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1

Techniki i podstawowe założenia translatorycznej adaptacji tekstów dydaktycznych na przykładzie tekstów z zakresu ekonomii

100%
Szpotakowska K.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2012
|
issue 6
173-185
EN
Texts are written/spoken language expressions produced by a writer/speaker in a specifi c communication process. Texts used in the translation didactic system must fulfi ll conditions of glottodidactic relevance i.e. they must be carefully selected and must contain a combination of suitable linguistic features. These linguistic features are to be in conformity with a given translation didactic system. Texts are selected by a teacher of translation, whose knowledge of a language for specifi c purposes is broad enough to enable him to choose texts with elements typical of specialist communication. The preparation of didactic texts means fi rst of all selecting a most suitable text. Secondly, it refers to the division of text into meaningful chunks as well as its modifi cation by means of elaboration or elimination techniques. Other possibilities are text compression or highlighting of certain elements of the structure of the text. At the beginning, translation students may benefi t from retranslation exercises and the use of hybrid texts. Finally, the whole process of translation didactics should be oriented towards confronting students with the problem of equivalence.
2
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Wpływ wiedzy translatorskiej studentów 1. roku na skuteczność dydaktyki translacji

86%
Nader-Cioczek M.
Applied Linguistics Papers
|
2018
|
issue 25/1
159-170
EN
This paper presents the data obtained by means of a survey conducted in 2015/2016 and 2016/2017 among first year students of Applied Linguistics at Maria Curie-Skłodowska University. The survey enabled to gather information about students’ actual knowledge about translation. The data has helped to continue research on sight translation and to devise how to successfully develop students’ theoretical and practical knowledge about translation during sight translation classes.
3

Nowe narzędzia dydaktyki translacji: Lingwistycznie Inteligentne Systemy Transzo- i Glottodydaktyczne (LISTiG)

86%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 3
167-176
EN
In the didactic chain, the teacher influences the student with the help of specified utterances (here: texts) and specified didactic methods in such a way as to shape specific skills of the student. More precisely, the teacher influences the student in such a way that the student develops the skills which constitute the aim of the science. Thus, the didactic chain is characterised by interactivity that takes place between the teacher and the student. The process of language and translation competence must, on the one hand, develop an ability to understand other texts (linguistic utterances) and, on the other hand, produce his/her own texts (linguistic utterances). In the process of (foreign) language and translation learning, texts constitute the key didactic material that enables the language learner to develop specific language skills (competences). When dealing with the effectivisation of the didactic process, one can pose a question if – and if yes then to what a degree and with the help of what kind of didactic platforms (tools and software) – the "teacher-student" direct interaction can be replaced by the "didactic platform-student" interaction, the latter being indirectly initiated by the teacher. The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. Tests have been proven and assessed automatically by an operating system, solely according to the answers entered to the system beforehand. Unlike the previous systems, the aim of the preparation of the Linguistically Smart Software System for Glottodidactics and Translation Didactics is to enable an automatic assessment of all full sentences written by the students themselves. From the scientific point of view, the main goal of the given project is to prepare a productive, linguistically smart software consisting of standard didactic modules concerning Polish-German linguistic issues. From the point of view of academic didactics, the main goal of this project is to prepare software which can be used at Polish and German universities on a large scale in order to teach a given language and translation effectively.
4

Antropocentryczna teoria języków ludzkich jako podstawa dydaktyki translacji (na przykładzie programu studiów kształcących tłumaczy kabinowych)

86%
Klimkowski K.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
95-110
EN
The anthropocentric theory of human languages proposed by F. Grucza, along with his theory of knowledge, make it explicit that knowledge is not passed on between people, but that each of us con­struct our knowledge on our own with the help of others. From the didactic point of view, this means teachers cannot pass their, nor anybody else's, knowledge on any student. In consequence, a redefinition of who the student and the teacher are in the translation classroom is indispensable. This paper provides the reader with a handful of solutions in this respect. The greatest emphasis is laid on the role of the student-teacher interaction, which is defined as pedagogically instrumental, on condition it is set in the task-oriented learning environment. A reason for this emphasis is that well-designed student-teacher in­teraction leads to a substantial growth in student's and teacher's autonomy, especially when supported by a well-defined system of assessment. The autonomy in question is a strategic feature, as its impact con­cerns not only the context of the translation classroom, but – first and foremost – student's and teacher's effective professional performance. As a case study, a newly designed course in interpreter education is discussed to show how its authors try to implement the ideas discussed in the paper.
5
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An Integrated Approach to Teaching Literature in Higher Education for Translation Studies Trainees

