Non-finite verb phrases in student translations

76 ACC JOURNAL 2015, Volume 21, Issue 3 DOI: 10.15240/ ul/004/2015-3-008 NON-FINITE VERB PHRASES IN STUDENT TRANSLATIONS Rena a Šimůnko á Technical Uni e si y o Libe ec, Facul y o Science, Humani ies and Educa ion, Depa men o English Language, Sokolská 8, 460 01 Libe ec 1, Czech Republic e-mail: ena[email p o ec ed] Abs ac One o he sou ces o mis akes in English o Czech ansla ions has i s oo s in he di e en deg ee o condensa ion which is closely ela ed o he use o non- ini e e b ph ases. The p oblem is u he in ensi ied by di e ences in he means used o comply wi h he unc ional sen ence pe spec i e. Teache s o o eign languages, al hough no p ima ily ained in ansla ion, a e o en equi ed o ansla e by hei s uden s o school au ho i ies. This pape ocuses on he mos common mis akes eache ainees make when ansla ing non- ini e ph ases e e ing o he p esen o u u e and mainly o he pas . By means o goal di ec ed es ansla ions, mis akes made by s uden s a e collec ed, analysed, and possible co ec ansla ions a e sugges ed and discussed. Such analyses used in he class oom acili a e s uden s’ awa eness o he key s uc u al di e ences and leads o signi ican imp o emen in hei ansla ion pe o mance. In oduc ion One o he signi ican ea u es o English is i s endency owa ds p edica ions exp essed nominally. I is a phenomenon which has been obse ed and ex ensi ely s udied by many linguis s (e.g. by G. O. Cu me in he g amma published al eady in 1931). Among Czech linguis s i is an issue elabo a ed on by mainly V. Ma hesius and la e by Vachek, Duško á and o he s. As Vachek s a es in his a icle, “Ma hesius mo e han once poin ed ou he impo an pa played in good Czech s yle by a ini e e b and s essed he ac ha his s yle is no o iously a e se o complica ed nominal cons uc ions, ai ly common in he good s yle o English“ [1, pp. 63]. As his issue ep esen s a signi ican s uc u al di e ence, i is likely o cause p oblems in ansla ions be ween he wo languages. The p oblem is u he in ensi ied by he di e ences in he means used o comply wi h he unc ional sen ence pe spec i e. While he ac ual linea a angemen o a clause is ela i e and depends on a pa icula language, he in e p e a i e a angemen is absolu e, and changes in he hema ic s uc u e can ei he change he meaning o a clause o hinde i s in e p e a ion. The na u al in e es in di e ences and he cu iosi y o see how he p esen awa eness o he issue is e lec ed in he con ex o u u e eache s o English educa ion, esul ed in a esea ch p ojec suppo ed by he In e nal G an o TUL. Al hough he eache aining p og amme is no p ima ily ocused on ansla ion, i should p o ide s uden s wi h a leas some insigh s in o he p oblems o ansla ion as i is o en assumed ha a pe son who has a diploma in a o eign language is au oma ically also a ansla o . I is by no means ue as ansla ion equi es skills which go a beyond jus me e compe ence o luency in wo languages. Howe e , in hei u u e ca ee s eache s o o eign language will almos ce ainly be asked o do i . Fo his eason a compulso y elec i e cou se is o e ed and i was used o ga he da a o he s udy conce ned. 77 1 The Aims o he S udy The s udy pu sued wo aims. The i s one was o in es iga e wha di icul ies (i any) s uden s ha e when ansla ing non- ini e e b ph ases. I is assumed based on he a gumen s abo e ha s uden s will make mis akes when ansla ing he s udied s uc u es. I is howe e impo an o ind ou which non- ini e e b ph ases a e he mos di icul o s uden s o deal wi h. Once his is es ablished i is possible o sea ch o he sou ces o hese mis akes, which was he second aim o he esea ch p ojec . Only hen can we aise s uden s’ awa eness o he p oblems which can la e help o p e en mis akes. This s udy by no means a emp ed a quali y analysis o ansla ions pe o med by he s uden s which would ha e had o be much mo e complex. Fo he aims o be a ainable, i was i s necessa y o es ablish wha he subjec -ma e o he s udy ac ually is, i means wha non- ini e e b ph ases a e and how hey can be classi ied. Non- ini e e b