 (Sakakibara)

GT output

(1)The aim of this section is to clarify Burton’s basic thought related to this concept. (2)Specifically, firstly, we extracted sentences in which this concept appears from the text of this work and tried to characterize usage at each place. (3)As a result, it became clear that Burton has a strong tendency to use this concept in connection with the causes of mental illness which had become popular in the UK from the late 16th century to the early 17th century. (4)Secondly, I investigated how Burton’s contemporaries and other authors who influenced Burton or was influenced by Burton use the same concept. (5)The Romantic poets saw that the condition pointed out by this word is regarded as a favorable condition for human spirit. This contrasts Burton’s critical attitude. Input in Japanese (1)本項の目標は、当該概念に関わる Burton の基本的な思想を明らかにすることである。

(2)具体的には、第一に、この概念が現れる文章を本作品のテクストから抽出し、それぞれの

箇所における使用法の特徴づけを試みた。(3)その結果、Burton はこの概念を、16 世紀後期

から 17世紀前半にかけてイギリスで流行していた精神疾患の原因と関連づけて用いる傾向

が強いことが明らかになった。(4)第二に、Burton の同時代人や、Burton と影響関係のある

他の著述家たちが同じ概念をどのように用いているかを調査した。(5)ロマン派の詩人たちは、

この語が指し示す状態を、人間精神にとって好ましい状態とみなしていることが分かった。

これは Burton の批判的な姿勢とは好対照をなしている。 GT-assisted writing process (1) I first typed in “本項では……を解明することを目指した.” The output was “In this section, I

aimed to elucidate Burton’s basic thought related to this concept.” I changed the Japanese input to “本項の目標は……することである.” This produced a better English sentence.

(2) I was pleased with GT rendering of “この概念が現れる文章” as “sentences in which this concept appears.” The “we” in the output needs to be changed to “I.”

(3) Not a perfect translation, but it is amazing that MT can handle a long sentence like this as well as it does here.

(4) GT translated “Burton と影響関係のある他の著述家たち” as “other writers influencing Burton.” I felt I needed to reduce the ambiguity; I changed the J input to “Burton に影響を与

えたか、もしくは Burton から影響を受けた他の著述家たち.” This changed the GT rendering to “Other authors who influenced Burton or was influenced by Burton.” A side effect of this operation is an unintended implication that “Burton’s contemporaries” influenced or were influenced by Burton.

(5) I first typed in “ロマン派の詩人たちは、この語が指し示す状態を、人間精神にとって好

ましい状態とみなしおり、Burton の批判的な姿勢とは好対照をなすことが確かめられ

た。” GT translated this as “Romantic poets saw the state pointed out by this word as a favorable condition for human spirit and confirmed that it is in good contrast with Burton’s critical attitude.” The first half of the translated sentence is good enough; I felt the need to identify the subject for the verb confirmed in the second half. I divided longish sentence into two shorter ones: ロマン派の詩人たちは、この語が指し示す状態を、人間精神にとって好ましい状

態とみなしていることが分かった。これは Burton の批判的な姿勢とは好対照をなして

いる。

SLWP GT Homework Mikie Nishiyama

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SLWP GT Homework Mikie Nishiyama

2

GT

Due to the innovative advance in machine translation technology using

artificial intelligence (AI), its use enhances the possibility of supporting

foreign language learning.

If machine translation is recognized as an effective tool for learning foreign

languages, learner's English writing process will have great influence in the

future.

I

However, it is hard to say that Japanese learners of English learn how to use

machine translation for English writing is still under investigation.

Therefore, my research is being conducted for Japanese university students

by using different methods and perspectives on machine translation use in

English writing.

weM pre-edit

M a

In the master's research, I recorded the writing process of the survey

collaborators using screen recording software. The writing task was two

types of mail sentence and opinion sentence, and each had English writing

written in about 20 minutes.

GT

Next, after completing the assignment, the recorded video was presented to

the collaborators, and an interview was conducted using the "stimulus

reproduction method" (Gass & Mackey, 2017), centering on the machine

translation use scene.

7

SLWP GT Homework Mikie Nishiyama

3

Based on the results of this survey, I classified survey cooperators into

several patterns based on the machine translation translation strategy. In

addition, based on the retrospective of the survey cooperators, we examined

the factors that could influence the learner's machine translation usage

strategy, and as a result I clarified the future tasks at the educational site.

we

M

1 In addition to qualitative research, the doctor's research will deeply

examine the themes of machine translation and English learning using

mixed research methods including quantitative analysis.

2 In my research, I would like to take a closer look at the subjects of

machine translation and English learning using mixed research methods

including quantitative analysis in addition to qualitative research.

M yyy 7 1

M yyy 7 2 GT

GT a

SLWP GT HW

Version 1

I tried to translate by myself and only checked some words on dictionary.

Even though Chinese is a very difficult language for learning, but there are still many

foreigners who want to learn Chinese. The reason of “Chinese peak” is because the

comprehensive national strength and the international influence of China are increasing

quickly. The fundamental driving force of “Chinese Peak” is the economic mutual

benefit and win-win result between China and the other countries.

