Browsing by Author "Mirek, Joanna"

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    Analiza zastosowania wymogów formalnych i merytorycznych w tłumaczeniu poświadczonym na przykładzie studenckiego przekładu polskiego i niemieckiego wyroku rozwodowego
    (Wydział Lingwistyki Stosowanej, Uniwersytet Warszawski, 2019) Mirek, Joanna
    Undoubtedly, correct translation of legal texts is considered one of the most demanding challenges for translators. Moreover, exclusively certified translation produced by sworn translators is deemed legally binding. The object of the analysis are two divorce decrees – a Polish and a German one, respectively, which were excerpted from the book by Iluk and Kubacki (2006) and translated by the second-degree Students of Applied Linguistics at Maria Curie-Skłodowska University in Lublin, who at that point had already received two years of intensive training in legal translation. It was tested whether both formal and content-related principles of certified translation were followed by juxtaposing the students’ translation with the model certified translation published by Dahlmanns and Kubacki (2014), who are considered experts in this field. The results proved to be satisfactory, however, they also depict major difficulties, which are – in the vast majority of cases – typical of beginning translators.
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    Dwujęzyczność w świetle badań nad mózgiem
    (Politechnika Lubelska, 2014) Mirek, Joanna
    Pomimo wzrastającej popularności języka angielskiego, nazywanego współczesną lingua franca, dwujęzyczność jest wciąż jednym z najbardziej pożądanych atutów na rynku pracy, a także umiejętnością powszechnie darzoną estymą. W ciągu ostatnich lat radykalnie zmieniły się poglądy na temat edukacji dwujęzycznej. Wyniki najnowszych badań naukowych nie pozostawiają bowiem żadnych wątpliwości, że dzieci wychowujące się w środowisku dwujęzycznym są w pozycji uprzywilejowanej w stosunku do ich jednojęzycznych rówieśników. Dowiedziono również, że wysokie kompetencje językowe dzieci dwujęzycznych wywierają bezpośredni wpływ na ich umiejętności w wieku dorosłym. Nie zmienia to jednak faktu, że nauka języków obcych w każdym wieku ma korzystny wpływ na ludzki mózg, o czym świadczyć może chociażby potwierdzona licznymi badaniami naukowymi hipoteza, że dwujęzyczność przyczynia się do znacznego opóźnienia ujawnienia objawów choroby Alzheimera. Poniższy artykuł ma za zadanie przybliżenie tego złożonego zagadnienia, ilustrując na różnorodnych przykładach, w jakiej mierze dwujęzyczność przyczynia się do zmiany struktury ludzkiego mózgu, uwzględniając przy tym rolę edukacji dwujęzycznej oraz aktywność intelektualną osób dorosłych i starszych.
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    Meeting the New Normal: A Case Study of An Online Simultaneous Interpreting Course
    (IATIS and Chalermprakiat Center of Translation and Interpretation, Chulalongkorn University, 2022) Mirek, Joanna
    With the onset of the global COVID-19 pandemic, interpreting educators faced the daunting prospect of adopting virtual platforms to adapt to new ways of teaching provision. Common challenges included: re-designing the original curriculum, selecting an appropriate platform with all the features required for efficient interpreting classes, tackling technical issues, and ensuring student active participation. This article presents the results of introducing a fully online simultaneous interpreting course (from February to June 2021) for second-year MA students of English Studies at the John Paul II Catholic University of Lublin, Poland. The research objectives of this study include assessing the usability of two online conference platforms (Zoom and Microsoft Teams) for simultaneous interpreting training, presenting the students’ user experience, and the trainer’s reflections on using virtual platforms in the context of socio-constructivist principles such as incorporating situated learning activities, i.e. activities simulating real-life interpreting assignments, collaborative learning, ongoing feedback, and self-reflection
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    Selected English, German, and Polish Phraseological Units about Human Communication: An Attempt of a Comparative Analysis
    (Uniwersytet Marii Curie-Skłodowskiej, 2019) Mirek, Joanna
