Search results

1

Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students

100%

Kendik-Gut J.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 2

59-74

EN

This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.

2

Соматичний культурний код українців через призму перцептивної стереотипізації

75%

Semashko T.

Przegląd Wschodnioeuropejski

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2017

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vol. 1

281-288

EN

Anthropocentric principle and cognitive and discursive paradigm, which today are leading in the linguistics, condition the study of complex cognitive processes, in which ethnocultural perceptive stereotypes play special role as important components of linguocultural space, which are able to act as the translator of somatic cultural code of Ukrainians and to reveal the depths of sacral essence of archaic thinking of the ethnos through the system of natural ethnically deep-rooted codes. Against the background of significant variety of anthropological types of Ukrainian population modern Ukrainian language reproduces the sign of pigmentation (the thing is about the colour of eyes, hair coat and skin), which is exclusively significant as the test for the belonging to an ethnic group, and aspect in the generalization of popular ideal of physical beauty of the representatives of Ukrainian ethnos. Anthropological approach permits to determine intuitively realized originality of the appearance of the representative of ethnic group, as well as to substantiate ethnically relevant test for the sense of the beautiful.

3

Kompetencja interkulturowa w dydaktyce przekładu

63%

Mocarz-Kleindienst M.

Roczniki Humanistyczne

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2014

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vol. 62

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issue 10: Glottodydaktyka

127-137

PL

Celem niniejszego artykułu jest opis kompetencji interkulturowej jako kompetencji bazowej w dydaktyce przekładu na poziomie uniwersyteckim. Kompetencja interkulturowa składa się na ogólną kompetencję tłumaczeniową. Jest definiowana jako zespół wiedzy, umiejętności i nawyków w komunikacji w zakresie przynajmniej dwóch kultur, świadomie wykorzystywanych przez tłumacza w różnych środowiskach pracy. Kompetencja interkulturowa poprzez taką propozycję nominacyjną podkreśla relacyjny charakter kultur uczestniczących w komunikacji za pośrednictwem przekładu (kultury oryginału, kultury przekładu oraz często kultury trzeciej). W artykule podjęta została próba opisu sposobów nabywania takiej kompetencji poprzez analizę konkretnych przypadków problemów przekładowych w procesie tłumaczenia w warunkach dydaktyki akademickiej.

EN

The purpose of this paper is to provide a description of intercultural competence as basic competence in translation teaching at a university level. Intercultural competence is part of general translation competence. It is defined as a combination of knowledge, skills and habits in communication with regard to at least two cultures, consciously used by the translator in different work environments. Intercultural competence through such a definition proposal emphasizes a relational character of cultures participating in communication via translation (the culture of the original, the culture of the translation and frequently the third culture). The paper aims to describe ways of acquiring this competence through the analysis of concrete examples of translation problems in the course of translation in translation teaching.

4

Факты биографии К. И. Галчинского в русских переводах его стихотворений

51%

Бжозовска А.

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2018

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issue 16

17-28

EN

This paper tackles the role that a specific type of background knowledge – familiarity with the original author’s biography – plays in the translation of literary images. We use seven Russian translations of K. I. Galczynski’s poems as our material for analysis. With their help we show that knowledge of the poet’s biography can be essential for understanding the initial text and, consequently, proper translation thereof. References to the author’s life are usually explained by means of introducing corresponding explanatory elements into the original. Besides, the translators take advantage of their knowledge of Galczynski’s life and works while performing transformations of the initial literary images. Images based on autobiographical references tend to get demetaphorized. Among other noteworthy types of transformations are concretization and replacing an element from the original with one from another text of the poet.

RU

В статье исследуется роль, которую в переводе художественных образов играет особый вид фоновых знаний – факты биографии автора подлинника. Материалом для анализа послужили семь переводов стихотворений К. И. Галчинского на русский язык. Показано, что знакомство с биографией поэта является необходимым условием постижения смысла исходного текста и, следовательно, правильного его перевода. Биографические намеки, как правило, подвергаются экспликации посредством привнесения в текст соответствующих разъяснений. Кроме того, переводчики руководствуются фоновыми знаниями при осуществлении трансформации художественных образов. Образы, содержащие автобиографические элементы, могут подвергаться деметафоризации. В ходе анализа были обрнаружены также другие виды преобразований, такие как конкретизация или замена элемента образа деталью из другого текста поэта.

5

Фонавыя веды ў беларускамоўным навукова-гуманітарным дыскурсе (аргументалагічны аспект)

51%

Savtchouk T.

