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Die Übersetzung eines künstlichen Dialekts im Roman David Mitchells „Der Wolkenatlas“ („Cloud Atlas“)

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Włosowicz T. M.
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
|
2018
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issue 7
145-161
EN
The translation of an artificial dialect in David Mitchell’s novel “Cloud Atlas” The purpose of the present study is an analysis of the techniques applied by the translators of David Mitchell’s novel “Cloud Atlas” into Polish, German, French, Spanish, and Portuguese while translating the artificial dialect used in the chapter “Sloosha’s Crossin’ an’ Ev’rythin’ After”. The plot of that chapter is set in a distant future, after the fall of humanity. The narrator is a goatherd whose dialect can be described, on the one hand, as simplified, partly distorted English and, on the other hand, as an exotic dialect which contains neologisms referring to fictional species, culture-specific terms, etc. Special attention is paid to the translation of neologisms as well as to the rendering of the original style. As the results show, the translators used a number of techniques, especially lexicalization, colloquialisation and rusticalisation, adapting the dialect as much as possible to the morphologies of the target languages in order to preserve the style of the chapter as well as to achieve the appropriate effect on the TL readers. In fact, as the dialect is artificial, the translators were able to approach it in a creative way, without the risk that the dialect would be associated with a particular geographic region.
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Teaching and learning French as a third or additional language in an international context: selected aspects of language awareness and assessment

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Włosowicz T. M.
Neofilolog
|
2020
|
issue 55/2
239-263
EN
The article investigates the teaching of French as a third or addi-tional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes.
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