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Rola tłumacza pisemnych tekstów specjalistycznych na podstawie własnych doświadczeń traduktologicznych

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Bobowska-Nastarzewska P.

Investigationes Linguisticae

2018

tom 39

1-14

The goal of this paper is to determine a translator’s role in the process of translation of a scientific text. The analysis centres on philosophical texts translated from French into Polish by the author of the paper: Plotinus or the Simplicity of Vision by Pierre Hadot, Philosophizing ad Infinitum by Marcel Conche, Intellectual Autobiography by Paul Ricœur, Speech and Action in Heraclitus. On the Theoretical Foundations of Moral Action by Michel Fattal, and Le Logos dans le Sophiste de Platon by Michel Fattal. A requirement is usually imposed on the translator of a specialist text to be invisible, transparent, and neutral. However, this analysis shows that this requirement cannot be met in translations of scientific texts.

L’expressivité Dans Le Discours Philosophique – L’image Linguistique Des Interlocuteurs Sur L’exemple D’un Entretien Avec Paul Ricoeur

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Bobowska-Nastarzewska P.

Kwartalnik Neofilologiczny

2015

nr 4

649-656

The objective of this paper is to present the issue of expressiveness in a philosophical discourse and indicate the linguistic image of interlocutors based on an interview conducted in 2001 by a journalist Jean-Marc Gaté with an eminent French philosopher Paul Ricœur. Analisying the words of both the journalist and the philospoher, the author focuses primarily on the indicators of modality and grammatical construction of an utterance.

Comment enseigner le discours scientifique en langue étrangère aux étudiants : la compétence discursive spécialisée à travers l’analyse des textes écrits

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Bobowska-Nastarzewska P.

2022

tom 49

nr 2

87-97

The aim of the paper is to identify the methods of teaching academic discourse in French on the example of a selected written text whose subject matter is concerned with linguistics in connection with other disciplines. The analysis uses as its starting point the assumptions of the theory of the linguistic image of the world (J. Bartmiński) and of the cognitive linguistics (G. Lakoff and M. Johnson, R.W. Langacker) as applied in glottodidactics. While reading and understanding a written text, students activate the process of schematization (abstraction) and categorization/recategorization (R.W. Langacker). Teacher’s role is to explain specialized lexis to students and make an attempt with them to analyse scientific texts from an interdisciplinary perspective. It is also important to familiarize students with the editorial rules applicable to diploma dissertations, both bachelor’s and master’s in French as well as the criteria of textuality, in-cluding cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality (R.A. De Beaugrande, W.U. Dressler).