Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.
{"title":"Secondary school students’ attitudes to phrasal verbs","authors":"Dorota Góreczna","doi":"10.26881/bp.2020.2.04","DOIUrl":"https://doi.org/10.26881/bp.2020.2.04","url":null,"abstract":"Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116409863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to look at the works of William Shakespeare and the seven deadly sins from the perspective of painting. The seven deadly sins include pride, greed, wrath, envy, lust, gluttony and sloth. The paper presents, among others, an analysis of the painting by Hieronymus Bosch with that very title – The Seven Deadly Things and the Four Last Things, with reference to such works by Shakespeare as A Comedy of Errors, Richard III or Twelfth Night.
{"title":"The seven deadly sins: Images of pride and transience","authors":"Jerzy Limon, David Malcolm","doi":"10.26881/bp.2020.2.07","DOIUrl":"https://doi.org/10.26881/bp.2020.2.07","url":null,"abstract":"The aim of this paper is to look at the works of William Shakespeare and the seven deadly sins from the perspective of painting. The seven deadly sins include pride, greed, wrath, envy, lust, gluttony and sloth. The paper presents, among others, an analysis of the painting by Hieronymus Bosch with that very title – The Seven Deadly Things and the Four Last Things, with reference to such works by Shakespeare as A Comedy of Errors, Richard III or Twelfth Night.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127793224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present article is devoted to the translation of the narrative in the RPG game entitled Pillars of Eternity. The narrative of the game comprises texts such as the main story, dialogs, journals, books, poems and item lore. Since these texts are essentially literary in nature, they require a creative and covert approach to translation supplemented by local semantic, syntactic, and pragmatic strategies. The article examines the texts shaping the narrative and the strategies which conspire to achieve the ultimate goal of the narrative: player immersion in the game world.
本文主要讨论RPG游戏《Pillars of Eternity》的剧情翻译。游戏的叙述由主要故事、对话、日志、书籍、诗歌和道具传说等文本组成。由于这些文本本质上是文学性质的，因此它们需要创造性和隐蔽的翻译方法，并辅以当地的语义、句法和语用策略。本文探讨了塑造叙事的文本和实现叙事最终目标的策略:让玩家沉浸在游戏世界中。
{"title":"Strategies in the translation of the narrative in \"Pillars of Eternity\"","authors":"E. B. Nawrocka","doi":"10.26881/bp.2020.2.06","DOIUrl":"https://doi.org/10.26881/bp.2020.2.06","url":null,"abstract":"The present article is devoted to the translation of the narrative in the RPG game entitled Pillars of Eternity. The narrative of the game comprises texts such as the main story, dialogs, journals, books, poems and item lore. Since these texts are essentially literary in nature, they require a creative and covert approach to translation supplemented by local semantic, syntactic, and pragmatic strategies. The article examines the texts shaping the narrative and the strategies which conspire to achieve the ultimate goal of the narrative: player immersion in the game world.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121382564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the paper is to provide an account of a pilot study whose primary intention was to classify and analyse disfluencies that recur in sight translations performed by professional interpreters. For this purpose, Gósy’s disfluency taxonomy (2004, 2007) was modified and applied to ten professional translations of three source texts (STs), the latter representing three text functions reflecting Christina Nord’s interpretation of Katherine Reiss’ classification (Reiss 1989 in Nord 1997), namely informative, expressive and operative one. An attempt was also made to trace any interdependencies of disfluency occurrence and ST dominating function.