    Undoubtedly, phraseological units constitute one of the most fascinating aspects of the language, especially with regard to their illustrative and often abstract meaning contrasted with their equivalents in other languages. Describing the same phenomena, they often emphasise distinct elements. For instance, in English one can lie through one’s teeth, however, one neither needs teeth to lie in Polish, as eyes are indispensable (kłamać komuś w żywe oczy), nor in German – in this case, all that is necessary is somebody’s face (jemandem glatt ins Gesicht lügen). In order to beat about the bush, cotton is required in Polish (owijać w bawełnę) and flowers in German (etwas durch die Blumen sagen). Nevertheless, in some cases the equivalence rate is considerably high (lay one’s cards on the table – wyłożyć karty na stół – die Karten offen auf dem Tisch legen). However, speaking off the cuff has hardly anything in common with its German equivalent (aus dem hohlen Bauch heraus sprechen), whereas the Polish equivalent (mówić bez przygotowania) is not even deemed a phraseological unit at all. This article is an attempt at a comparative analysis of selected English, German, and Polish phraseological expressions concerning human communication with regard to both their idiomaticity degree in accordance to typologies by Harald Burger (2010), Christiane Römer and Brigitte Matzke (2005) and the represented equivalence type, based on classifications by Hessky (1992), and Laskowski (2003). Finally, the question regarding the linguistic worldview, the origin of convergences and divergences between the aforementioned expressions, is touched upon.
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    Self-repairs in Simultaneous Interpreting: A Study into Repair Mechanisms of Trainee Interpreters
    (2023-10-27) Mirek, Joanna
    The aim of the present dissertation is to analyse the corrective mechanisms, i.e. introducing self-repairs, in the simultaneous interpreting course of second-year MA English Philology students at the John Paul II Catholic University of Lublin. The author investigates whether trainee interpreters are able to control the quality of their interpreting: to introduce self-corrections to their interpreting output. The first part of the paper consists of a theoretical introduction: (a) a description of cognitive models of simultaneous interpreting (cf. Seleskovitch 1968, Lederer 1981, Setton 2002, Gile 2009), (b) the phenomenon of self-repairs in spontaneous speech and interpreting (cf. Levelt 1983, Petite 2005, Woroch 2015, Magnifico & Defrancq 2019), (c) a description of introspective methods, with particular emphasis on retrospection in simultaneous interpretation research (cf. Krings 1986, Lörscher 1987, Ericsson & Simon 1993, Kußmaul 1995, Vik-Tuovinen 2002, Napier 2004). Finally, a detailed description of the methodology of the study is provided as well. The research corpus consists of recordings and transcriptions of the interpreting output of two different source texts (product) and the retrospective protocols of 21 trainee interpreters (process). In the second part, the author focuses on presenting a detailed taxonomy of self-repairs, and in the third part, she provides didactic implications, i.e. a set of corrective exercises designed to sensitise students to the nature of correction processes. The proposed exercises can find practical application in interpreter training. Celem niniejszej dysertacji jest analiza mechanizmów naprawczych, tj. wprowadzenia autopoprawek, w tłumaczeniu symultanicznym studentów specjalizacji tłumaczeniowej II roku studiów magisterskich filologii angielskiej Katolickiego Uniwersytetu Lubelskiego Jana Pawła II. Autorka bada, czy początkujący tłumacze są w stanie kontrolować jakość swojego tłumaczenia, tj. wprowadzać do niego autopoprawki. Pierwszą część pracy stanowi wprowadzenie teoretyczne: (a) opis modeli kognitywnych tłumaczenia symultanicznego (m.in. Seleskovitch 1968, Lederer 1981, Setton 2002, Gile 2009), (b) zjawisko autopoprawek w kontekście mowy spontanicznej i tłumaczenia ustnego (m.in. Levelt 1983, Petite 2005, Woroch 2015, Magnifico & Defrancq 2019), (c) opis metod introspekcji – ze szczególnym uwzględnieniem retrospekcji w badaniach nad tłumaczeniem symultanicznym (m.in. Krings 1986, Lörscher 1987, Ericsson & Simon 1993, Kußmaul 1995, Vik-Tuovinen 2002, Napier 2004) oraz szczegółowy opis metodologii przeprowadzonego badania. Korpus badawczy stanowią nagrania i transkrypcje przekładu symultanicznego dwóch różnych tekstów źródłowych (produkt) oraz protokoły retrospektywne 21 początkujących tłumaczy (proces). W drugiej części autorka proponuje zaprojektowaną przez siebie szczegółową taksonomię autopoprawek, zaś w ostatniej – przedstawia implikacje dydaktyczne: zestaw ćwiczeń korekcyjnych, mających na celu uwrażliwienie studentów na istotę procesów naprawczych. Ćwiczenia mogą zostać zastosowane w praktyce podczas zajęć przekładu symultanicznego.
