Linguistic aspects of translation

obligatory courses

The course is targeted at the analysis of linguistic aspects of translation, in particular of translation of literary texts and academic texts from the field of humanities. The participants are made aware of what is involved when they are faced with a translated text (as opposed to the original). The course addresses the place of translated literature in the larger literary system, the impact of translated literature on the formation of target language, but first of all on the translation problems caused by differences between the source and target languages.

Classroom
Remote learning

The course is targeted at the analysis of linguistic aspects of translation, in particular of translation of literary texts and academic texts from the field of humanities. The participants are made aware of what is involved when they are faced with a translated text (as opposed to the original). The course addresses the place of translated literature in the larger literary system, the impact of translated literature on the formation of target language, but first of all on the translation problems caused by differences between the source and target languages. The course is divided into several blocs: 1. rendering of sounds (onomatopoeias, puns and alliterations), 2. mismatching morphological categories, syntactic structure and language games), 3. differences in strategies involving translation of different texts (academic, literary, journalistic, children and adult literature) and stylization and the use of non-standard varieties of language.

Translation studies generally involve two texts: the source language text and the target language text. Yet the reader of translated texts knows only the target language version, on the basis of which they evaluate the original. Translation studies list many reasons for the differences between the source text and the target text and evaluates such divergences. Some of the differences are the result of differences between the source and the target culture and the standards of source and target literature, and are introduced by the translator or the publisher. Yet others simply spring from the differences between the source and the target language. When teaching translation strategies and techniques available to the translator to overcome such difficulties are presented. In contrast, the course will focus on the impact of such strategies and techniques on the translated texts, in particular on literary and academic texts from the field of humanities.

The course is targeted at the analysis of linguistic aspects of translation, in particular of translation of literary texts and academic texts from the field of humanities. The participants are made aware of what is involved when they are faced with a translated text (as opposed to the original). The course addresses the place of translated literature in the larger literary system, the impact of translated literature on the formation of target language, but first of all on the translation problems caused by differences between the source and target languages. The course is divided into several blocs:

1. Linguistic aspects of translation seen from the perspective of the translation theory, translation practice, translation criticism and target language readers.

2. Language systems and translation:

a. troubles with phonetics — how the text would sound

b. troubles with word –formation: derived and composed neologisms, nonsense texts, different word formation patterns across languages.

c. troubles with inflexion – the structure of grammatical categories and their values.

d. troubles with syntax – the impact of word order, foregrounding and backgrounding, in-text relations (e.g. tense agreement, marked syntactic patterns))

3. Troubles with semantics – polysemy, semantic range

4. Troubles with non-standard varieties and stylizations.

5. Re-translations.

Stanisław Barańczak, Ocalone w tłumaczeniu (selected essays), Kraków 2008.

Piotr Bukowski i Magda Heydel, Współczesne teorie przekładu, Kraków 2009.

Piotr de Bończa Bukowski, i Magda Heydel, Polska myśl przekładoznawcza, Kraków 2014 (selected chapters).

Hanna Dymel-Trzebiatowska, Translatoryka literatury dziecięcej, Gdańsk 2014 (selected passages).

Krzysztof Hejowski, Kognitywno-komunikacyjna teoria przekładu, Warszawa 2007.

Krzysztof Hejwowski, Płeć i rodzaj gramatyczny w przekładzie [w:] Translatio i literatura, Warszawa 2011, s. 175-181.

Krzysztof Hejwowski, Idioms in literary translation [w:] Lingua Terra Cognita II, Gdańsk, r. 2011, s. 777-791.

Theo Hermans, Narada języków, Kraków 2015 (selected passages).

Jolanta Kozak, Przekład literacki jako metafora, Warszawa 2008 (selected chapters).

Roman Lewicki, Zagadnienia lingwistyki przekładu, Lublin 2017 (selected passages).

Elżbieta Tabakowska, Językoznawstwo kognitywne a poetyka przekładu, Kraków 2008. (selected chapters)

Teresa Tomaszkiewicz, Przekład audiowizualny, Warszawa 2006 (selected fragments).

Wojtasiewicz, Olgierd, Wstęp do teorii tłumaczenia, Warszawa 1957 (selected fragments).

In addition:

Selected journal articles from „Przekładaniec”, „Roczniki przekładoznawcze”, „Między oryginałem a przekładem”, „Studia przekładoznawcze”, „Dwutygodnik”.

Upon the completion of the course the student

- Knows the basic translation techniques and strategies, and can identify them in the target texts,

- Understands the impact of linguistic differences between the source and the target language on the translated text,

- Understands the impact of differences between the source and the target culture upon the translated text,

- Understand the role of translated text on the target literature and culture.

1. assigments or tests during the course — 50% (at least 50% of the score is required to pass the course)

2. final test or final assigment/essay — 50% Assigments may be done in teams.

3. attendance; 2 absences allowed without sick note/fortuitous event official note.

Students do assignments and take tests on the Kampus platform.

To pass, students need to get 55% of the total score.

Estimated student workload: 90 hours (3 ECTS), including:

- participating in classes: 30 hours (1 ECTS)

- preparing for classes: 30 hours (1 ECTS)

- solving unit tests, preparing a written assignment: 30 hours (1 ECTS)

The use of artificial intelligence systems requires consultation with the teacher.

N.A.