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English 1: [And]2 [the result is]1 [that we are educating people out of their crea-tive capacities.]2
1 2
English 2: [And the result is]1 [that we are educating people out of their crea-tive capacities.]2
1 2
Japanese 1: [教育が人間本来の創造性を殺してしまっている]2
2 1Δ
Japanese 2: [教育が人間本来の創造性を殺してしまっている]2
2 1Δ
Mode | Text / Speech | Sentence # | Subordinations | |||
| English 1 | English 2 | |||||
| Subtitle translation | Sir Ken Robinson | 20 | ① | ⓪ | ||
Target language | Reordering Σi=1 Σj=i+1 I(xj<xi) | ± Nestings { } {{ }} {{{ }}} | Semantic changes Δ |
|||
| Japanese 1 | — | — | — | — | 1 | |
| Japanese 2 | — | — | — | — | 1 | |
Difference in analysis: In “English 1,” [1] is seen as a functional adjunct to [2]. In “English 2,” [1] is seen as functionally independent. ([1] isn’t reflected in the Japanese version.)
Reason: A proposition like “the result is” can be seen as a functional adjunct to a parent proposition – like saying “as a result.” It can also be seen as a statement introducing another statement. Unlike reported speech or thought, a statement which the speaker or writer identifies with doesn’t shift perspective, so it’s treated in this study as a functionally independent proposition. This reading means seeing the above sentence as saying “We are educating people out of their creative capacities, and that’s the result of what I said just before.”
Consequence: The new analysis would lead to a complexity count of 0 rather than 1 subordinate proposition in the original English version of the sentence.