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Linguistik online 37, 1/09

(Sub)group

No. of students

No. of senses:

No. of senses:

No. of senses:

đaraba (Vb)

ħaşara (Vb)

taxfiif (VN)

A1

11

57

71

50

B1

18

86

96

86

A2

10

54

67

52

B2

11

57

69

62

A3

10

54

77

56

B3

11

63

79

66

A

31

65

215

158

B

40

206

244

214

Table 1: Total no. of senses given by students to each lexical item

The method of reducing figures simply goes like this: each of the first six rows will show the total number of senses given to the three lexical items followed by an average of the three items per one student in the sub-group. The last two rows represent the total number of senses given for the three items by groups A and B followed by their average per one student in either group. The average in each set of rows is thus obtained by dividing the number of senses by the number of students in each (sub)group.

which shows more complex sense relations than the other two lexical items. For example, sentence no. 1 of verb /đaraba/, viz.

is given 11 senses by A1 and 10 senses by B1. This difference in variation is naturally due to the degree of literalness and/or metaphoricity involved in a given lexical combination. Roughly, one may conclude that the less senses given for each lexical item by each sub- group, the closer to the optimal translations students are. The more, the worse, by definition. Yet the numerical differences as displayed in table 1 should not be considered as they stand because of the difference in the number of students in each sub-group and the two major groups, A & B, of which they are sub-sets. Therefore, table 2 below, is meant to demonstrate averages.

1. /đaraba zaydun çumaran/ 'Zayd hit Umar'

is given only three senses by A1 and B1, viz. 'hit', 'beat' and 'strike', whereas sentence 8, viz.

8. /đaraba l-mudiiru biyadin min ħadiid/ 'The headmaster ran the school firmly'

ISSN 1615-3014

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