In this paper the bilingual language storage and its influence on translation is observed. It will be explored how different models of translation see the language memory storage and bilingual translation and how these models work. Furthermore, it will be analysed how these models were developed, proven and how they are used in translation. Most importantly, the paper will focus on the probably most popular and most important model of language storage and translation: The Revised Hierarchical Model. Based on this model by Kroll and Stewart (1994), it will be analysed how it came to be and how it influenced thinking in translation. Lastly, some negatives about the Revised Hierarchical Model will be explained.
Bilingualism is the occurrence when a person or a whole society is able to speak two different languages. To acquire the status of a Bilingual, one can either grow up with two languages at the same time – e.g. first-generation immigrants speaking their mother tongue at home but speaking and learning another language in school – or studying a second language. The latter can be accomplished at different stages in life and in different environments, e.g. school, language courses, online etc.
Being a Bilingual has helped many people throughout the world. It makes it easier to communicate with others, and it is a very important part of a translator’s or an interpreter’s life. And, for example, English is the world’s most important commercial and trade language. This makes being bilingual necessary for many daily activities in life.
Table of Contents
1 Bilingualism
2 The Revised Hierarchical Model
2.1 Why was the RHM developed?
2.2 RHM in translation
3 Critiquing the RHM
4 The Revised Hierarchical Model – right or wrong?
Objectives and Topics
This essay explores the mechanisms of bilingual language storage and its influence on translation processes, specifically evaluating the prominent Revised Hierarchical Model (RHM) and contemporary critiques thereof.
- Theoretical foundations of bilingual language memory and conceptual storage.
- Analysis of the Revised Hierarchical Model and its development from previous approaches.
- Examination of translation asymmetry and the role of language proficiency.
- Critical review of the RHM through experimental evidence and modern scientific discourse.
Excerpt from the Book
The Revised Hierarchical Model
The Revised Hierarchical Model (RHM) is a model developed by Judith F. Kroll and Erika Stewart in 1994. Bilinguals hold memory of two languages in their brain. It is possible to think of these storages as two separate boxes, one for each language. These two boxes describe the lexical memories. In addition to that, there is a third box which holds all the conceptual memories the Bilingual knows about in both of their acquired languages.
The most important question asked in the context of bilingual language memory storage is: How are the different storages accessed? The RHM describes the links as following: Both lexical and conceptual links exist but differ in strength. It shows that lexical links from L2 (second language) to L1 (first language/mother tongue) are stronger than those from L1 to L2, mainly because L2 to L1 is the direction you start learning in while acquiring a new language. For example, German fifth graders learning English through vocabulary comparison (e.g. tree – Baum).
Concepts in L2 can only be accessed through L1, according to the model. This is because when you grow up, you live and speak in your L1, which causes you to access concepts in your L1 and strengthening the bond between your lexical memory in L1 and your memory of concepts. When you then start learning an L2, you don’t have any concepts to start with – since you don’t know about culture or a lot of vocabulary or dealing with the language in general – so the brain accesses said concepts through your L1. Further into learning your L2, you of course start to use the direct link between L2 and the concept storage, but the link is of course weaker than the link between L1 and the concepts, since there was not as much time to strengthen it.
Summary of Chapters
1 Bilingualism: This chapter provides an introduction to the phenomenon of bilingualism, explaining how languages are acquired and outlining the essay's focus on memory models in translation.
2 The Revised Hierarchical Model: This section defines the RHM, detailing its structure of lexical and conceptual memory and the asymmetric links between first and second languages.
2.1 Why was the RHM developed?: This chapter explores the historical context and the development of the RHM, discussing the Word Association and Concept Mediation models.
2.2 RHM in translation: This section discusses the practical implications of the RHM for translation processes and experimental evidence regarding shared conceptual systems.
3 Critiquing the RHM: This chapter presents academic criticism of the RHM, focusing on challenges to the assumptions of separate lexicons and selective language access.
4 The Revised Hierarchical Model – right or wrong?: This concluding chapter synthesizes the arguments for and against the RHM, suggesting that while it provides a good general framework, it remains subject to evolving research.
Keywords
Bilingualism, Revised Hierarchical Model, Language Storage, L1, L2, Lexical Memory, Conceptual Memory, Translation, Word Association Model, Concept Mediation Model, Asymmetry, Developmental Shift, Priming, Language Proficiency, Cognitive Linguistics
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on how bilinguals store two different languages in their brain and how this memory storage influences the process of translation.
What are the main thematic areas covered in the text?
The text covers the definitions of bilingualism, the structural details of the Revised Hierarchical Model (RHM), historical predecessors to this model, and critical perspectives from contemporary research.
What is the central goal of this study?
The primary goal is to examine the validity of the Revised Hierarchical Model as a framework for explaining how bilinguals access concepts through their first and second languages.
Which scientific methods are analyzed to support the arguments?
The paper analyzes findings from various psychological experiments, including picture naming, bilingual translation tasks, and priming techniques (both masked and normal).
What topics are discussed in the main body of the work?
The main body treats the development of the RHM, the role of translation directionality, the developmental shift from word-based to concept-based learning, and modern criticisms regarding language interference.
Which keywords best characterize the work?
Key terms include bilingualism, Revised Hierarchical Model, lexical memory, conceptual mediation, and translation asymmetry.
How does the RHM explain the difference between L1 and L2?
The RHM posits that L1 has a stronger link to conceptual memory, whereas L2 relies more heavily on lexical links to L1, especially in early stages of learning.
What is the core argument against the RHM provided by Brysbaert and Duyck?
They argue that the RHM's assumption of separate, isolated language lexicons is flawed, citing evidence of cross-language interference and lack of implementation for complex translation tasks.
Does the paper conclude that the RHM is incorrect?
The paper concludes that while the RHM may have shortcomings and outdated assumptions, it remains a useful conceptual framework for understanding the general directionality of translation.
What is the significance of the "developmental shift" mentioned in the text?
The developmental shift refers to the transition learners make as their proficiency increases, moving from a reliance on word-to-word connections to utilizing conceptual mediation.
- Citation du texte
- Leah Catic (Auteur), 2019, Bilingual Language Storage. The Revised Hierarchical Model, Munich, GRIN Verlag, https://www.grin.com/document/976458
