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The aim of this master's thesis is to create an analysis of the Czech and German translations of Roy Jacobsen's novel De usynlige, which was published by Cappelen Damm in 2013. The first part includes a biography of Roy Jacobsen and a literary analysis of his novel. Translators Jarka Vrbová. Gabriele Haefs and Andreas Brunstermann are introduced as well as interviewed. The mainstay of this thesis is to analyse the Czech and German translations. The analysis is focused on the lexical, syntactic and stylistic level and based on Jiří Levý's theory of a faithful and free translation. Afterwards, the translation methods in both translations are deduced and compared with each other. The thesis presents several topics in the field of publishing practices.

В современном мире медиатексты являются неотъемлемой частью жизни человека, мы сталкиваемся с ними постоянно через различные каналы информации. Многие медиатексты, которые мы видим, созданы на иностранных языках, чаще всего на английском языке, это значит, что для восприятия российскими зрителями они должны быть адаптированы и переведены на русский язык. Это может быть достигнуто разными способами, о чем автор пишет в данной работе. В первой главе приводятся такие понятия, как кинотекст, реклама, перевод, прагматическая адаптация, контекст. На основе совокупности рассмотренных явлений и их видов было выделено несколько типов контекста, прагматической адаптации и способов перевода, а также заключено, что разные жанры медиатекстов требуют разных подходов к переводу, комбинирующих вышеупомянутые типы явлений. Во второй главе подробно проанализированы разные переводы фильмов, представлено сравнение разных вариантов перевода одного и того же кинотекста. Также были проанализированы варианты перевода рекламных текстов, которые классифицированы по типу перевода и направленности текстов. В заключении второй главы автор описывает возможности практического применения в процессе обучения практике переводу полученных в ходе анализа и сравнения результатов, что в большой степени обосновано сравнением как различных жанров текстов и их переводов, так и различных переводов текстов одного жанра. В заключении всей работы указано, что подобная практика действительно наглядно демонстрирует различия переводов и стилей разных текстов, и что студенты, обучающиеся на специальностях, связанных с переводом, могут научиться новым способам перевода, используя примеры из данной работы. / In the modern world, media texts are an integral part of human life, we constantly encounter them through various channels of information. Many media texts that we see are created in foreign languages, most often in English, which means that they must be adapted and translated into Russian for Russian-speaking viewers. This can be achieved in different ways, as the author writes in this work. The first chapter introduces concepts such as film text, advertising, translation, pragmatic adaptation, context. Based on the combination of the considered phenomena and their types, several types of context and pragmatic adaptation translation methods were identified, and it was also concluded that different genres of media texts require different approaches when they are translated, combining some or all of the aforementioned types of phenomena. In the second chapter, various translations of films are analyzed in detail, and a comparison of different versions of the translation of the same film text is presented. The options for translating advertising texts, which are classified by the type of translation and the target audience of the texts, were analyzed, as well. In the conclusion of the second chapter, the author describes the possibilities of practical application in the process of teaching the practice of translation obtained during the analysis and comparison of the results, which is largely justified by the comparison of both different genres of texts and their translations, and different translations of texts of the same genre. In the conclusion of the entire work, it is indicated that such a practice clearly demonstrates the differences in translations and styles of different texts, and that students studying specialties related to translation can learn new ways of translation using examples from this work.

Resumé This thesis concerns the use of parallel Dutch-Czech corpus in linguistic research and translation practice. The advantages of the corpus-based approach are demonstrated on a research of formal translation equivalents of the Dutch present participle in Czech language. The thesis is divided into theoretical and practical sections. The theoretical introduction begins with the theoretical and methodological framework of the research. Next, language corpora, especially parallel corpora, and the Czech project InterCorp are presented. There is also an introduction of the grammatical category of the present participle and its possible formal translation equivalents into Czech language. In the subsequent practical section, there is a hypothesis formulated and a procedure of research based on corpus data established. The hypothesis and research should verify or refute the hypothesis. Furthermore, all translation solutions are divided into categories according to the Dutch system of sentence constituents: the substantive, adjectival, proverbial, prepositional and verb constituents, whole (subordinate) clauses and translation omissions. The categories are further divided into subcategories and described. A qualitative and quantitative analysis of the translation solutions takes place at the end of the practical...