ph ases a e hose which do no unc ion syn ac ically as e bs, bu usually ha e nominal cha ac e because, as i has been men ioned abo e, hey ep esen a means o condensa ion (nominalisa ion), so ypical o English. Thei non- ini e cha ac e esides in he ac ha hey a e no in g amma ical conco d wi h a subjec and hey a e no ma ked o ense. Wi h ega ds o he ac ual classi ica ion o non- ini e e b ph ases, a lo o g amma e e ence books do no deal wi h he issue a all, o i is men ioned, bu no in a sys ema ic way, o en a di e en pa s o a book. Fo ou pu pose, he classi ica ion by Leech and S a ik [2] will be used and i will be adap ed and ex ended based on he wo ks by Qui k e al. [3] and Duško á [4]. Leech and S a ik [2, pp. 413] classi y non- ini e e b ph ases in o “ he in ini i e, -ing pa iciple and –ed pa iciple” wi hou any u he elabo a ion on his opic, hough. The same se o non- ini e ph ases is also implied by Qui k e al. [3, pp. 237-239], who u he discussed impo an quali ies o non- ini e e b ph ases which include he ac ha hey can appea in an ac i e and passi e o m and wi h he excep ion o he –ed pa iciple hey can exp ess o mal con as o pe ec i e/nonpe ec i e and p og essi e/nonp og essi e aspec . This ex ended classi ica ion is hen also used by Duško á [4, pp. 268-271], who u he dis inguishes wo kinds o –ing o m, namely “ he ge und”, which always unc ions as a noun, and he p esen pa iciple and she e e s o he –ed pa iciple as “pas pa iciple”. In ou s udy we will he e o e dis inguish he ollowing non- ini e e b o ms: he in ini i e, ge und, p esen pa iciple and pas pa iciple and hei espec i e o ms: passi e, p og essi e o pe ec . 2 Me hods and p ocedu es applied As de e mined by he aims abo e, he s udy had o be execu ed in se e al s eps o s ages. Fi s , i was necessa y o de e mine he a eas o di icul ies, and hen hese needed o be classi ied o he pu pose o analysis. Based on he esul s o he analyses, sou ces o he mis akes could be de e mined and co ec ansla ions oge he wi h emedial ac i i ies could be sugges ed. 2.1 De e mining he a eas o di icul ies The i s s ep had al eady been pe o med in he choice o he opic – he ocus on non- ini e e b ph ases. This choice was based on he al eady discussed no iceably di e ence be ween he wo languages and he ac ha , apa om in ini i e, non- ini e e b ph ases a e no ac i ely used in p esen day Czech. I has also been assumed ha s uden s a e likely o ha e p oblems in o he a eas as well. The selec ion o hese a eas was based on in o ma ion om p o essional sou ces [5, 6, 7 and 8] and on ou ex ensi e eaching expe ience. I can be b ie ly s a ed ha hese a e mainly issues caused by he di e en na u e o he wo languages (Czech being a syn he ic language while English analy ic) which is hen u he e lec ed in he 78 di e en choice o means o comply wi h he ules o FSP (Func ional Sen ence Pe spec i e). Speci ically hey include mis akes in wo d o de , choice o oice (ac i e o passi e), he use o a icles and exis en ial cons uc ions. 2.1.1 P epa a ion o he es ansla ion The c ucial ask o his s age was he selec ion o he ex o ansla ion. Fi s , i needed o include non- ini e e b ph ases in a sui able quan i y. On he o he hand i was impo an o he ex no o bu den he s uden s wi h any o he speci ic demands. Fo his pu pose we used he No d’s model o ex analysis in ansla ion. No d [9] in oduces wo kinds o ac o s used in he analysis o a ex o ansla ion: ex e nal which include sende , in en ion, ecipien , medium, ime, mo i e and ex unc ion, and in e nal: subjec ma e , con en , p esupposi ion, non- e bal elemen s, lexis, sen ence s uc u e and sup asegmen al ea u es. The aim was o selec such a ex which would be demanding in only one (sen ence s uc u e) ac o and neu al in he es , so he s uden s could eally ocus on he s uc u es in ques ion and we e no dis ac ed by unnecessa y di icul ies in o he a eas. Based on he c i e ia lis ed abo e, a se o ex s om BBC news which included he below men ioned non- ini e s uc u es and a numbe o o he s uc u es which ypically cause p oblems (exis en ial s uc u es, aised subjec , e c.) was selec ed. The se included 3 a icles published on BBC News in No embe 2014 and al oge he i ep esen ed 7 s anda d pages. S uden s we howe e no equi ed o ansla e e e y hing – he sen ences con aining he g amma ical ea u es conce ned we e highligh ed and we e ansla ed. The es o he ex p o ided con ex and con inui y. The s uden s we e he e o e asked o ansla e app oxima ely 3 s anda d pages o ex . 