Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-04-22T18:32:12Z No. of bitstreams: 2 Dissertação - Andréa dos Guimarães de Carvalho - 2014.pdf: 5824194 bytes, checksum: bd017f4c80254d7e118c877d1dda1cff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-04-22T18:33:47Z (GMT) No. of bitstreams: 2 Dissertação - Andréa dos Guimarães de Carvalho - 2014.pdf: 5824194 bytes, checksum: bd017f4c80254d7e118c877d1dda1cff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-04-22T18:33:47Z (GMT). No. of bitstreams: 2 Dissertação - Andréa dos Guimarães de Carvalho - 2014.pdf: 5824194 bytes, checksum: bd017f4c80254d7e118c877d1dda1cff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-12-16 / The main focus of discussion in this research is the role of the interpreter/translator of Libras (Brazilian Sign Language) in regular educational schools. The problem which excited the investigation was the failure death students face when learning to read and write in Portuguese. The leading question was: what collaborative work can the interpreter/translator develop along with the other professionals in school, as to help dealing with this matter? The final “Educational Product” of this dissertation is a virtual forum of discussion in a site called Espaço Colaborativo Virtual Permanente, which has the purpose of debating and exchanging the experiences of all professionals working in the specialized educational environments at school, such as interpreters, translators, teachers, coordinators etc. In order to fulfill this goal, during the investigation, the specific objectives of the study were to identify and to develop pedagogical didactical approaches, inclusive and socializing activities and flexible contents for classrooms which welcome death and non-death students. The interpreter/translator of Libras in these classrooms also performed as the investigator of this research, by observing the answers of two death students to an interview, an evaluating test with words and figures, and her collaborative participation in a set of classes. The main results and analysis, achieved under the lights of Vygotsky (2005), Bakhtin (2003), Quadros (2004) and other theorists, aroused some possible collaborative strategies of the interpreter in these situations: production of texts that present images which are adaptive and contextualized to the reality of deaths, use of interlanguage comparative strategies (applying Libras and Portuguese) which highlight bicultural and bilanguage grammatical aspects of the translation process, creation of videos and datitological reinforcement with visual signs etc. In the end, it was possible to conclude that the performance of this educational professional goes far beyond the simple task of linearly interpreting and translating contents, explanations and exercises from one language to another, and that when he/she participates collaboratively with school colleagues during the planning, preparation and application of classroom activities, the interpreter/translator of Libras effectively contributes with the cognitive development of death students attending regular basic educational schools. / A convivência e incômodo com os frequentes fracassos dos alunos com surdez na aprendizagem da leitura e escrita do português em escolas regulares inclusivas desencadearam a necessidade deste estudo de caso, cujo foco central é a discussão sobre o papel do intérprete de Libras e, daí, suas ações colaborativas que podem contribuir para a superação de tais problemas. Esta dissertação teve como “Produto Educacional” final um fórum de discussão em um Espaço Colaborativo Virtual Permanente, cujo objetivo é possibilitar o debate e a troca de experiências continuadas entre os profissionais envolvidos no campo da inclusão (intérpretes de Libras, professores regentes e de Atendimento Educacional Especializado etc.). Para tanto, durante a pesquisa, os objetivos específicos foram identificar tipos de abordagens didático-pedagógicas, ações inclusivas e de socialização desenvolvidas, e flexibilizações curriculares pertinentes ao ambiente escolar. Dois alunos surdos foram investigados por uma intérprete de Libras utilizando como instrumentos de pesquisa uma entrevista, um teste avaliativo com palavras e figuras e a observação participante de um conjunto de aulas. Os principais resultados e análises, obtidos a partir das referências teóricas de Vygotsky (2005), Bakhtin (2003), Quadros (2004) entre outros, mostraram algumas possíveis estratégias colaborativas do profissional intérprete, tais como: construção de textos com imagens adaptativas e contextualizadas abordando temáticas que envolvem o cotidiano do aluno surdo, o uso de estratégias comparativas interlínguas (Libras e Língua Portuguesa) durante o processo tradutório favorecendo maior entendimento dos aspectos gramaticais biculturais e bilíngues, construção de vídeos adaptados, reforço datilológico seguido do sinal etc. Ao final, foi possível concluir que a atuação desse profissional vai muito além do mero ato de interpretar e traduzir conteúdos, explicações e exercícios em sala de aula, e que quando participa colaborativamente com os demais colegas envolvidos no planejamento, preparação e aplicação de atividades, o intérprete de Libras contribui efetivamente com o desenvolvimento cognitivo do aluno com surdez, na escola de ensino regular de educação básica.

