http://hdl.handle.net/11089/38314 Sun, 05 Apr 2026 20:24:19 GMT 2026-04-05T20:24:19Z http://hdl.handle.net/11089/38346 Cohesion in Polish-English Translation and Its Implications for Translator Training Lewandowski, Marcin This paper focuses on the ways of maintaining cohesive links in the translation process in the Polish-English language pair. Of primary interest is how the thematic/rhematic structure of Polish sentences can be successfully rendered in English to produce cohesive, natural-sounding and communicative target texts with a proper information flow. These aspects have implications for translation teaching. It has been observed that, in view of the differences between Polish and English word order, university students at the start of their translator training experience two general problems as they attempt to translate longer stretches of text into English: (1) they produce cohesive passages, which contain errors in word order (due to syntactic interference from Polish) or (2) they produce grammatically correct sentences, which, however, form incohesive passages (i.e. ones in which the thematic/rhematic progression is not retained) with an inappropriate information structure. For this reason, students need to become acquainted with some practical solutions that help build cohesion in Polish-English translation. These include (1) shifts from active to passive, (2) other shifts in syntactic functions, (3) fronting, and (4) inventing sentence subjects out of broader context. Tue, 30 Jun 2020 00:00:00 GMT http://hdl.handle.net/11089/38346 2020-06-30T00:00:00Z http://hdl.handle.net/11089/38345 Translating Korean Nature. Translation Strategies in Lithuanian and English Literary Translation Tamošiūnienė, Lora World literatures today often impose a separation of narratives from their geographic and linguistic origins. Translated versions of literary texts that were created and received within local cultural contexts, when translated, enter new, foreign contexts. When translations into many other languages appear, a writer may expect many diverse valuations of one`s work. Literary texts in translation, in fact, are an inseparable from literary experiences for many readers and the study of translated texts has a long-standing tradition. The future of such texts may also lie in the emerging future reading - “distant reading” to quote Walkowitz` use of Moretti`s term. Among the strongest arguments in support of such reading is the possibility, through translated texts, to establish a more aesthetic distance towards the object of a fictional text in translation. Translation gives us as readers a new and different approach towards objects we fail to notice because of their familiarity. Nature scenes and objects may be included among such features of the narrative that could be more aesthetically appreciated in the translated versions. The paper compares translations of nature scenes and objects of Shin Kyung-Sook`s novel into English Please Look After Mom (2011) and into Lithuanian Prašau, pasirūpink mama (2019). The paper reveals the scope of translation strategies of domestication and foreignization through comparison of translation of nature scenes and items into Lithuanian and English. Tue, 30 Jun 2020 00:00:00 GMT http://hdl.handle.net/11089/38345 2020-06-30T00:00:00Z http://hdl.handle.net/11089/38344 Translation Teaching and Cognitive Linguistics Termina, Baaziz This paper is mainly concerned with the implications of cognitive linguistics for translation teaching and pedagogy. It sets out to succinctly chart some presumed shortcomings of replacement-based pedagogical methods that have long been centred around linear mechanical substitution of linguistic signs and patterns. Replacement approach, the paper argues, falls short of reinforcing what it takes to be the conceptual competence. In this connection, we account for our main assumption that translation teaching should be based on a sound theoretical footing that takes the conceptual system and the frames, or other structuring entities, populating it on board. Experimentally focusing on the conceptual system, cognitive linguistics’ framework, we contend building on some relevant literature, provides a wide range of far reaching procedural models conductive to the innovation of translation pedagogy and practice. The examples investigated in the paper reveal that translation teaching may be more prolific if it is equally based on such models, which inform our understanding of textual lexico-semantic units in terms of their surface functioning as prompts serving for dynamically constructing semantic-conceptual equivalence. Tue, 30 Jun 2020 00:00:00 GMT http://hdl.handle.net/11089/38344 2020-06-30T00:00:00Z http://hdl.handle.net/11089/38343 Retelling Legends and Folk Tales: A Transcreative Approach in the Collaborative Translation Classroom Mastela, Olga The objective of this paper is twofold: to present an authentic collaborative project devoted to the transcreation of different versions of Polish legends and folk tales (with eventual publication in an academic journal), as well as to demonstrate the advantages of applying the transcreative approach to translation in translator training at MA level. The project in question was accomplished in the academic year 2018/2019 by a team of the 1st and 2nd year MA students, partly out of the classroom in an authentic setting and partly within the frames of a specialised collaborative translation course. The paper presents a new idea to teach translation, based on action research and the out-of-the-classroom approach to translator training, and includes a qualitative research case study of students’ views on the project as well as some pedagogical implications, such as the proposal to introduce collaborative transcreation activities into translator training curricula. Tue, 30 Jun 2020 00:00:00 GMT http://hdl.handle.net/11089/38343 2020-06-30T00:00:00Z