72%
Bednárová-Gibová K.
Language. Culture. Politics. International Journal
|
2019
|
vol. 1
7-17
EN
Literature and its position in curricula within translation studies (TS) study programmes has always been a source of heated debates. This paper zooms in on proposing an integrated approach to teaching literature for TS trainees based on combining a linguistic, literary and cultural analysis. Its aim is to outline methodological considerations, give recommendations for future teaching practice and provide the TS-minded community with a possible didactic inspiration on the basis of the author’s advocated approach. Part of this paper is also an empirical analysis from the perspective of the proposed integrated approach based on a selected case study of Christopher Marlowe’s Act I from his play The Tragical History of Doctor Faustus in order to substantiate its relevance. The analysis shows how a literary text comes to convey its meaning thanks to a combination of threefold interpretative insights.
PL
Literatura i jej miejsce w treściach programowych translatoryki (TS) zawsze były źródłem gorącej debaty. Niniejszy artykuł skupia się na propozycji zintegrowanego podejścia do nauczania literatury adeptów translatoryki (TS), bazując na połączeniu analizy z zakresu językoznawstwa, literatury i kultury. Celem jej jest podkreślenie wagi rozważań metodologicznych, udzielenie wskazówek co do dalszej praktyki nauczania oraz dostarczenie translatorsko ukierunkowanej społeczności oczekiwanych inspiracji wynikających z proponowanego przez autorkę podejścia. Częścią niniejszej pracy jest także analiza empiryczna prowadzona, z perspektywy proponowanego podejścia zintegrowanego oparta na studium Aktu I sztuki Christophera Marlowa Tragiczna historia doktora Fausta, po to, aby ukazać jej zasadność. Analiza ta ukazuje jak tekst literacki przekazuje zawarte w nim treści dzięki troistej kombinacji czynników interpretacyjnych.
6
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INTERKULTURELLE KOMPETENZ IN DER TRANSLATIONSDIDAKTIK VON DER THEORIE ZUR PRAXIS

72%
Hinc J.
Neofilolog
|
2019
|
issue 52/2
299-311
EN
The following article has two goals. The first is the presentation of theoretical approaches to the translation of culture-specific content and explanation of some relevant terms, which include culture, interculturality, intercultural competence and translational cultural competence. The second is to discuss practical teaching problems and possible solutions that translational didactics must keep in mind in its research perspective. The practical considerations relate to the transfer of written texts and to the education of students who gain their first experiences in translational activity. With questions about the text, which trigger its analysis on the macro- and microstructural level, the students should be motivated to approach cultural content reflexively and to reflect it in the target language.
7
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Wpływ kompetencji dyskursywnej na rozwój sprawności translatorskich w zakresie tłumaczenia symultanicznego

72%
Pędzisz J.
Applied Linguistics Papers
|
2018
|
issue 25/1
181-192
EN
Drawing on the concept of discourse competence this paper asks about the possibility of the incorporation of the discourse analysis with the development of the translation skills in the simultaneous interpreting field. The paper sets out to show, how to solve problems arising from the simultaneous interpreting based on lack of knowledge about discourse competence and skills necessary for the discourse analysis.
8

Problemy, zadania i wyzwania translatoryki

72%
Żmudzki J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
41-60
EN
This article attempts to create a general and, out of necessecity, selective and up-to-date description of translation studies in Poland. The Author starts elaborating on the stages of the complicated development of translation studies with the presentation of facts in which translation studies has its origin. Further, the Autor describes the periodization of translation studies in the light of influence of the facts mentioned above on the development of translation studies in Poland. Selected theoretical models of translation studies as disciplines created mostly by Professor F. Grucza constitute fundamental constructional basis and signifi cant area of comparison reference. F. Grucza distinguished two types of translation studies: theoretical and applied. The former is to create descriptive and explicative knowledge and the latter – applicative knowledge. This division lead de facto to two stages of interpretation of translation reality. General description of translation studies in Poland covers also teaching in translation and interpreting which, next to the primary field of academic research, is a key component of translation studies. This makes translation studies more than just an area of applied linguistics.
9
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Przedyskutujmy to na forum – czyli o zdalnym rozwijaniu wybranych elementów kompetencji translacyjnej

58%
Tymoszuk K. B.
Neofilolog
|
2021
|
issue 57/2
295-310
EN
The article presents findings of the research into the use of discussion forums in remote learning. This tool was used in a series of academic classes aimed at developing selected elements of translation competence. The paper begins with a discussion of the notion of translation competence and its components, followed by a presentation of didactic objectives formulated for the presented series of classes with full-time teaching in mind, the level of knowledge and skills of the course participants, the degree of realization of the didactic objectives in remote teaching, and conclusions.
10

Entrepreneurial training in translator and interpreter education

58%
Klimkowski K.
Roczniki Humanistyczne
|
2015
|
vol. 63
|
issue 11: Anglica
67-83
EN
One of the leading topics in translator and interpreter education is how to match the educational vision of the educators with that of the market and that of the students. The debate has been going on for more than two decades now, and it seems it is likely to occupy the researchers and practitioners in the nearest future. One aspect of the educational aspirations to make students active and successful players on the Language Service Provision market is entrepreneurship. The aim of this paper is to promote effective operationalization of this concept to help graduates not only find a job, but first of all make them self-directed in significant life choices.
PL
Próba powiązania koncepcji dydaktyki translacji z potrzebami kształcenia odpowiadającymi wymaganiom rynku usług tłumaczeniowych oraz potrzebom rozwojowym samych studentów stanowi jeden z wiodących wątków toczącej się obecnie dyskusji w obszarze akademickiego kształcenia tłumaczy. Debata ta trwa już od ćwierćwiecza i wydaje się, że nadal będzie podejmowana przez teoretyków i praktyków dydaktyki translacji. Jednym z aspektów tak pojętej edukacji są cechy i umiejętności określane mianem przedsiębiorczości. Niniejszy artykuł ma na celu promowanie skutecznej operacjonalizacji pojęcia przedsiębiorczości tak, by absolwenci studiów tłumaczeniowych (i innych związanych z komunikacją specjalistyczną) nie tylko potrafili znaleźć pracę, ale by – przede wszystkim – stawali się podmiotami swoich znaczących działań życiowych.
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