Processen vid översättning av fasta fraser har hittills inte skänkts mycket uppmärksamhet inom den processorienterade översättningsvetenskapen. Denna deskriptiva studie försöker bidra med empiriskt material angående vissa aspekter av översättningsprocessen vid översättning av svenska fasta fraser till tyska. I undersökningen med sex tvåspråkiga försökspersoner, varav tre yrkesverksamma översättare och tre personer utan översättningserfarenhet, användes en kombination av en produktbaserad metod och processinriktade metoder som skrivloggning med Translog och retrospektion för att finna ut vilka översättningsstrategier vid översättningen av idiom och andra fasta fraser som väljs, på vilka vägar försökspersonerna kommer fram till sina slutliga val och om det kan skönjas några skillnader mellan yrkesöversättarna och lekmännen. Resultaten visar bl.a. att det var vanligast att översätta med parafrasering samt med en målspråksfras med liknande betydelse och liknande eller olik form, och att försökspersonerna kom fram till sina slutliga val med enbart få provisoriska skriftliga motsvarigheter, men genom en del längre överväganden kring betydelse och stil. Angående skillnader mellan de två testgrupperna framträder rätt tydligt att yrkesöversättarna överlag var försiktigare med användningen av direkta frasmotsvarigheter än de oerfarna deltagarna, men använde sig av parafrasering i mycket större utsträckning, samt att funderingar kring stilnivå, målgrupp och textfunktion i denna grupp var mera utpräglade. / The process in translating idioms and other fixed expressions has not yet been given much attention in process oriented translation studies. In this study involving three professional translators and three bilingual participants without any training or experience in translation, types and frequency of chosen translation strategies, the ways in which the participants arrived at their final choices, as well as possible differences between the two groups of participants were investigated, using a combination of product and process oriented methods such as keystroke logging with Translog and retrospection. Results indicate that paraphrasing and translation with an expression with similar meaning and similar or different form are the strategies most frequently used in both groups, and that there are only few occurrencies of preliminary versions in the writing process, but quite many examples of negotiation of meaning and style as expressed in the verbalizations. Compared with the novices the professional translators tended to be more cautious in their use of idiomatic equivalents and to consider aspects like target group or style and function of the target text more carefully.

(in English): Julio Cortázar is considered as one of the greatest literary figures of Argentina and Latin America of the last century and to him is dedicated this master's thesis, focused on translation of his work into Czech language. First part of the thesis is theoretically based, dealing with biography, creation and style of the author and then moves to figures of his Czech translators, problems arising from translation and perception and development of translations of Cortázar's works in Czech environment. The second part is practically oriented, pursuing the analysis and comparison of translations of specific works - two translations of a story The Pursuer by translators Kamil Uhlíř and Jan Machej and two versions of translation of a novel Hopscotch by Vladimír Medek.

L’objectif de notre étude est de dresser un portrait, inspiré des données collectées auprès des étudiants, des stratégies d’enseignement utilisées par les professeurs de traduction. Les stratégies d’enseignement englobent toutes les méthodes et les ressources qui, de manière organisée et planifiée, sont mises en œuvre afin d’atteindre des objectifs d’apprentissage spécifiques. Ainsi, nous parlons de simples gestes comme la disposition des tables et des chaises, du temps consacré à la présentation de la matière, de la gestion du temps pendant les discussions, des activités en groupe ou individuelles, de l’utilisation du matériel informatique, enfin, de toutes les actions prévues par l’enseignant dans le but de faciliter la construction des nouvelles connaissances chez l’étudiant. Lors d’une séance de formation, la conception que chaque formateur a de l’enseignement est mise en évidence à travers des stratégies favorisées par l’enseignant. Cette conception, comme l’affirment Loiola et Tardif, est le résultat de théories personnelles fondées sur des connaissances générales plutôt que sur des connaissances pédagogiques. Ces connaissances générales découlent de la rétroaction entre pairs ainsi que de l’expérience en tant qu’étudiants et professionnels. En outre, l’enseignant peut concevoir l’enseignement comme un processus de transmission des connaissances ou bien une manière de guider l’étudiant vers l’apprentissage (Loiola et Tardif, 2001, p. 309). Cette conception deviendra un facteur déterminant dans sa façon d’agir comme formateur. Bien que la recherche en pédagogie de la traduction ait beaucoup avancé, elle n’a pas encore atteint un niveau de sophistication important en ce qui concerne la recherche à l’intérieur de la salle de classe. Les études empiriques sur les stratégies d’enseignement de la traduction ne sont pas très nombreuses et celles qui existent s’appuient exclusivement sur des données recueillies auprès des enseignants. Or, comme l’affirment Smart et Etherington (1995), il peut y avoir des différences entre ce que les enseignants déclarent à propos de leurs orientations pédagogiques et la perception qu’ont les étudiants à propos de ce qui se passe dans les salles de cours. