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AL-QUR’AN DALAM BAHASA INGGRIS: MENCERMATI TERJEMAHAN WACANA N. J. DAWOOD
No full textAbstract: The Koran with Parallel Arabic Text by N. J. Dawood may well be considered as a result of discourse translation. In discourse translation, every part of the Qur’an is regarded as constitutive of a discourse or semantic unit. This article investigates the linguistic aspects of Dawood’s discourse translation, focusing particularly on lexical, grammatical, textual, and rhetorical adjustments. Results of the linguistic analysis indicate that all these four types of linguistic adjustments are first and foremost motivated by the major purpose of preserving the totality of discourse meaning. The resulting version of the translation shows itself to be a well-versed English text with high readibility and orderly rhetoric. Overall, Dawood, as an able translator, is best seen as a scholar who has managed to go across cultural, religious, and national barriers. Key words: the Koran/Qur’an, discourse translation, linguistic analysis, linguistic adjusments
CHOMSKY’S UNIVERSAL GRAMMAR: A CHRONOLOGICAL AND CRITICAL OVERVIEW
No full text“Universal Grammar” or UG has been a popular term since the early 1980s, or more precisely since the publication of Chomsky’s (1981) Lectures on Government and Binding. Despite its popularity, however, the term has met diverse reactions. Because UG theory deals with highly abstract linguistic principles, it is mostly comprehensible to few scholars of formal linguistics but often partly or even totally puzzling to many students of language. Moreover, because of its big claims in linguistic theorizing, UG may have been taken as a whole truth, a partial truth, or even an abstract nonsense. Among hard-core Chomskyans, UG is seen as the best possible theory for its (claim of) explanatory adequacy. Among those who see language both as a social construct and a mental reality, UG may at best be taken as half a truth, because it deals with language only as a psychological fact while ignoring social aspects of language. Among those who commit themselves to “linguistics of particularity” (e.g., Becker 1995), UG remains up there in the abstract and fails to show the local significance of language as used in its cultural context. Taking into account these diverse reactions to UG, this article presents a brief historical and critical overview of UG, highlighting its inception and its changing characteristics through half a century of its development, and taking a closer look at its theoretical claims so as to prove that not all of them are justified empirically
LINGUISTIC RELATIVITY, CULTURAL RELATIVITY, AND FOREIGN LANGUAGE TEACHING
No full textAbstract: Every language is assumed to be unique, structurally and culturally. Taking this neo-Bloomfieldian assumption at the outset, this paper first points out the inadequacy of sentence grammars for foreign language teaching. Toward this end, the paper further argues for the necessity of understanding linguistic and cultural relativity. Linguistic relativity, or better known as the Sapir-Whorf hypothesis, suggests that the way we perceive and categorize reality is partly determined by the language we speak; and cultural relativity implies that verbalization of concepts in a particular language is often culturally conditioned. As related to the field of foreign language teaching, relativity across languages and cultures presupposes contrastive analysis in a very broad sense. Thus pointing out differences in language structures and cultural conventions should lead students to better acquisition of linguistic and cultural sensitivity. Key words: linguistic relativity, cultural relativity, Sapir-Whorf Hypo-thesis, foreign language teaching.
Resensi Buku (2) The Linguistics Wars
No full textResensi Buku (2) Judul : The Linguistics Wars Pengarang : Randy Allen Harris Tahun : 1995 (sampul tipis) Penerbit : Oxford University Press Halaman : ix, 356 halaman ISBN : 0-19-509834-
Resensi Buku (3) Introducing Second Language Acquisition
No full textResensi Buku (3) Judul : Introducing Second Language Acquisition Pengarang : Muriel Saville-Troike Tahun : 2006 (sampul tipis) Penerbit : Cambridge University Press Halaman : viii, 206 ISBN : 10 0521-79407-
Assumption and Hypothesis in Language Learning Research
No full textA researcher trying to discover the relationship between two variables must believe that the relationship between the two variables exists and can be discovered. This belief is called research assumption. The most basic assumption in research is that evry thing in this world works under a certain system. It is the job of a researcher, therefore, to discover the system believed to exist. That system can be predicted in advance based on theory or logical common sense. That prediction is called research hypothesis. Research hypothesis is of at least three kinds, each of which should not be confused. A prediction of the relationship between research variables based on theory or logical common sense is called theoretical hypothesis. In testing hypothesis quantitatively, the theoretical hypothesis should be transformed into statistical hypothesis, which takes the form of Null hypothesis and its alternatives. It is the Null hypothesis that is to be tested to justify its rejection or otherwise its acceptance. In qualitative study, the result of first data analysis is called temporal empirical hypothesis that should be validated with more data. This cycle of rechecking the result with more data is done again and again until the hypothesis becomes the final conclusion. Key words: theoretical hypothesis, empirical hypothesis, and statistical hypothesis
Reliability in the Research Data on Language Learning
No full textThis article discusses reliability, factors affecting the degree of reliability, and the technique of estimating the reliability of language skills assessment results. The term assessment is used here to refer to both conventional testing and alternative classsroom assessment. The meaning of reliability is discussed in contrast to the meaning of validity. While validity of language assessment results refers to the degree of correctness of representation of the language skill being assessed, reliability of language skill assessment results refers to the degree of preciseness of the reprersentation of the language skill being assessed. The farther the language skills assessment result deviates from the actual level of the skill being assessed, the bigger the error is, and the lower the reliability of the language skills assessment is. The low degree of reliablity is caused by the physical or emotional constraints of the learners being assessed, of the raters, of the instrument, and of the assessment administration process. Estimating reliability means collecting evidence of consistency. Key Words: validity, reliability, error of assessment, correctness, preciseness