Firstly, the China-invested enterprises in foreign countries have a large demand of

the local working force who can speak Chinese. Especially for the international trade

enterprises, people who can speak Chinese have advantages of being hired and salary.

The advantages in searching a job have a big influence on the foreign young people

when they decide whether to learn Chinese or not.

Then, Chinese tourists in foreign countries are increasing year by year, and they are

showing the strong consumption power to the world. “Learning Chinese” is becoming

a big issue for the shops in foreign countries. Just as the economy is the stage and the

culture is the artists who play on the stage. Some staffs in foreign countries are

consciously starting learning Chinese culture, the habits and behaviors of Chinese, even

the traditional cultures.

Version 2 (By GT)

Difficult to learn Chinese, but can not stop the enthusiasm of learning, the root cause

of the emergence of overseas Chinese language is the significant increase in China's

overall national strength and international influence, economic mutual benefit and win-

win is the fundamental driving force for the promotion of overseas Chinese.

First of all, overseas Chinese-funded enterprises have a growing demand for local

employees who are familiar with Chinese language. Especially for companies engaged

in international trade, employees who understand Chinese often have greater

advantages in employment and remuneration. The linguistic advantage in job selection

influences foreign language learning choices for overseas young people with leading

and demonstrative effects.

Secondly, the number of overseas tourists of Chinese tourists has repeatedly broken

new heights and demonstrated strong spending power. “Doctrine of Chinese Language”

has become a market reality that foreign shops must face every day. The economy has

set up a stage and culture has been performed. Some practitioners have begun to

consciously understand Chinese culture and understand the Chinese people’s living

habits, behaviors and even cultural traditions.

Version 3

(Correct my own translation when I find the GT translation is better.)

The difficulties when learning Chinses can not stop the enthusiasm of learning it. The

root cause of the emergence of “overseas Chinese Peak” is the significant increase in

China’s overall national strength and international influence. Economic mutual benefit

and win-win is the fundamental driving force for the promotion of overseas Chinese.

First of all, overseas Chinese-funded enterprises have a growing demand for local

employees who are familiar with Chinese language. Especially for companies engaged

in international trade, employees who understand Chinese often have greater

advantages in employment and remuneration. The linguistic advantage in job selection

influences foreign language learning choices for overseas young people with leading

and demonstrative effects.

Secondly, the number of overseas tourists of Chinese tourists has repeatedly broken

new heights and demonstrated strong spending power. “Doctrine of Chinese Language”

has become a market reality that foreign shops must face every day. The economy has

set up a stage and culture has been performed. Some practitioners have begun to

consciously understand Chinese culture and understand the Chinese people’s living

habits, behaviors and even cultural traditions.

Second-Language Writing Pedagogy Home Work Submitted to Professor Gally July 3, 2018 (Late submission) 1. Original L1 text and GT translation

251.87 10

17

2016

Nihon Keizai Shimbun, October 25, 2017;

https://www.nikkei.com/article/DGXMZO22693780V21C17A0EN2000/ The attractiveness of high-dividend shares is declining in the stock market. In the Tokyo market on the 25th, the dividend yield (weighted average) of the first section of the TSE was 1.87%, the lowest level for about 1 year and 10 months. Coupled with the rise in stock prices and the rise in long-term interest rates in the US, the investor's eyes are shifting from "income gain (yield income)" to "capital gain (price increase gain)." In the Tokyo market where the Nikkei 225 average price fell back for the first time in 17 days, the high dropout point was particularly noticeable. The dividend yield is calculated by dividing the annual dividend by the stock price at the time of purchase. The lower the stock price, the higher the yield and the higher the appeal of the dividend. The average dividend yield on TSE 1 part had been in the 2% range around August - September. Since the Bank of Japan decided to introduce a negative interest rate in January 2016, the attractiveness of investors was higher than the long-term interest rate that is changing around 0%.

2. Revised original text and translation

251.87 10

17

2016

The attractiveness of high-dividend shares is declining in the stock market. In the Tokyo market on the 25th, the dividend yield (weighted average) of the first section of the TSE was 1.87%, the lowest level for about 1 year and 10 months. Coupled with the rise in stock prices and the rise in long-term interest rates in the US, the investor's eyes are shifting from "income gain (yield income)" to "capital gain (price increase gain)." In the Tokyo market where the Nikkei 225 average price fell back for the first time in 17 days, price depreciation was particularly noticeable among some names of high-dividend stocks. (1) The dividend yield is calculated by dividing the annual dividend by the stock price at the time of purchase. The lower the stock price, the higher the yield and the higher the appeal of the dividend. The average dividend yield of the first section of the TSE (2) had been in the 2% range around August - September. Since the Bank of Japan decided to introduce a negative interest rate in January 2016, yields of high-dividend shares were (more) attractive compared to the long-term interest rate, which is around 0%, and investors' interest was high.(3) (1) Correction was made by adding in the original Japanese text. (2) Minor and easy rewriting was applied. (3) the clause needed to be entirely rewritten.