2.1.2 Adminis a ion o he es ansla ion S uden s aking pa in his s udy we e a endees o a compulso y-elec i e cou se called “T ansla ion Semina ”. As he ex o ansla ion was a he long (e en wi h he educ ion men ioned abo e), s uden s p epa ed i a home on olun a y basis and sen he ansla ion ia e-mail. I was analysed, assessed and hen discussed in de ail in class. The discussion in he class included he sea ch o and discussion o he po en ial causes o he p oblems expe ienced and a join e o in he p epa a ion o a co ec ansla ion e sion. 23 s uden s pa icipa ed in he s udy. 3 The analysis o he es ansla ion As i has al eady been men ioned, non- ini e e b ph ases we e classi ied based on hei o m and no hei unc ion which hey played in a sen ence in each pa icula case. Thei unc ion was howe e discussed when he ansla ions we e analysed and he easons o he mis akes we e sea ched o . Due o limi ed space, i was no possible o include all s uden s’ ansla ions o all he s uc u es conce ned. Only he samples wi h he highes in o ma ion alue we e selec ed which a e p esen ed in he ollowing o m: i s , he sou ce sen ence is p esen ed in bold w i ing, hen he samples o s uden ansla ions ollow wi h he ansla ion o he non- ini e e b ph ase highligh ed, and he whole i em inishes wi h a sugges ed co ec ansla ion p epa ed in a “ eedback and discussion” lesson oge he wi h he s uden s, p esen ed in bol le e s and in b acke s. 3.1 In ini i e In he ex he e we e 11 p esen o ms o in ini i e – 6 in ad e bial unc ion (in ini i es o pu pose) + 5 in nominal unc ion (objec ) and 5 pe ec o ms – nominal unc ion. No passi e o p og essi e o ms we e included. In gene al, in ini i e o ms caused he smalles numbe o 79 p oblems – he only issue was a w ong choice o ime e e ence ( he use o he p esen ins ead o he pas ense in Czech). 3.2 Ge und In he ex , he e we e 7 p esen o ms o he ge und, wo in he passi e oice and h ee in pe ec o ms. All he ge und o ms we e unc ioning as objec s. S uden s seemed o ha e li le di icul y when he non- ini e nominal clause in he unc ion o an objec was no in oduced by a p eposi ion (He claimed ha ing seen him be o e.). I also seemed qui e s aigh o wa d i he e was a p eposi ion, bu he p eposi ion clea ly exp essed he ela ion (mainly ime ela ion). P oblems, howe e , occu ed in he s uc u es whe e he p eposi ion exp essed a ange o possible ela ions. The si ua ion go e en mo e complica ed o he s uden s i a noun wi h he meaning exp essed by a ge und o m did no exis in Czech. The au ho i ies ha e accused he g oup o ec ui ing mo e han 30 people o igh in Sy ia in he las yea . – Minulý ok úřady ob inily skupinu z na e bo ání íce než 30 lidí p o boje Sý ii. – S á ní o gány ob inili skupinu z nab ání ice než řice i lidí za účelem boje během posledního oku. – Vláda ob inila skupinu z ek u o ání íce než 30 lidí p o boj Sý ii za poslední ok. – Au o i y ob inily skupinu Sha ia4Belgium za ýc ik íce než 30 lidí za poslední ok na álku Sý ii – Úřady ob inily skupinu, k e á na e bo ala íce než 30 lidí k boji Sý ii během minulého oku. – Úřady obžalo aly skupinu, k e á z ek u o ala íce jak 30 lidí, k eří bojo ali Sý ii minulý ok. (Úřady skupinu iní z oho, že za poslední ok na e bo ala p o boj Sý ii íce než 30 lidí.) As can be seen om he examples, app oxima ely hal o he s uden s applied li e al ansla ion wi h a de e bal noun which is unna u al in Czech. The second hal hen chose he co ec op ion wi h a subo dina e clause. In no ansla ion, howe e , he numbe o people appea ed a he end o he sen ence. None o he ansla ions he e o e complied wi h FSP. I hink he’s in a s a e o being a soldie . – Myslím, že se s ane