A review of translation theories shows a multitude of approaches, whether linguistic, functional, cultural or cognitive etc., which could be taken when dealing with translation of wordplay. The approaches offer a set of theoretical and practical guidelines that need to be considered when aiming at equivalence. However, what they seem to be missing is detailed and precise strategies that Translator could employ to achieve this goal. The aim of this paper is to present strategies that could be used when translating wordplay based on homonymy. In order to elicit the strategies, the examples of homonyms in Automated Alice by Jeff Noon, and their Polish translations are analyzed.
The paper is a review of homonymy (in a broad sense of the term) in two Slavic languages: Polish and Belarusian. Different types of homonyms were described and compared. At the beginningof the article one can find many different Polish and Belarusian definitions of homonymy. The examples of homonyms were taken from dictionaries, books and films. The analysis showsthat homonyms in two Slavic languages are very similar but very strong difference one can find inaccent.
The article presents the phenomena of polysemy and homonymy within the field of nominations defining love, eroticism, sex and narcotics in the modern Russian jargon. Although polysemous nominations appear in all the semantic groups presented in the article, polysemy is not a representative phenomenon in the modern Russian jargon. Homonymy is illustrated only by one pair of homonyms within the narcotic nominations.
The article deals with sound values of the Polish language described with the idea of using them in the teaching of Polish. The author compiles a list of onomatopoeic words — nouns, verbs, interjections and idioms — suggesting ideas for exercises to be used in classroom. Teachers are encouraged to use the linguistic material provided, rhymes, puns and linguistic jokes, which are sometimes unintentional. This will enable them to move from “humour from pupils’ notebooks”, betraying the incompetence of not only pupils but also their teachers, to methodical playing with words.
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