Отчёт по практике на тему Учебная практика

Содержание:

Глава 2. Практическая часть (с делением на пункты в зависимости от задания на практику) 2
1. Найти и перевести (от 5 страниц) статью с английского на русский на тему «Искусственный интеллект в лингвистике». 2
2.1 Изучить и дать определение своими словами базовых понятий в лингвистике: концепт, понятие, дискурс, прецедентность, интертекстуальность, стилистические способы выразительности, стратегия перевода, способ перевода, прием перевода. 15
2.2 На каждое понятие пункта 2.1 предложить актуальное исследование и материал исследования. Пример: Стилистические особенности диалогов в романе Э. Хемингуэя «Прощай, оружие!» 16
2.3 Объяснить актуальность каждого исследования пункта 2.2. 16
2.4 Разъяснить что такое «объект исследования», что такое «предмета исследования». Привести пример объекта и предмета в каждом предложенном исследовании пункта 2.2. 18
Заключение 20
Список использованной литературы 21

Заключение:

При переводе нельзя забывать, что художественный текст представляет собой совокупность эстетических ценностей и потому ничем не отличается от других видов искусства, ибо несет свое идейное содержание через художественный образ.
Однако материалом для создания литературного произведения является сам язык. При этом здесь соединяются два уровня, а именно уровень содержания и уровень языка.
Важным фактором при переводе является осознание разницы между языком профессионала и художественным текстом. Профессиональный стиль характеризуется высокой концептуальностью, направлен на четкое определение терминов. Основными чертами являются объективность, точность и ясность. Отмечается частое повторение стереотипных конструкций.
Автор текста пытается передать свои мысли и чувства, передавая читателю яркую картину. Поэтому, если ориентироваться на процесс перевода художественной литературы, передача информации не может ограничиваться воспроизведением ее отношения к действительности, как это имеет место при профессиональном переводе.
Переводчик выступает в двух разных ролях: как получатель исходного текста и как отправитель переведенного текста. Переводчик всегда должен быть на границе двух культур. При чтении исходного текста они должны воспринимать различия в привычках на содержательных и формальных страницах.

Фрагмент текста работы:

Глава 2. Практическая часть (с делением на пункты в зависимости от задания на практику)

1. Найти и перевести (от 5 страниц) статью с английского на русский на тему «Искусственный интеллект в лингвистике».

Оригинал
Artificial Intelligence (AI): A Review of its Uses in Language Teaching and Learning
Zuraina Ali
Department of Modern Languages, Universiti Malaysia Pahang (UMP), 26600 Pekan, Pahang Darul Makmur, Malaysia
zuraina@ump.edu.my
Abstract. The uses of Artificial Intelligence (AI) seems to be relevant in many fields nowadays due to its ability in providing a simulation of human intelligence processes that are handled by machines; in particular computer systems. This paper concerns with reviewing the uses of AI in language teaching and learning. In particular, it reviews the research on the uses of AI in its application in the learning and teaching of language. Qualitative research method; specifically content analysis, is employed as the technique to review the articles that are obtained from relevant databases. Findings from the study reveal that there are four (4) themes emerge in the uses of AI in relation to teaching and learning a language. The uses of AI for pedagogy, therefore, prove that its uses eases language teaching and learning.
1. Introduction
Artificial Intelligence (AI) is a system that will start to become visually invisible for multiple human tasks as it uses would become accustom like other technologies that are used in our everyday life. As a consequence, the dependency on AI, may be natural among human. It seems that in language learning and teaching, the term Computer Assisted Language Learning (CALL) gets a wider scope of meaning in its usage when AI is integrated in conducting classes [1]. In fact, with the relevant of AI in language teaching and learning, it may branch the term CALL to Intelligent CALL (ICALL) [2].
In terms of roles that can be explored by AI in language teaching and learning, one of it is it enables learners to speed up their learning of a particular language [1]. Learners are able to learn a language based on repetition of phrase patterns that show the relationships between words. An example of AI that is used for learning language is when a learner uses Siri; an operating system of iOS that is developed by Apple, to converse in English. This is especially relevant for learners of ESL (English as a Second Language) and EFL (English as a Foreign Language) [3]. More specifically, it helps the group of learners to improve their speaking; in particular pronunciation and listening skills.
Other AI technology that are commonly used nowadays are Google Now and Microsoft Cortana. The former is a search engine that is developed to listen and comprehend the command and queries of the users. The search engine opens up the most relevant webpage automatically following the voice command of the users. However, only users of Samsung Galaxy with its Android versions are able to
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use the AI [4]. On the other hand, Microsoft Cortana like the two (2) AIs previously discussed assist its users in making calls, sending messages, setting reminders, taking notes, recognizing music and many others [5]. Though Microsoft Cortana shares the same features of Apple’s Siri and Google Now, its features in answering user queries are getting better in which it is able to track flights, add reminders for users upon their asking of directions – to name a few [6].
Despite that, the current review aims to identify the use of AI in the teaching and learning of language. Moreover, with the Fourth Industrial Revolution where technology is very much integrated in teaching and learning, AI is the technology that every educator needs to be exposed to. Using AI, it seems that the presence of a teacher nor the learning of language is necessary in spite of the fact that a machine is able to handle a class [7]. With its use, education can be more student-centered and, consequently, it leads to the empowerment of the learners.
2. Methodology
These sections explain the methodologies that are employed in the current review of articles. They discuss the research design in terms of sampling of the research articles, data collection procedures and data analysis procedures in synthesising the review of articles.
2.1. Research Design
The current study employs a qualitative research design; more specifically content analysis in finding the answer to the single research question that is formulated in the current study. Fraenkel, Wallen & Hyun [8] state that content analysis is the analysis of any written contents that are in textbooks, essays, newspapers, novels, magazine articles, cookbooks, songs, political speeches, advertisements and pictures. Having said that, the review of articles in this paper is derived from research articles as the researcher synthesises information relevant in these resources for the purpose of answering the question in point.
2.2. Sampling of research articles
The research articles that are gathered for the purpose of reviewing the uses of AI in teaching and learning of English; in particular discussions in ‘Findings’, are obtained from databases - Ebscohost, Science Direct and Scopus. Such is the eligibility criteria of the resources due to they are more reliable compared to using web search engines for instance Google and Yahoo. Moreover, the quality of the papers that are deposited in the databases are more guaranteed. Also, only research articles that are within five (5) years’ time are selected as the samples of articles for the review. The reason being merely current research findings are discussed prior to understanding the uses of AI in language teaching and learning.