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1

Individual Differences and Quality Of Translation: A Personality-Based Perspective

100%

Karimnia A., Mahjubi M.

Psychology of Language and Communication

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2013

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vol. 17

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issue 1

37-64

EN

The current study was targeted at investigating the relationship between translation students’ personality types and the quality of their English-to-Persian translations with respect to different text types. To this aim, 35 undergraduate senior students of translation were randomly sampled. To obtain some demographic information about the participants, the researchers used a background questionnaire. The participants were given three different text types for the translation task. An advertisement, a scientific text and a narrative text were chosen to serve Reiss’ text typology (1971) including operative, informative and expressive texts, respectively. The students were also provided with retrospective questionnaires to shed light on their performance in the act of translating. Subsequently, once the participants’ personality types were determined via the Myers-Briggs Type Indicator (MBTI) anchored in Jung’s psychological theory, their dominant mental functions involving intuition, sensation, feeling and thinking were identified. To analyze the data, the One-way Analysis of Variance (ANOVA) procedure and post-hoc analysis were employed. The results of the study indicated that the only dichotomy showing a significant difference was that of intuition versus sensation. Simply put, the intuitors outperformed their sensor counterparts in the translation of the expressive text. Taking into account the findings of the current study, the researchers suggest some pedagogical guidelines too.

2

Zur Problematik des Textanfangs am Beispiel der Vertragstexte

84%

Kołodziej R.

tekst i dyskurs - text und diskurs

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2020

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issue 13

273–298

EN

The paper discusses the problems of the opening a text texts as exemplified by contracts. Twelve contracts were examined, including sales contracts, construction contracts, lease contracts, rental contracts and employment contracts. The contract was defined as a text type. Aspects such as a text’s subject matter, function and structure are particularly important for the determination of its opening and its delimitation from the remaining parts of the text. The article illustrates the ways in which these elements determine the opening of the text. The article also contains information on other studies on text openings.

3

Per un’educazione alla scrittura accademica in italiano LS utilizzando i segni interpuntivi a partire da usi e interpretazioni degli scriventi di lingue slave

84%

De Tommaso V.

Italica Wratislaviensia

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2023

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issue 14.1

57-76

IT

L’articolo riporta le riflessioni nate da un’indagine sulle esperienze di scrittura prima e durante i primi due anni di università e sugli usi interpuntori nella propria L1 e nell’italiano LS da parte di apprendenti cechi e slovacchi. Le esperienze con i segni interpuntivi in L1 e i riferimenti presenti nelle grammatiche scolastiche ceche/slovacche fanno emergere un’interpretazione esclusivamente sintattica e un contatto parziale con il sistema interpuntorio poiché limitato al solo uso della virgola; a questo segno, inoltre, viene attribuito in L1 valore esclusivamente segmentante. Per un’educazione alla scrittura del testo accademico in italiano LS che contribuisca a superare fenomeni di frammentarietà, giustapposizione, scarsa coesione testuale, i risultati dell’indagine suggeriscono un’azione didattica che punti sui valori coesivi dei segni interpuntivi e che solo in parte si appoggi a un approccio contrastivo, ovvero quando la ratio interpuntoria dei due sistemi coincida o quando sembri coincidere.

EN

This article focuses on the results of a survey on writing experiences during secondary school and the first two years of high school and on the use of punctuation marks in L1 and Italian L2 by Czech and Slovak learners. Students’ past experiences with punctuation marks in L1 and references in Czech/Slovak schoolbooks reveal a strictly syntactic approach; students practise the use of the comma only, which is assumed to have purely separating values. In order to help students develop language skills for academic writing in Italian L2 and to avoid choppy writing and lack of cohesion, the research findings suggest that the teacher should highlight the cohesive/linking values of punctuation marks. The contrastive approach can be useful to a certain degree: up to the point where the punctuation principles of the two languages are equivalent or where they seem to be equivalent.

4

Schokoladenwerbung in der Presse der Freien Stadt Danzig. Textlinguistische Einblicke

84%

Turska M.

