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A case of mobile apps in the Lithuanian and English language pair
Gilvilė Stankevičiūtė, Ramunė Kasperavičienė and Jolita Horbačauskienė
Machine translation (MT) is still a huge challenge for both IT developers and users. From the beginning of machine translation, problems at the syntactic and semantic levels have been faced. Today despite progress in the development of MT, its systems still fail to recognise which synonym, collocation or word meaning should be used. Although mobile apps are very popular among users, errors in their translation output create misunderstandings. The paper deals with the analysis of machine translation of general everyday language in Lithuanian to English and English to Lithuanian language pairs. The results of the analysis show that more than two thirds of all the sentences were translated incorrectly, which means that there is a relatively small possibility that a mobile app will translate sentences correctly. The results are disappointing, because even after almost 70 years of MT research and improvement, researchers still cannot offer a system that would be able to translate with at least 50% correctness.
The article is focused on Tatar ethnic group. It tries to show on its example, how one can be open on other cultures without losing one’s identity and how to persevere in a different cultural environment. It refers to Tatars’ religious writings as the source helpful in maintaining cultural identity. An example of connection between Tatar translations and European tradition of translation, is used to characterize both permeation of cultures and features which served to build cultural separateness of Tatars living in the Grand Duchy of Lithuania.
Jolita Horbacauskiene and Ramune Kasperaviciene
For several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.