本文的目的是提供一个试点研究的说明，其主要目的是分类和分析由专业口译员进行的视觉翻译中反复出现的不流畅。为此，对Gósy的不流利分类(2004.2007)进行了修改，并将其应用于三个源文本(STs)的十个专业翻译，后者代表了Christina Nord对Katherine Reiss分类(Reiss 1989 in Nord 1997)的三种文本功能的解释，即信息性、表达性和操作性。我们还试图追踪不流畅发生和ST支配函数之间的相互依赖关系。
{"title":"Disfluencies in sight translation vis-à-vis dominating text function: A pilot study based on English-Polish sight translation performed by professional interpreters","authors":"Paula Gorszczyńska","doi":"10.26881/bp.2020.4.04","DOIUrl":"https://doi.org/10.26881/bp.2020.4.04","url":null,"abstract":"The aim of the paper is to provide an account of a pilot study whose primary intention was to classify and analyse disfluencies that recur in sight translations performed by professional interpreters. For this purpose, Gósy’s disfluency taxonomy (2004, 2007) was modified and applied to ten professional translations of three source texts (STs), the latter representing three text functions reflecting Christina Nord’s interpretation of Katherine Reiss’ classification (Reiss 1989 in Nord 1997), namely informative, expressive and operative one. An attempt was also made to trace any interdependencies of disfluency occurrence and ST dominating function.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126999197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper addresses the underlying complexities and phenomena arising in response to the ongoing COVID-19 outbreak, and pertaining to interpreting. The pandemic-related neologisms are introduced, followed by practical guidelines for medical interpreters and the assessment of the problems and challenges encountered in the current mode of work, including (remote) community interpreting. The impact of the pandemic on medical interpreters is also discussed with the associated problems which are also related to the wellbeing of the interpreters themselves at the time of the SARS-CoV-2 pandemic. To fully comprehend the real value of services provided by medical interpreters, it is necessary to assess the health outcomes and the quality of life of patients in longitudinal studies conducted on large cohorts of patients, with particular attention to at least several months of follow-up.
{"title":"COVID-19: The assessment of the current situation, recommendations, challenges, and conduct guidelines for medical interpreters at the time of the SARS-CoV-2 pandemic","authors":"Arkadiusz Badziński","doi":"10.26881/bp.2020.4.06","DOIUrl":"https://doi.org/10.26881/bp.2020.4.06","url":null,"abstract":"The paper addresses the underlying complexities and phenomena arising in response to the ongoing COVID-19 outbreak, and pertaining to interpreting. The pandemic-related neologisms are introduced, followed by practical guidelines for medical interpreters and the assessment of the problems and challenges encountered in the current mode of work, including (remote) community interpreting. The impact of the pandemic on medical interpreters is also discussed with the associated problems which are also related to the wellbeing of the interpreters themselves at the time of the SARS-CoV-2 pandemic. To fully comprehend the real value of services provided by medical interpreters, it is necessary to assess the health outcomes and the quality of life of patients in longitudinal studies conducted on large cohorts of patients, with particular attention to at least several months of follow-up.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"122 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114011432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The benchmark for the study of conference interpreting tends to be the institutional market, in which employment conditions are secure and communicative situations, context and terminology will tend to recur. By contrast, conference interpreters working in the private sector face a range of ever-changing circumstances, negotiating each assignment not only in terms of remuneration but also in terms of all aspects relating to working conditions, thus requiring an increased capacity to adapt on many levels. This article presents findings from a pilot study that aims to showcase what interpreters working in the private market actually do before their interpreting assignment, over and above the preparation work that all interpreters put in. After a brief contextualization based on both academic and professional literature, this article presents the responses to two questions posed in our study regarding additional tasks carried out before assignments. Our conclusions are relevant to practitioners, trainees and trainers, as they shed light on current professional practice.
