English 1: [They can be made]1 [to fear;]2 [they can be taught]3 [to hate]4 – [but they can also respond to hope.]5
1 2 3 4 5
English 2: [They can be made]1 [to fear;]2 [they can be taught]3 [to hate]4 – [but they can also respond to hope.]5
1 2 3 4 5
Japanese 1: [彼らも恐れを感じたりすることがあります。]2 [憎しみを抱くこともあるでしょう。]4 [しかし同時に彼らは希望を見出すことができます。]5
2Δ 4Δ 5 1Δ 3Δ
Japanese 2: [ [彼らも恐れを感じたりすることがあります。]2 [憎しみを抱くこともあるでしょう。]4 [しかし同時に彼らは希望を見出すことができます。]5
2Δ 4Δ 5 1Δ 3Δ
Mode | Text / Speech | Sentence # | Subordinations | |||
| English 1 | English 2 | |||||
| Simultaneous interpretation | Obama UNGA | 220 | 2 | 2 | ||
Target language | Reordering Σi=1 Σj=i+1 I(xj<xi) | ± Nestings { } {{ }} {{{ }}} | Semantic changes Δ |
|||
| Japanese 1 | — | — | — | — | 4 | |
| Japanese 2 | — | — | — | — | 4 | |
Difference in analysis: None
Comment on parsing: In English, [2] and [4] are treated as separate propositions, since they each share a semantic argument with their parent – the result of “making them” is that “they fear”, and the result of “teaching them” is that “they hate.” In contrast, “hope” in [5] doesn’t have any argument or adjunct of its own, so it isn’t treated as a separate proposition.