Acta Albaruthenica

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2023

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issue 23

73-94

PL

W artykule przedstawiono wyniki językowej analizy argumentacyjnej (opisowo-normatywnej) odwołującej się do wiedzy ogólnej w białoruskojęzycznym dyskursie humanistycznym. Zauważa się, że strategicznym celem włączenia wiedzy podstawowej do humanistycznej argumentacji naukowej jest promowanie zbliżenia emocjonalnego z adresatem, opartego na wspólnym doświadczeniu życiowym, wspólnym systemie ocen, przekonań i wartości. Wyróżnia się trzy grupy wiedzy ogólnej: 1) informacje o faktach współczesnego życia, 2) informacje retrospektywne, 3) wiedza kulturowa. Dla każdej grupy systematyzowane są techniki werbalizacji, określany jest potencjał pragmatyczny, wyjaśniane są warunki skutecznego zastosowania w naukowo-humanistycznej praktyce argumentacyjnej. Podkreślono rolę czynników kontekstowych i sytuacyjnych (tło społeczne, historyczne, kulturowe; aktualny model adresata) w interpretacji i rekonstrukcji wiedzy Implicytnej i ocen zawartych w informacjach ogólnych.

BE

Прадстаўлены вынікі лінгвааргументалагічнага (дэскрыптыўна-нарматыўнага) аналізу апеляцыі да фонавых ведаў у беларускамоўным дыскурсе гуманітарных навук. Адзначаецца, што стратэгічная мэта ўключэння фонавых ведаў у гуманітарную навуковую аргументацыю – спрыяць эмацыйнаму збліжэнню з адрасатам, абапіраючыся на агульны жыццёвы досвед, агульную сістэму ацэнак, перакананняў, каштоўнасцей. Вылучаюцца тры групы фонавых ведаў: 1) звесткі аб фактах сучаснага жыцця, 2) рэтраспектыўная інфармацыя, 3) культуралагічныя веды. Для кожнай групы сістэматызуюцца прыёмы вербалізацыі, вызначаецца прагматычны патэнцыял, эксплікуюцца ўмовы эфектыўнага прымянення ў навукова-гуманітарнай аргументатыўнай практыцы. Падкрэсліваецца роля кантэкстуальна-сітуацыйных фактараў (сацыяльны, гістарычны, культурны фон; актуальная мадэль адрасата) у інтэрпрэтацыі і рэканструкцыі імпліцытных ведаў і ацэнак, якія ўтрымліваюцца ў фонавай інфармацыі.

EN

The article represents the results of the linguistic-argumentological (descriptive-normative) analysis of the appeal to background knowledge in the Belarusian-language discourse of the humanities. It is noted that the strategic goal of including background knowledge in humanitarian scientific argumentation is to promote emotional rapprochement with the addressee, based on common life experiences, a common system of assessments, beliefs, and values. Three groups of background knowledge are distinguished: 1) information about the facts of modern life, 2) retrospective information, 3) cultural knowledge. Verbalization techniques are systematized for each group, pragmatic potential is determined, conditions of effective application in scientific and humanitarian argumentative practice are explained. The role of contextual and situational factors (social, historical, cultural background; current model of the addressee) in the interpretation and reconstruction of implicit knowledge and assessments contained in the background information is emphasized.

6

Интертексты в дидактике перевода (пример юмористического произведения)

45%

Kaźmierczak M.

Acta Universitatis Lodziensis. Folia Litteraria Rossica

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2017

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issue 10

125-139

EN

The paper discusses employing a highly intertextualized text in translator training. Using an example of a humorous story in Russian, the author describes the advantages of the classroom use of such a text. They encompass: facilitating an understanding of the scope of the phenomenon and thus learning to successfully render diverse intertextual signals in varied circumstances, as well as the possibility to formulate and apply a holistic strategy with respect to intertexts. The benefit of enhancing the students’ background knowledge is also emphasized in the context of current curricula.

RU

Статья посвящена использованию в обучении переводу произведения, насыщенного интертекстуальными сигналами. На примере одной юморески автор показывает преимущества такого выбора текста для занятий. Они включают осознание студентами много-гранности явления и, следственно, вырабатывание умения успешно воспроизводить разные интертексты в различных условиях, а также возможность разработать и применить целостную стратегию по отношению к интертекстам. Подчеркивается развивание культурной компетенции будущих переводчиков, ценное с точки зрения процесса обучения в целом.

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1 Acta Albaruthenica

1 Acta Universitatis Lodziensis. Folia Linguistica Rossica

1 Acta Universitatis Lodziensis. Folia Litteraria Rossica

1 Przegląd Wschodnioeuropejski

1 Roczniki Humanistyczne

1 Theory and Practice of Second Language Acquisition

1 2023

1 2019

1 2018

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1 Kaźmierczak M.

1 Kendik-Gut J.

1 Mocarz-Kleindienst M.

1 Savtchouk T.