{"title":"Conference interpreting on the privatemarket: Employment and assignment-related variables","authors":"Heather M. Adams, David Jacques Bovy","doi":"10.26881/bp.2020.4.05","DOIUrl":"https://doi.org/10.26881/bp.2020.4.05","url":null,"abstract":"The benchmark for the study of conference interpreting tends to be the institutional market, in which employment conditions are secure and communicative situations, context and terminology will tend to recur. By contrast, conference interpreters working in the private sector face a range of ever-changing circumstances, negotiating each assignment not only in terms of remuneration but also in terms of all aspects relating to working conditions, thus requiring an increased capacity to adapt on many levels. \u0000This article presents findings from a pilot study that aims to showcase what interpreters working in the private market actually do before their interpreting assignment, over and above the preparation work that all interpreters put in. After a brief contextualization based on both academic and professional literature, this article presents the responses to two questions posed in our study regarding additional tasks carried out before assignments. Our conclusions are relevant to practitioners, trainees and trainers, as they shed light on current professional practice.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130722353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the standardisation and translation of the International Classification for Nursing Practice (ICNP). The material used in the analysis is the ICNP in translation into Polish. The terms are grouped into the following categories: cross-cultural equivalent, terminological equivalent, descriptive equivalent, calques and borrowings, neologism. The results indicate which is the most frequent strategy involved using cross-cultural equivalents (1987 terms, 49.96 %). Calques and borrowings are present in 1025 terms (25.77 %), 904 (22.73 %) terms are terminological equivalents. There were only 61 (1.53 %) descriptive equivalents. No neologisms were found in the Classification.
{"title":"A quantitative analysis of translation strategies used in the translation of the International Classification for Nursing Practice into Polish","authors":"Wioleta Karwacka","doi":"10.26881/bp.2020.4.03","DOIUrl":"https://doi.org/10.26881/bp.2020.4.03","url":null,"abstract":"This article discusses the standardisation and translation of the International Classification for Nursing Practice (ICNP). The material used in the analysis is the ICNP in translation into Polish. The terms are grouped into the following categories: cross-cultural equivalent, terminological equivalent, descriptive equivalent, calques and borrowings, neologism. The results indicate which is the most frequent strategy involved using cross-cultural equivalents (1987 terms, 49.96 %). Calques and borrowings are present in 1025 terms (25.77 %), 904 (22.73 %) terms are terminological equivalents. There were only 61 (1.53 %) descriptive equivalents. No neologisms were found in the Classification.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122837048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cooperative Development (CD) is viewed by its creator, Julian Edge (1992), as a model of interaction to support the development of teaching professionals by which they become more aware of their practice as they are empowered to act within and upon it with increased confidence. Based upon equality and cooperation, in CD experiential understanding is valued as much as intellectual comprehension, while speaking and being listened to as aids to thinking and deeper reflection are paramount to the approach. Edge also believes that CD has a limited application in most teaching-learning situations, where equality is not usually the norm. The authors of the article, however, consider the use of CD with pre-service teachers during their teaching practices as an approach that, if implemented, may foster greater awareness and confidence in student-teachers as well alleviate one of the problems of the present system that exists in the Institute of English and American Studies (IEAS) at the University of Gdańsk: a heavy reliance upon written documentation produced by the students which is, de facto, a way of monitoring the practices after their completion rather than providing support for students when they are involved in them. In considering whether or not teaching practices based upon CD are feasible in IEAS, the following areas are examined: CD as an approach in teacher development, the level of acceptance of dialogical practices in Polish education generally, the present system of teaching practices in IEAS, data gathered from previous research connected with those practices, as well as analysis of documentation connected with their administration. Measures that would have to be undertaken if CD were to be implemented as an approach in support of pre-service teacher development are also considered in the discussion.