Studia Germanica Gedanensia

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2021

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vol. 45

48-59

EN

The present considerations focus on chocolate advertising published in daily press of the Free City of Danzig. The concept of the type of text and its characteristics are examined from a text-linguistics perspective. Besides, the strategies used in the studied advertisements are presented. There are also pointed out some intertextual relations of the advertisements as well as the interweaving of advertising with socio-cultural, political and economic contexts.

DE

Im Fokus der vorliegenden Uberlegungen steht die Schokoladenwerbung, die in der Tagespresse der Freien Stadt Danzig veroffentlicht wurde. Aus textlinguistischer Perspektive wird das Problem der Textsorte mit ihren Eigenschaften kurz beleuchtet. Ferner werden die Strategien dargestellt, die in den untersuchten Werbeanzeigen verwendet wurden. Es wird auf intertextuelle Beziehungen der Werbeanzeigen sowie auf die Verflechtung der Werbung mit dem soziokulturellen, politischen und wirtschaftlichen Kontext verwiesen.

5

Unterschiedliche kognitive Verarbeitungseffekte bei unterschiedlichen Textsorten

67%

Giessen H. W.

Germanica Wratislaviensia

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2017

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vol. 142

185-193

DE

Ziel der Studie ist, Indikatoren dafür zu finden, dass unterschiedliche Textsorten kognitiv unterschiedlich verarbeitet werden. Zu diesem Zweck wurde Probanden ein Gedicht in jeweils einzelnen Verszeilen vorgegeben – einmal mit der Vorgabe, dass nun ein Gedicht zu lesen sei; die zweite Gruppe erhielt die Information, es handele sich um einen Prosatext. Die Verarbeitungsdauer war offensichtlich von dieser Vorinformation determiniert.

EN

The study aims to research the cognitive processing of text types. Test persons were given poem verse lines – with the prescription that a poem was to be read, or a prose text, respectively. The processing time was determined by this preliminary information. Obviously this is an indicator that poems and prose are differently processed.

6

Investigating EFL learners’ situational and perceived interest in reading different types of texts

67%

Chodakiewicz H.

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2016

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vol. 64

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issue 11: Anglica

7-24

EN

This paper reports a classroom-based empirical study that aimed to establish the level of situational and perceived interest generated by EFL learners while reading three types of texts (General Comprehension, Culture Focus and Narrative texts). Situational interest was defined as comprising five Sources of Interest, that is Text Cohesion, Prior Knowledge, Engagement, Ease of Recollection, and Emotiveness. The analysis of the students’ ratings of the questionnaire statements for the particular texts has revealed the main effect of Text Type, with the highest level of the students’ interest gained for Narrative texts. The level of interest was also dependent on Sources of Interest, with the highest mean gained for Cohesion. Narrative was the type of text perceived by the students as the most interesting of the three they worked with. The results of the study showed that the role of situational and perceived interest in reading different text types needs to be adequately approached by FL specialists as a vital factor in reading and learning tasks.

PL

Artykuł omawia badanie empiryczne przeprowadzone w warunkach klasowych, którego celem było ustalenie poziomu zainteresowania sytuacyjnego oraz percepcji zainteresowania przez uczniów języka angielskiego jako obcego czytających trzy rodzaje tekstów (teksty wymagające ogólnego zrozumienia, teksty o tematyce kulturowej oraz teksty narracyjne). Zainteresowanie sytuacyjne przeanalizowano jako składające się z pięciu źródeł, tj. ze spójności tekstu, posiadanej wiedzy, zaangażowania, łatwości zapamiętania, i zabarwienia emocjonalnego. Analiza oceny zawartych w ankiecie stwierdzeń w odniesieniu do czytanych tekstów przez uczniów wykazała istotny efekt główny dla rodzaju tekstu, przy czym poziom zainteresowania narracją okazał się być najwyższy. Poziom zainteresowania zależał także od źródła zainteresowania, a najwyższą średnią uzyskała spójność tekstu. W percepcji uczniów również narracja postrzegana była jako najbardziej interesujący typ tekstu z trzech, jakie uczniowie czytali. Wyniki badania wykazały, że zainteresowanie sytuacyjne oraz percepcja zainteresowania przez uczniów czytających różne rodzaje tekstów stanowią ważny czynnik w czytaniu i uczeniu się, który wymaga odpowiedniego ujęcia przez specjalistów w zakresie dydaktyki języków obcych.

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