The aim of the paper is to increase the motivation of organisations by providing the varieties of forms of education and the possibility of choosing the form of education for a specific educational activity. The focus of the paper is on two basic forms of education, full-time and distance learning. The centre of our attention is distance education, in terms of the conditions and implementation aspects of electronic corporate education in the Slovak Republic. Two methods were used in the empirical research: the questionnaire method and the interview. Respondents were selected from two sections of the Statistical Classification of Economic Activities – NACE (Rev.), Section C and Section G, 120 respondents in each section. Despite the digitalisation of the economy and education, respondents as well as authors believe that in the future, the corporate education after the pandemic will return to full-time education and development of blended education.
A key factor of increasing performances of service enterprises and in effect, that of the entire economy is the introduction of innovations. However, it is the final effect of the process that is important, rather than the type of innovation introduced by an enterprise. The aim of the paper is to verify the validity of the relationship between the innovation activity of service enterprises in Slovak Republic and their economic performance. Results of analysis have not demonstrated unanimously a positive relationship between innovations and the productivity of business service . The reason for that is in the so far low innovation performance of services as well as in the low time-related homogeneity of the implementation and the effect of innovations.
The aim of this paper is to describe and explain the function of text analysis for understanding a source text, producing an acceptable translation and the assessment of that translation. Basic concepts (e.g. extratextual and intratextual factors, stages of the translation process, understanding of the source text, readability of the target text, and translator competences) are discussed in terms of translation theory in the theoretical part of the paper. Translator analysis of internal and external textual factors contributes to the knowledge of external and internal text factors of the source text and enables the translator to better understand the text itself, its function and aim, which the client (one who orders the translation) wishes to achieve, so that the translation fully meets the translation order. In the course of a text analysis, the translator forms an overview of the source text and acquires a clear idea of how the text should and will look. Students of the University of Economics in Bratislava, Faculty of Applied Languages are expected to acquire knowledge and skills that would enable them to translate relevant documents from the source language to the target language, and vice versa, as well as to search, analyse, and process foreign language materials for their future employers' needs. The final part of the paper contains an example illustrating how the training of the initial stage of text analysis should be conducted. It contains the description of the authors' experience in translating professional German and English texts and teaching translation classes at the University of Economics in Bratislava. UDC Classification: 81`25,
The authors deal with one of the key issues in teaching translation, namely selecting suitable texts for in-class translation training. Translation belongs to the core courses in the study programme -Foreign Languages and Intercultural Communication‖ at the Faculty of Applied Languages, University of Economics in Bratislava. For the text to be selected for the purpose of its didactisation, and in this way to contribute to the development of translation skills, it has to fulfil numerous criteria. The focus of this paper is on text topic and its content, text type, text length, and degree of text complexity. Learners need to be prepared for diverse situations; therefore they have to be exposed to diverse text types in terms of topic and genres. As far as the criterion of text length is concerned, we consider shorter texts more suitable for training translation, because they enable teachers to work with several texts within one lesson unit and study texts on various topics. We deal with the text complexity in terms of content, as well as syntactic structures and lexical density. Text complexity has to be adapted to learners' language, professional and cultural level of students. Features of this kind of text and criteria of text selection described in the paper are based on domestic and international sources as well as on authors' experience in teaching translation and their own translation activities.
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