The present dissertation investigates literary translation from a cultural perspective by comparing the translation of culture-specific words and concepts in five different translations of the novel Ein weites Feld by Günter Grass. The translations were chosen to represent three ‘small’ (Swedish, Danish, Norwegian) and two ‘large’ (American English, French) languages and cultures, in order to find out whether these categories are characterized by different ‘foreignizing’ or ‘domesticating’ translation methods. The main purpose of the study is to present an empirical and descriptive analysis of the concrete difficulties and possibilities connected with the process of transferring culturespecific words and concepts taken from the geographical, historical, literary and everyday context of the original work. A further aim of the study is to undertake a comparison of theory and practice of translation with regard to culture and culturespecific words. The methodological framework is taken from the historically oriented ‘Transfer’ method of the Göttingen literary translation school, where deviations from original literary texts are not seen as ‘mistakes’ in the traditional linguistic sense but as differences caused by various historical and individual factors. Above all, this study aims to focus on the translations themselves, to investigate what different solutions to cultural translation problems can tell us about the meeting between the ‘Foreign’ and the world of the translators and their prospective readership. The study’s analyses demonstrate that culture-specific words and concepts in this material are translated in a broad variety of ways, which often differ from translation to translation and therefore cannot be classified into predictable categories of translation 'strategies’. A certain pattern could be detected as far as the translation of geographical place-names and similar concepts were concerned, where the Scandinavian translators tend to preserve the original words and concepts to a greater extent than the other translators. As a contrast, the American and French translators have preserved a large number of words connected to the ‘Third Reich’ in the original form, which raises questions about the way strategies of preserving the ‘Foreign’ in translations are connected with the picture of other cultures. However, the most conspicuous result of the investigation could be found within the category of the ‘pragmatic’ decisions (Chesterman), which differ considerably in all translations as far as explanations of culture-specific phenomena within the text itself are concerned. Thus five literary translations make five different variations of the same novel. The heterogeneous translation solutions further show that the theoretical approaches within translation theory are of only limited use for describing existing literary translations in an adequate way.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-04-11T11:51:58Z No. of bitstreams: 2 Daniele_Andrade2018.pdf: 2336585 bytes, checksum: 74640beade94ee26fb1cd8219d835a7c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-11T11:51:58Z (GMT). No. of bitstreams: 2 Daniele_Andrade2018.pdf: 2336585 bytes, checksum: 74640beade94ee26fb1cd8219d835a7c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-20 / This research focuses on the use of translation as a pedagogic tool for initial additional language teaching training. It was presupposed that translation practice is a methodological alternative which is able to become students aware of the linguistic and cultural dimension implied on the process of learning an idiom. Such understanding results on a major monitoring of students’ written production and of the influence of Portuguese Language on their usage of Spanish Language. In such context, the comprehension of the use of translation as a pedagogical tool on the teaching of Spanish as a additional language field demands teachers and students overcoming and deconstructing two myths: think that teaching languages can be done in a limited and non contextualized way that except cultural issues and the believe that the additional language is homogenous or with few isolated variants. On the base of Applied Linguistics, Contrastive Linguistics and Functionalist Translation Theory, the research developed had the aim of verify to which extend translation practices along with the teaching of the cultural component of Spanish language and the linguistics differences among Portuguese and Spanish languages contributes to the teaching of Spanish language for training language teachers purposes at the first year of the Undergraduate Program of Portuguese and Spanish Linguistics and Literature of Unioeste campus of Marechal Cândido Rondon. To pursuit it´s aim, the following previous researches were used: Durão (2004); Durão; Durão; Seide (2016); Ferrarezi Junior (2008); Laiño (2014); Leffa (2008); Alves; Magalhães; Pagano (2015), Tessaro (2012) and Petrulionė (2012). According to qualitative and quantitative research paradigms, data was generated by interview to first year students and all the Spanish languages lecturer´s of the program, pedagogic intervention and application of two translation practices activities. Results of this case study showed that the use of translation practices has a positive influence on initial teacher language training as they are effective to make students perceive their own progress of Spanish as additional language not only on it´s linguistics aspects but also on its cultural aspects / A pesquisa ora apresentada teve por foco o uso da tradução como ferramenta pedagógica no contexto de aprendizagem de língua adicional para formação docente inicial. Partiu-se do pressuposto de que a prática tradutória se constitui numa alternativa metodológica capaz de conscientizar os alunos acerca da dimensão linguística e cultural intrínseca ao processo de ensino aprendizagem de um idioma, resultando num monitoramento de sua produção escrita e da influência da língua portuguesa no modo como usam a língua espanhola. Nesse contexto, a compreensão do uso da tradução como ferramenta pedagógica, no ensino de Espanhol como Língua Adicional, requer, por parte dos professores e alunos, a superação ou desconstrução de dois mitos: a ideia de que o ensino de línguas pode ser feito de modo limitado e descontextualizado, excluindo o ensino de cultura do ensino de língua e a crença de que a língua adicional é homogênea ou com variantes estanques. À luz da Linguística Aplicada, da Linguística Contrastiva e da Teoria funcionalista da tradução, objetivou-se investigar em que medida a prática tradutória, aliada ao ensino do componente sociocultural da língua espanhola e das diferenças linguísticas que existem entre a língua espanhola e a língua portuguesa, pode contribuir no ensino de língua espanhola para formação docente do primeiro ano do curso de Letras da Unioeste campus de Marechal Cândido Rondon. Para alcançar o objetivo proposto, a pesquisa foi fundamentada nos estudos de Durão (2004); Durão; Durão; Seide (2016); Ferrarezi Junior (2008); Laiño (2014); Leffa (2008); Alves; Magalhães; Pagano (2015), Tessaro (2012) e Petrulionė (2012). A análise dos dados pautou-se no paradigma qualitativo e quantitativo de pesquisa. Os dados foram gerados mediante entrevistas com alunos do primeiro ano de Letras com habilitação em espanhol e com os professores de língua espanhola do curso, intervenção pedagógica e aplicação de duas atividades tradutórias. Os resultados deste estudo de caso fornecem indícios positivos quanto à aplicação de práticas tradutórias no contexto de formação docente inicial uma vez que elas são eficazes no sentido de aprofundar o monitoramento dos alunos em relação à percepção de seu processo de aprendizagem de uma língua adicional, tanto no que se refere aos aspectos linguísticos quanto no que se refere aos aspectos culturais.

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The aim of this thesis is to undertake a comparative study of contemporary British and German-language playwriting, with an eye specifically towards possible reasons and solutions for the problematic situation of German-language playtexts in Britain. I will first conduct a stylistic analysis of a selection of British and German-language playwrights, focusing on the differences in representation of interiority through dialogue and narration. I will then introduce a phenomenological lens that will expand this literary analysis by looking at specific stagings of these texts, and at the use of gestures in particular. Tracing the performative implications of dialogue and narration in their relationship with gestures, I will suggest that while dialogue mostly requires metonymical gestures, the phenomenology of narration is better served by a more metaphoric use. This is followed by a chapter on translation, which will look at the specific problems and chances posed by narration and so-called ‘postdramatic’ plays in general. After these theoretical considerations, I will scrutinise my findings in a practical environment in two major steps. The first step is a comparative rehearsal observation of one German and one British director and their work with contemporary playtexts. My main question will be in how far the tendency towards dialogue in British plays and towards narration in German-language plays is matched by corresponding trends in the directors’ formal language. Furthermore, I will contextualise the work of these two directors in the larger field of directing in their respective countries. The second and final step of my practical investigation will be an implementation and testing of the previous theses in two directing projects of my own. I will again focus on rehearsal methodologies, attempting to find out which methodologies are particularly useful for the rehearsal of narrative playtexts and thereby hoping to formulate some first ideas for the specific requirements of German-language playtexts in a British context.