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Ekwiwalencja w translacji – tertium comparationis czy iluzja?

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Małgorzewicz A.
Applied Linguistics Papers
|
2018
|
issue 25/4
79-90
EN
The paper discusses issues connected with translation equivalence. The author reviews existing concepts of translation equivalence while paying particular attention to those falling within the paradigm of anthropocentric translation studies. The conducted research showed that this concept has evolved from being a static category to becoming a dynamic category. Translation invariants which are perceived as tertium comparationis in translation serve here as the focus of attention. Those include invariability of thematic reference and adequacy of communicative aim of translation. The ontological paradox understood as complementary coexistence of identity and difference is also discussed here. Another issue presents subjectivity perceived as immanent quality of cognitive and task-related activity of participants of translation communication which seems to challenge the objectivity of category of equivalence.
2

Językowe i niejęzykowe kompetencje tłumacza. Próba zdefiniowania celów translodydaktyki akademickiej

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Małgorzewicz A.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
|
issue 11
1-10
EN
The results of research on translation processes prove that the mere knowledge of languages, despite common convictions, does not guarantee good quality of the translation. It turns out that properly performed translation tasks require comprehensive strategic actions on the macro- and microlevel. The author of the article makes an attempt at defining the translator's competences, including their knowledge, skills as well as abilities and predispositions, which are significant for translation processes. At the next stage, global and detailed objectives of translation didactics are defined. The author also proposes some didactic solutions. The aforementioned issues are considered in the paradigm of the translation didactics system by Sambor Grucza.
3
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Entwicklungstendenzen der translatorischen Forschung. Aus der Geschichte der Zeitschrift Studia Translatorica

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Małgorzewicz A.
Studia Translatorica
|
2019
|
issue 10
369-380
EN
The paper presents stages and perspectives of development of translatorics on the basis of research published in the journal “Studia Translatorica”. The author analysed in great detail research areas (types and forms of translation), applied methodologies, and represented paradigms which were of interest to researchers (Polish and foreign) who have been publishing in “Studia Translatorica” for the past 10 years. She was successful in establishing some trends and perspectives of research on translation. The analysis of the literature has led to expressing the demand for empirical research in translatorics as well as for inclusion of new paradigms and categories in research on translation.
4
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Problem translacyjny w rzeczywistości translodydaktycznej

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Małgorzewicz A.
Orbis Linguarum
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2018
|
issue 51
445-457
EN
Translation Problem in The Reality of Translation Teaching Translation problem plays a fundamental role in translation activities on all levels. It triggers a chain of translation activities of which the translator may be aware or unaware. The course of these actions and the procedures adopted by the translator are dependent on type of translation, on components of translation setting which exists in a particular, real translation situation, on characteristics of the translation problem, on the level of problem analysis, as well as on the cognitive predispositions of the translator. Acknowledging the fundamental role of the translation problem in the translation process and accepting the assumption that the quality of the translation is directly dependent on the steps taken by the translator with the aim of solving and properly identifying translation problems , one has to consider translation problem as a category relevant to translation teaching. From the point of view of translation teaching, it is important to determine translator’s qualities, abilities, skills, and knowledge areas that have influence on the quality of actions taken with the aim of solving translation problems effectively. The same applies to attitudes of future translators. Moreover, it is the task of translation teaching researchers to develop methods which will help future translators achieve the expected level of translation competence. This paper presents a concept which could provide a starting point for designing translation teaching curricula.
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Socjokognitywna kompetencja tłumacza w procesie translacji

100%
Małgorzewicz A.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2013
|
issue 8
81-91
EN
The article focuses on the translator's socio-cognitive competence, which has an essential influence on the success in interpersonal linguistic acts of communication occurring in translation processes. This competence consists of pragmatic and cooperative skills supported by intelligent solutions (developed in interactions with participants of an act of communication) as well as by sensitivity and metacognitive knowledge as a result of reflection on one's own cognitive possibilities and the cognitive possibilities of other participants of translation communication. F. Grucza's translation system model constitutes the paradigm identifying the area of research, where the translation reality is perceived as communication and the translator and his/her properties are placed in the centre of research. The translator's properties, skills and abilities are analysed against the background of the translation task, which constitutes another category of the translation system model as extended by J. Żmudzki. As a consequence of adopting such a perspective, the translator's operations and activities acquire strategic importance, which is determined by a communicative translation task. The article presents the results of empirical research conducted on a group of German Philology students at the University of Wrocław and on a group of professional translators. A comparative analysis of the research results from both groups allowed for defining deficits in the areas of knowledge and socio-cognitive skills.
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