Glottodidactica, Vol. 19 (1988)

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    Translation Didactics and Foreign Language Teaching
    (Wydawcnictwo Naukowe UAM, 1988) PISARSKA, Alicja
    Expanding interest in specialized translation increases the possibility that in a growing number of cases the task will be executed not so much by trained specialists as by inexperienced students and graduates of philological departments. These potential translators must therefore be made sensitive to the basic requirements and responsibilities they will have to take up in order to produce acceptable translations. The first part of the paper describes the distinction between foreign language teaching oriented translation and translation proper, and lays emphasis on those aspects of the latter which are of particular importance in translation didactics. In the remaining part, a tentative translation-training syllabus conformable to the needs of philological departments is presented, as well as specific procedures and tech -niques which develop translating skills in the trainees.
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    The Advanced Students’ Motivation for Explicit Learning of Grammar
    (Wydawcnictwo Naukowe UAM, 1988) Jankowska, Aleksandra
    The role of the explicit teaching and learning of grammar in the process of foreign language teaching is a very controversial issue. Language teachers and language teaching methodologists differ in their opinions as to whether grammar should be taught at all and, if so, what is the best way of presenting it. In order to find out students’ opinions on the usefulness of the explicit teaching and learning of grammar a questionnaire was given to fifty-one English majors studying in the Institute of English at Adam Mickiewicz University in Poznań. The results of the questionnaire reveal a very positive attitude on the part of the students towards the explicit learning of grammar. The deductive way of learning seems to be favoured by the majority of the respondents, who also unanimously point to translation as a very effective form of grammar exercise.
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    Foreign Language Teaching Materials in the Framework of a Bilingual Approach
    (Wydawcnictwo Naukowe UAM, 1988) KACZMARSKI, Stanislaw P.
    The paper deals with the theoretical assumptions underlying the Bilingual Approach and postulates the design and development of foreign language teaching materials facilitating the learner’s assimilatory strategy from LI to L2 in accordance with the recommended syllabus. The problem involves the following aspects: a. Textbooks, b. Pedagogical grammars and reference books offering inter- and intra-language comparisons, c. Bilingual grammatical and phraseological dictionaries as well as dictionaries of topical utterances, d. Bilingual structural and communicative/functional exercises, e. Bilingual readers. The paper provides a discussion on the concepts of: (1) grammatical transference, (2) semantic and pragmatic interpretation/translation — and their pedagogic implications. It also includes a general survey of recent developments concerning the matter in question with reference to the teaching of English as a Foreign Language in Poland
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    Ausgewählte Aspekte zur weiteren Entwicklung und Vertiefung des Problemverständnisses der Fremdsprachenpsychologie
    (Wydawcnictwo Naukowe UAM, 1988) MATZ, Klaus-Dieter
    The present paper critically evaluates the actual state of affairs of increasingly using psychological findings in the research of foreign language acquisition. After dealing with foreign language psychology as an emerging discipline of psychology as a whole, interdisciplinary as well as intradisciplinary fields of research will be introduced. Then dichotomous points of view inherent in theories of foreign language acquisition will be critically discussed. The author tries to present a cognitive-psychological approach to the formation of theories. On the basis of this approach computerized analyses will bo possible to work out training programmes for economizing procosses of foreign language acquisition.
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    Die Neuropsychologie und der Sprach- bzw. Fremdsprä- chengebrauch
    (Wydawcnictwo Naukowe UAM, 1988) ZAWADZKA, Elżbieta
    The aim of this paper is to present some results of the neuropsychological researches and their consequences for the glottodidactical theory. The author describes the main conceptions related to the organization and functioning of the brain during the processing of the verbal stimuli and also the results of the researches on the specialization of the left and right hemispheres. There has been discussed the problem of lateralization and its different conceptions, also with reference to bilingual persons. In the paper the attention has been paid to the consequences for the glottodicactic resulting from the neuropsychological researches, especially those resulting from the so-called critical period hypothesis about foreign language acquisition.
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    Sprachtheorie und Übersetzungsfehler — Prolegomena zu Empirie und Theorie einer Fehleranalyse im Bereich der Übersetzungswissenschaft
    (Wydawcnictwo Naukowe UAM, 1988) STEIN, Dieter
    The paper emphasizes the necessity to provide a theoretical frame of reference for a rationalised, linguistically-based error analysis in the field of translation. After discussing the relationship between text-type and error typology, the paper suggests two basic categories of error analysis. A ‘descriptive’ approach centers on the degree to which the intended communicative effect or value of the whole piece of discourse is affected by a given local error. An ‘explanatory’ approach locates the origin of the error at a point in the sequence of steps of cognitive operations involved in translating understood as a psychological real-time process. The dialectic between the two approaches is discussed and their respective effect on error evaluation exemplified.
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    Funktion, Gestaltung und Einsatz des Lehrbuchs im Fremdsprachenunterricht für Fortgeschrittene
    (Wydawcnictwo Naukowe UAM, 1988) Hellmich, Harald
    A textbook has both instructive and educative functions — op the one hand it informs about linguistic norm and stimulates speech behaviour, on the other hand it expresses, in the form of texts, the given non-linguistic reality, the target language milieu, and social and individual consciousness, which foreign language learners have to relate to. From the didactic point of view there are t hree types of texts: basic texts introducing topics, pattern texts for speech production and end-product texts, the results of learners’ spoken and written performances. A detailed discussion of different kinds of texts on the ground of their communicative aspect follows. Referring to the threefold didactic functions of a text three sets of tasks and exercises are mentioned: the set designed to introduce texts, the set interpreting texts and the set exploiting texts.