English: [My contention is]1 [that creativity now is as important in education]2 [as literacy,]3 [and we should treat it with the same status.]4
1 2 3 4
Russian: [Мне кажется,]1 [что творчество сейчас так же важно,]2 [как грамотность,]3 [и мы должны придать творчеству соответствующий статус.]4
1 2 3 4
Hungarian: [Állítom,]1 [hogy a kreativitás ugyanolyan fontos az oktatásban,]2 [mint az írástudás,]3 [és azzal megegyező szinten kellene bánjunk is vele.]4
1 2 3 4
Turkish: [Bana sorarsanız]1 [şu an yaratıcılık]2 [en az okur-yazarlık kadar]3 [eğitimde önemli]2 [ve bizler aynı statü-deymişçesine muamele etmeliyiz.]4
1Δ {3} 2 4
Mandarin (traditional – mouse over for simplified):
[我的論點是]1 [在我們的教育裏，創意]2 [與識字能力]3 [同等重要，]2 [我們應該給予兩者平等的地位。]4
Mandarin (simplified – mouse off for traditional):
[我的论点是]1 [在我们的教育里，创意]2 [与识字能力]3 [同等重要，]2 [我们应该给予两者平等的地位。]4
1 {3} 2 4
Japanese: [創造性は]2 [識字能力と同じくらい]3 [教育に必要です]2 [創造力と識字力を同等に扱うべきなんです]4
{3} 2 4 1Δ
| Mode | Text / Speech | Sentence # | Subordinations | ||
| Subtitle translation | Sir Ken Robinson | 14 | 1 | ||
Target language | Reordering Σi=1 Σj=i+1 I(xj<xi) | ± Nestings { } {{ }} {{{ }}} | Semantic changes Δ |
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| Russian | — | — | — | — | — |
| Hungarian | — | — | — | — | — |
| Turkish | 1 | 1 | — | — | 1 |
| Mandarin | 1 | 1 | — | — | — |
| Japanese | 1 | 1 | — | — | 1 |