ojákem. Myslím, že se p os ě po ažuje za ojáka. Myslím, že je e s ádiu ojáka. Myslím si, že se s al ojákem na plný ú azek. Myslím, že se nachází e ojenském módu. Myslím, že už se z něj s al oják. Myslím, že je e s ádiu ojáka. Myslím, že je e s ádiu, kdy po řebuje bý ojákem. Myslím si, že se b zy s ane ojákem. Myslím, že se z něj s á á oják. Myslím, že se chys á s á se ojákem. (Myslím, že eď je p os ě oják.) The example abo e is he example o a case whe e he ela ion o he ge und o m o he es o he sen ence is no clea ly exp essed. The con usion o s uden s can be seen in he wide choice o enses anging om he pas ense o he u u e ense and in bo h aspec s. 80 3.3 Pa iciple o ms The e we e 12 p esen pa iciple o ms in he ex , all we e ac i e, and 11 pas pa iciple o ms. When unc ioning as adjec i es in an a ibu i e posi ion (in o ma ion abou he g owing numbe o Eu opeans igh ing in Sy ia), hey did no ep esen any p oblems. They howe e caused p oblems when hey we e used in eal “pa iciple” (clause condensing) unc ion. I was again less di icul (like in he case o he ge und) when he ela ion be ween clauses was clea (mainly ad e bial o ime, condi ion). S uden s ound he s uc u e mos di icul when no ela ion o subo dina ion o coo dina ion was explici ly exp essed. Taking a yellow shee o pape om he d awe o he desk she ead ou loud – Když y áhla žlu ý papí ze šuplíku, začala čís – Po é co y áhla ze šuplíku zažlou lý papí , nahlas če la – Vy áhnu ši žlu ý papí ze šuplíku, nahlas če la … (Ze šuplíku y áhla žlu ý papí a začala čís …) When pa iciples a e used as clause condense s hey o en unc ion as ad e bials and o he s uden s his connec ion migh be so igh ha none o hem ealizes ha in his si ua ion he ela ion o coo dina ion is mos sui able o he gi en con ex . The ac ha he use o non- ini e clauses in insubo dina e a he han coo dina e ela ion o he es o he sen ence seems o be much mo e equen is suppo ed also by Ca e and McCa hy [10, pp. 546] who claim ha “Non- ini e clauses can no mally only be subo dina e, and ypically combine wi h ini e ones in sen ences”. Qui k [3] and Duško á [4], howe e , desc ibe hei use in he ela ion o coo dina ion, oo. This ela ion should he e o e be some hing s uden s a he ad ance le el o English should ocus on as i migh be new o hem. A simila p oblem is illus a ed by he ollowing example. Mos o he s uden s ied o e ain as much o he sou ce s uc u e as possible and hey helped hemsel es in doing so ei he by means o explici ly exp essing a ela ion which was no ac ually he e (skupinu po s alců, jak se přip a ují k boji), o by means o li e al ansla ion wi h he use o pa iciples which nowadays is oo old ashioned and he e o e unna u al (na o naní řadách, sjednoceni do řad….). A special discussion could hen be de o ed o he ansla ion o he wo d shakily which would howe e be beyond he scope o he p esen pape . A came a shakily ilms a g oup o ebel igh e s p epa ing o p ay, lined up in ows, hei weapons a hei ee . – Kame a oz řeseně ilmuje skupinu po s alců, k eří se p á ě chys ají k modli bě, seřazení řadách a jejich zb aně jim leží u nohou. – Roz řesený kame aman na áčí skupinu po s alců, k eří se přip a ují na modli bu, na o naní řadách, se složenými zb aněmi. – Třesoucí se kame a na áčí skupinu po s alců, jak se přip a ují k modlení sjednoceni do řad se zb aněmi u nohou. – Roz řesená kame a zachy á á zábě y ebelské skupiny bojo níků, k eří se přip a ují k modli bě. Jsou seřazeni řadách, zb aně mají odložené u nohou. – Kame a na áčí řesoucí zábě y skupiny ojáků, ebelů se zb aněmi, k eří jsou s o nané jedné řadě a přip a ené k modli bě. – Rozech ělá kame a na áčela skupinu po s alců, k e á se chys ala modli . Vy o naní řadě jim zb aně ležely u nohou. 