Glottodidactica, Vol. 27 (1999)

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    Disparität von Attribuierungen in polnischen und deutschen Adjektiv-Substantiv-Kollokationen als Translationsproblem
    (1999) ŻMUDZKI, Jerzy
    The aim of this paper is to show what sort of translation problems appear in the adjective-substantive collocations in Polish and German. A special class of collocations is represented by lexicalised and idiomatised syntagmas. These units include characteristic attributive perspectives specified by the two languages and the two culture communities. This phenomeneon refers to conventional valuing, attributions and métaphorisations of concepts represented in substantives used. In this way collocations form and fix the cultural profiles of reality. Because of that they can be regarded as cognitive formulas which need to be reprofiled in a concrete translation process through their projection on the target language and culture. As a result of these cognitive and linguistic operations the translator identifies the convergences and divergences as determined by the language system and the text between both the two languages. He secondly constructs equivalent attributive profile of the concept transferred into the target text, thus guaranteeing the reciprocity of perspectives between both of the texts. The essay classifies the cases and types of disparities between Polish and German adjeck-tive-substantive collocations, showing how they can be reprofiled according to linguistic and cultural requirements of the target text. This class of translation problems is only a subfield of the larger domain, but the main mechanism of the important translation transfer can be already demonstrated and exemplified basing on these specific translation units.
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    Apprentissage semi-autonome: Résultats d’une expérience de tutorat
    (1999) WILCZYŃSKA, Weronika
    The contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.
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    Übersetzer- und Dolmetscherausbildung in Finnland
    Translator education in Finland has been on university level since 1980. There are four Schools of Translation belonging to the University of Helsinki (Kouvola), University of Joensuu (Savonlinna), University of Tampere and University of Turku. Students have to study appr. 5 years to get the degree of Master of Arts. They usually study at least two languages - they can choose between English, Russian, German, Swedish or French as their main subject, and there is the choice between several other languages or special subjects (like: language of law, commerce, intercultural communication etc.) as a second or third subject. Finnish translators get jobs in the EU, the business sector or administration.
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    Kognition und Übersetzen. Über das Übersetzen von Konzepten
    (1999) Kubaszczyk, Joanna
    In the article a new attempt has been made to define what is the unit of translation and how to distinguish it. In her considerations the author bases on the achievements of cognitive linguistics, claiming that the translator doesn’t translate words, phrases or texts but the content units which realises in the concepts of language. Thus, it becomes possible to distinguish the concepts as translation units a priori before actual taking up the translation. The training in distinguishing the concepts of language and analysing them becomes therefore an important element of translation.
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    Didaktische Texte im Bereich der Giottodidaktik. Versuch einer Begriffsbestimmung
    (1999) Grucza, Sambor
    The aim of the article is to discuss the question of (glotto)didactic texts from the point of view of glottodidactics. The division of texts into didactic and non-didactic can be drawn according to the criteria of glottodidactic relevance of a given text. The glottodidactic relevance can be defined as the applicability of a given text for reaching an expected glottodidactic aim. Authenticity of didactic text is one that is congruous with the communication situation in which, or for which it was formulated. An original didactic text in turn is one which has not been changed in any way with respect to its original form and contents. Every didactic text must be an authentic text, but it does not necessarily have to be an original text. The characteristic feature of didactic texts may be divided into linguistic features and glottodidactic features.