{"title":"The possibility of using Cooperative Development in pre-service teacher development","authors":"Martin Blaszk, Joanna Tillack","doi":"10.26881/bp.2020.3.05","DOIUrl":"https://doi.org/10.26881/bp.2020.3.05","url":null,"abstract":"Cooperative Development (CD) is viewed by its creator, Julian Edge (1992), as a model of interaction to support the development of teaching professionals by which they become more aware of their practice as they are empowered to act within and upon it with increased confidence. Based upon equality and cooperation, in CD experiential understanding is valued as much as intellectual comprehension, while speaking and being listened to as aids to thinking and deeper reflection are paramount to the approach. Edge also believes that CD has a limited application in most teaching-learning situations, where equality is not usually the norm. The authors of the article, however, consider the use of CD with pre-service teachers during their teaching practices as an approach that, if implemented, may foster greater awareness and confidence in student-teachers as well alleviate one of the problems of the present system that exists in the Institute of English and American Studies (IEAS) at the University of Gdańsk: a heavy reliance upon written documentation produced by the students which is, de facto, a way of monitoring the practices after their completion rather than providing support for students when they are involved in them. In considering whether or not teaching practices based upon CD are feasible in IEAS, the following areas are examined: CD as an approach in teacher development, the level of acceptance of dialogical practices in Polish education generally, the present system of teaching practices in IEAS, data gathered from previous research connected with those practices, as well as analysis of documentation connected with their administration. Measures that would have to be undertaken if CD were to be implemented as an approach in support of pre-service teacher development are also considered in the discussion.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122296504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, teaching and learning processes have been significantly influenced by modern technologies. Thus, the teacher’s position as the only authority in the classroom has been changed into playing the role of a guide or a facilitator who should possess the knowledge and skills to use modern technologies and to freely access data. This change is particularly visible in the field of teaching and learning languages with the application of various educational platforms and software. Since this situation has been widely discussed since the 1990s, for the sake of this article only selected aspects have been taken into account. The major focus of the present article is to present language corpus analysis as a method of activating teachers and students as participants in the Data-Driven Learning (DDL) process.
{"title":"Corpus analysis in applied linguistics: Selected aspects","authors":"J. Redzimska","doi":"10.26881/bp.2020.3.02","DOIUrl":"https://doi.org/10.26881/bp.2020.3.02","url":null,"abstract":"Recently, teaching and learning processes have been significantly influenced by modern technologies. Thus, the teacher’s position as the only authority in the classroom has been changed into playing the role of a guide or a facilitator who should possess the knowledge and skills to use modern technologies and to freely access data. This change is particularly visible in the field of teaching and learning languages with the application of various educational platforms and software. Since this situation has been widely discussed since the 1990s, for the sake of this article only selected aspects have been taken into account. The major focus of the present article is to present language corpus analysis as a method of activating teachers and students as participants in the Data-Driven Learning (DDL) process.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121190781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents briefly the main aim of eye tracking supported research carried out within the scope of what is broadly understood to be second language learning and teaching. Special emphasis is placed on the capabilities and limitations of eye tracking based cognition in second language learning and teaching. Eye tracking based research of second language learning and teaching is, from the scientific point of view, relevant in so as much as it measurably contributes to the creation of new, or the verification of previously acquired, scientific knowledge, in as much as it contributes to the scientific cognition of the object of glottodidactics. The article introduces the basic assumptions of eye tracking glottodidactics. In this sense it constitutes the first part of the presentation of the results of the eye tracking supported project “Developing language competences in secondary school students with developmental dyslexia”, which was implemented at the University of Warsaw. The second part of the presentation is the article "Layout changes in the textbook of English and their influence on the dyslectic students’ work effectiveness – an eye tracking analysis'' written by Agnieszka Andrychowicz-Trojanowska and published in this issue of Beyond Philology.
{"title":"On the rudiments of the eye tracking glottodidactics","authors":"S. Grucza","doi":"10.26881/bp.2020.3.04","DOIUrl":"https://doi.org/10.26881/bp.2020.3.04","url":null,"abstract":"The article presents briefly the main aim of eye tracking supported research carried out within the scope of what is broadly understood to be second language learning and teaching. Special emphasis is placed on the capabilities and limitations of eye tracking based cognition in second language learning and teaching. Eye tracking based research of second language learning and teaching is, from the scientific point of view, relevant in so as much as it measurably contributes to the creation of new, or the verification of previously acquired, scientific knowledge, in as much as it contributes to the scientific cognition of the object of glottodidactics. The article introduces the basic assumptions of eye tracking glottodidactics. In this sense it constitutes the first part of the presentation of the results of the eye tracking supported project “Developing language competences in secondary school students with developmental dyslexia”, which was implemented at the University of Warsaw. The second part of the presentation is the article \"Layout changes in the textbook of English and their influence on the dyslectic students’ work effectiveness – an eye tracking analysis'' written by Agnieszka Andrychowicz-Trojanowska and published in this issue of Beyond Philology.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133747306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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