81 (Kame a neob a ně zachycuje skupinu ebelů. Jsou y o naní řadách, zb aně u nohou.) In he ex , he e we e 8 cases o he pe ec pa iciple, 6 we e in he ac i e oice and 2 in he passi e. S uden s seem o ha e unde s ood he main unc ion o he pe ec o m o he pe ec pa iciple, he e e ence o he pas , co ec ly. When hey chose a clause as a means o ansla ion, ime e e ence was usually no a p oblem. The mis akes made in his sen ence we e usually caused by hem no using a clause, bu a pa iciple o m o a de e bal noun. When hey used a clause, some o hem used he passi e, o which in his con ex he e was no eason and i he e o e had o be conside ed an inapp op ia e ansla ion. Ha ing ecei ed in o ma ion abou he g owing numbe o Eu opeans igh e s in Sy ia, in elligence agencies G oss Eu ope ha e s epped up in es iga ions. – Po doz ědění se in o mací ohledně z ůs ajícího poč u e opských bojo níků Sý ii, zp a odajské služby ods a o ali řadu yše řo ání napříč E opou. – Po obd žení in o mací ýkajících se os oucího poč u E opanů bojujících Sý ii, zahájily zp a odajské agen u y napříč E opou yše řo ání. – Po é, co byla obd žena in o mace o z ůs ajícím poč u e opských bojo níků Sý ii, in eligenční agen u y po celé E opě se zapojily do yše řo ání. – Zp a odajské služby celé E opy začaly s yše řo áním, na základě obd žených in o mací o z ůs ajícím poč u E opanů bojujících Sý ii. E opské ajné služby, na základě in o mací o ůs ajícím poč u E opanů, k eří se zapojují do bojů Sý ii, zin enzi nily pá ání. 3.4 O he p oblems Al hough he s udy was p ima ily ocused on he ansla ion o non- ini e e b ph ases, he o he mis akes in s uc u e es ablished abo e we e also s udied. The bigges p oblem in his a ea seemed o be he ailu e o comply wi h he FSP. S uden s ended o copy he wo d o de and he sequence o clauses no ealizing ha doing so, hey we e iola ing he na u al pa e n o communica ion dynamism going om known in o ma ion o new. The au ho i ies ha e accused he g oup o ec ui ing mo e han 30 people o igh in Sy ia in he las yea . (Úřady skupinu iní z oho, že za poslední ok na e bo ala p o boj Sý ii íce než 30 lidí.) This sen ence has al eady been discussed in connec ion wi h he ge und o m used (examples o s uden ansla ions a e lis ed abo e). I needs o be epea ed he e ha none o he s uden s ansla ed i wi h he numbe o a he end. The FSP o he sen ence was hus iola ed since he ac s ha igh s a e in Sy ia and ha hey we e he e las yea oo is known in o ma ion. Wha is new and should be su p ising is he numbe o people ec ui ed by jus one pa icula g oup. A young man walks in o sho and akes o his i le be o e b ie ly u ning owa ds he came a. – Mladý muž, k e ý se obje uje zá ě u, si sundá á kalho y, dří e, než se o očí přímo do kame y. – Jeden mladík chází do zábě u a pokládá s ou pušku před k á kým pohledem do kame y. 82 Do zábě u chází mladík, z amene si sundá pušku a le mo se o očí na kame u. The sen ence abo e ep esen s a ypical example o he ailu e o comply wi h FSP in ansla ion. As he subjec o he i s clause is used wi h speci ic inde ini e e e ence (mani es ed by an inde ini e a icle), i clea ly is new in o ma ion and i he e o e needs o be a he end o he clause i possible, which can easily be pe o med in Czech. This sen ence is also ano he example o he p oblem caused by pa iciples discussed abo e whe e he s uden s w ongly eel ha in hei ansla ion hey ha e o employ an explici ly exp essed ela ion o subo dina ion (dří e, než se o očí; před k á kým pohledem..). One s uden came up wi h an amusing ansla ion o he wo d i le ( he i s sample). The UK has inc eased e o s o ack how igh e s a e ec ui ed and unded. – Spojené k álo s í z ýšilo snahu o zjiš ění, jak jsou budoucí bojo níci nalézáni a ek u o áni. (Velká B i ánie začala in enzi něji pá a po om, jak bojo níky e bují a inancují). All he s uden s used he passi e. I is no eally w ong in Czech, bu unna u al - no need o use he passi e since in Czech a subjec (in his case also he agen ) can be le ou e en in he ac i e s uc u e and no doing so ep esen s a ailu e o use he means a ailable in Czech e icien ly. The FSP s ays he same ega dless he oice used. Ano he example o a w ong ansla ion by means o he passi e oice is p esen ed in he example below. Ques ions ha e also been asked abou wha Muslim leade s a e doing o deal wi h he p oblem. – Bylo zneseno několik o ázek o om, co dělají muslimš í ůdci p o o, aby se p oblém yřešil. – Byly