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    Teaching Simultaneous Interpreting during the COVID-19 Pandemic: A Case Study
    (IATIS and Chalermprakiat Center of Translation and Interpretation, faculty of arts at Chulalongkorn University, Bangkok, 2021) Mirek, Joanna
    Due to the COVID-19 pandemic, conventional interpreting training programmes had to be adjusted to the new reality. This paper presents the preliminary results of introducing online simultaneous interpreting (SI) classes in spring 2020 at the John Paul II Catholic University of Lublin. One of the research objectives of this case study was to assess the usability of online conference platforms for SI online classes. The study also presents both the students’ and the teacher’s reflections of using a virtual platform in SI classes in the context of socio-constructivist principles.
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    The Interpreting Portfolio as a Self-Regulation Tool in Interpreter Training: Preliminary Findings from a Pilot Study
    (Towarzystwo Naukowe KUL, Katolicki Uniwersytet Lubelski Jana Pawła II, 2020) Mirek, Joanna
    Given that professional interpreters are expected to work in a highly autonomous mode, it is crucial for T&I (Translation and Interpreting) didactics to prepare novice interpreters for the life upon graduation. One of the most pertinent approaches in this context is self-regulation put forward by Barbara Moser-Mercer, whereby students ultimately become self-directed learners. Implementing self-regulatory elements in the SI (simultaneous interpreting) classroom entails introducing strategies such as self-reflection and self-monitoring. Inspiring reflection upon the process and one’s own progress, working towards higher quality standards, and developing the practices of a professional interpreter may be facilitated by providing students with an “individually tailored tool” (Kiraly 49) which enables further development both in class and upon graduation. This article puts forward the SI Portfolio as a self-regulatory tool for novice interpreters in which they can reflect upon and document their progress, evaluate themselves, and develop effective strategies leading to their goals. The results obtained and the positive feedback from the students who participated in the pilot study indicate that implementing the SI Portfolio may be highly efficient with regard to developing self-regulatory skills in novice interpreters.
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    Translational Self-Repairs in Trainee Conference Interpreters: Preliminary Findings from A Pilot Study
    (Department of Modern Languages, University of Helsinki, Finland, 2022) Mirek, Joanna
    This article investigates the phenomenon of self-repairs in simultaneous interpreting trainees, which has so far received only limited attention in interpreting research. Conference interpreters were long denied the ability to correct their performance (cf. Kade, 1968; Seleskovitch, 1968; Reiß & Vermeer, 1984). However, it was not until 1975 that Gerver described the importance of self-repairs as sufficient evidence of interpreters’ monitoring for both the source text perception and target text production. In this study, a qualitative method is used in the analysis of a corpus that comprises the interpreting performance of second-year MA students of English Studies at the John Paul II Catholic University of Lublin. The pilot study entailed recording the students’ output of two distinct speeches (interpreted from English into Polish) and analysing the transcript thereof. The results prove that trainee interpreters repair not only defects sensu stricto, but also attend to their outputs for a number of reasons (cf. Petite, 2005). The article will demonstrate both a preliminary taxonomy of translational self-repairs identified in novice interpreters and put forward significant didactic implications for interpreter training.