Slovenian language, law, and administrative order. Some of the uncertainties are terminological in nature and as such-in the absence of clear guidelines-they are often resolved by translators on an individual level. During the translation process, they need to decide to use either a source-or target-oriented translation strategy. Considering the results of the analysis, this article offers some proposals for effective production of bilingual texts that reflect and respect the two different administrative systems.
ENGLISH AND ITALIAN IN THE FRAME OF GENRE-BASED RESEARCH AND FOREIGN LANGUAGE LEARNING.In their work entitled "LanGuide -A Tool for Learning English", Associate Professor Mojca Kompara Lukančič and Associate Professor Ivo Fabijanić provide an overview of this e-language learning tool, which was developed by six institutions within an international project financed by the European Union. "LanGuide" encompasses three levels of difficulty and is also applicable to different fields and to other languages, not only to English. In the contribution, Kompara Lukančič and Fabijanić present some linguistics concepts of language learning, and different approaches to learning and teaching foreign languages, and emphasise the role of language acquisition and multilingualism as significant elements of the EU's language policy.Kompara Lukančič is also the author of the contribution "The Compilation of the Shakespeare's Dictionary". She discusses the micro-and macrostructure of the Shakespeare's Dictionary, which was a part of the Erasmus plus project -CUSHA (Culture shake) that lasted from 2016 to 2019, and joined project partners from Slovenia, the United Kingdom, Germany, and Sweden. Despite the fact that many dictionaries and/or glossaries on Shakespeare already exist, this dictionary is specific, due to the inclusion of 13 languages. The entries of the dictionary are written in English, and provide a definition, an example of usage from Shakespeare's play and translations into the following 13 languages: Amharic, Arabic, Czech, French, German, Hebrew, Italian, Macedonian, Persian, Polish, Russian, Spanish and Swedish. The 13 languages included in the dictionary entries are the mother tongues of the participants. Another specific of the described dictionary presents, according to Kompara Lukančič, "the figures included in the dictionary entry for selected terms, and the inclusion of audio files for every single element of the dictionary entry, including the translations."J. Potočnik Topler: Foreword 3.similar). Based on his research, Smajla concludes that "foreign language teachers ought to rethink their motivation strategies as well as teaching methods, and adjust them according to the pupils they are dealing with at any certain point."The last part of the monograph is dedicated to translation studies. Assistant Professor Sandro Paolucci titled his contribution "Source and Target-oriented Strategies in Translating Administrative Texts for the Italian Minority in Slovenia", and writes about his study conducted in 2019 in which he examined source and target-oriented strategies in the translation of legal texts, in particular normative and informative administrative texts for the Italian minority in Slovenia. Paolucci's study showed that "in translating certain terms, two or three different solutions were offered, sometimes all acceptable; however, by taking this approach it is possible to create difficulties in interpreting these terms and, therefore, the possibility of confusion arises." Therefore, Paolucci's survey focused ...
The article is based on the guidelines of the Common European Framework of Reference for Languages (CEFRL). It presents the results of a study aimed to determine to what extent they are taken into account in seven textbooks used for teaching business Italian. Given the importance of vocabulary in this type of language teaching, the article focuses on certain lexical and semantic aspects of business correspondence such as wordformation, synonymy, antonymy, collocations, part-whole relations, translation equivalence, and register differences. The analyses show that the authors of the materials covered these aspects well (albeit in different ways and to different extents in individual textbooks) despite the fact that in most cases the textbooks were written before the CEFRL was published or was known. In addition, two categories not present in the Framework but characteristic of business language were also recognized as important by the authors of the textbooks and presented in the task sections. These are some frequently used abbreviations and definitions (or their approximations considering the communicative language competence acquired) that learners can use to fill lexical gaps.
Nella produzione dei testi di corrispondenza italiana i comunicatori sloveni provenienti dal mondo del lavoro spesso affrontano con insicurezza la verbalizzazione dei complessi rapporti aspettuali, temporali e modali previsti dal sistema verbale italiano. Tali insicurezze sono evidenti sia nei testi redatti dai parlanti con un’elevata competenza linguistico-comunicativa sia in quelli composti da comunicatori che possiedono un repertorio linguistico più limitato. Questi ultimi sono anche più propensi a comporre messaggi molto sintetici, con una gamma piuttosto ristretta di paradigmi verbali anche nelle situazioni in cui le esigenze e gli scopi comunicativi richiederebbero la redazione di un testo più esteso. Visti i disagi dei non madrelingua, ci si è chiesti quanto spazio dedicano vari libri di testo per l’italiano per gli affari alle attività il cui obiettivo è lo sviluppo della competenza relativa alla conoscenza e all’uso dei paradigmi verbali nell’ambito della corrispondenza commerciale. La ricerca dimostra che – in dipendenza da vari parametri quali il livello QCER dei singoli libri di testo, il loro orientamento più o meno comunicativo, l’importanza ascritta alla corrispondenza commerciale ecc. – possiamo constatare notevoli differenze tra i materiali analizzati in quanto alla presenza delle attività e ai paradigmi verbali trattati in esse. Un numero maggiore di attività e una loro distribuzione proporzionata nella prassi glottodidattica potrebbe sensibilizzare gli utenti/apprendenti a un’attenzione più focalizzata e accurata nel riconoscere l’insieme degli elementi che stimolano l’uso di singoli paradigmi verbali nei testi di corrispondenza commerciale. L’obiettivo di tale approccio ovvero sensibilizzazione è quello di giungere prima a una comprensione adeguata dei testi e dopo a una stesura dei messaggi pragmaticamente efficaci.
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