kladeny aké další o ázky, jes li muslimš í ůdci ch ějí en o p oblém řeši . – Také byly kladeny o ázky o om, co dělají muslimš í lídři p o y o nání se s p oblémem. (O ázkou (o šem aké) je/ obje ily se o ázky ….) The las p oblem which will be discussed in his a icle is a s uc u e wi h a aising- o-subjec e b and a non- ini e subo dina e clause in he o m o in ini i e. Al hough he in ini i e as such has been al eady discussed a he beginning o he a icle, i has been decided o deal wi h his pa icula s uc u e sepa a ely as i ep esen s a speci ic and dis inc example o he use o he in ini i e. Raising in gene al e e s o a phenomenon whe e a pa icula e b ph ase has a dependen ha seman ically does no belong o i , bu is a he seman ically connec ed wi h an embedded e b ph ase. In Czech aising is no applied and he e o e s uden s we e no able o use wo d o wo d ansla ion, and mo eo e had o be acquain ed wi h his issue o be able o app oach i e icien ly, which was he case o only a ew o hem. The i s wo examples illus a e ha he s uden s did no unde s and he meaning o changed he meaning in hei ansla ion wi hou being awa e o i . The second wo examples illus a e he choice o a w ong s uc u e which ne e heless a leas exp esses he meaning in ended. UK, F ance, Denma k, Belgium and o he EU na ions a e assumed o ha e signi ican numbe s in ol ed in he igh ing. – Velká B i ánie, I sko, F ancie, Dánsko, Nizozemsko a další ná ody E opské unie se domní ají, že zaujímají pods a nou oli boji. – Velká B i ánie, I sko, F ancie, Dánsko, Nizozemsko a další s á y E opské Unie jsou přes ědčeny, že zas á ají ýznamnou oli boji. 83 – Domní á se, že ( ynechány mís a p o náz y s á ů, ale náz y nepřeloženy) Holandsko a další e opské s á y mají aké elké zas oupení bojích – Je předpokládáno, že Spojené k álo s í…mají bojích zapojeno značné množs í lidí. (Bojů se p a děpodobně účas ní elké množs í bojo níků ze Spojeného k álo s í ….) Conclusion The aim o his a icle is o o e an insigh in o he ansla ion compe ence o in-se ice eache ainees a he Depa men o English o FP TUL in he a ea o non- ini e e b ph ases. The choice o he ocus o he s udy has been inspi ed by he con as be ween English and Czech ep esen ed by he p edominan ly nominal cha ac e o English e lec ed in a signi ican ly highe deg ee o condensa ion and a complex sys em o non- ini e e b ph ases as opposed o e bal cha ac e o Czech. S uden s’ compe ence was es ed by means o a ca e ully designed es ansla ion. The assump ion ha non- ini e e b ph ases cause p oblems in ansla ion om English o Czech has been con i med, bu no o he ex en expec ed. The s uden s almos did no ha e p oblems wi h ime e e ence o pe ec o ms o non- ini e e b ph ases and did no seem o ha e big di icul ies when he ph ases we e used in nominal o adjec i al unc ions, as long as a sui able noun o adjec i e exis ed in Czech. They also easonably e icien ly deal wi h pa iciple o ms used as clause condense s whe e he ela ion o he es o he sen ence was clea ly subo dina e and ad e bial o whe e he condensed s uc u e unc ioned as a ela i e clause. The s uden s howe e an in o signi ican di icul ies whe e a non- ini e ph ase in he unc ion o a condense needed o be ansla ed by means o coo dina ion o when he ela ion o he es o he sen ence was no explici o clea . In gene al, howe e , he sou ce o he bigges di icul ies lay elsewhe e han in non- ini e s uc u es. The main issue was he ailu e o comply wi h he FSP caused by he insu icien awa eness o he unc ion o a icles and he use and unc ion o he passi e. Ano he p oblem s uden s we e no able o deal wi h was ep esen ed by s uc u es wi h a aising- o-subjec e b. The insigh s in o a eas which s uden s ind di icul a e always eally aluable as hey help eache s o ocus on hese a eas and wo k on hem oge he wi h he s uden s. These join analyses and sea ches o sui able solu ions a e in aluable sou ces o p og ess and imp o emen . Acknowledgemen s This esea ch has been suppo ed by he S uden G an Compe i ion o FP TUL, SGS 58005. 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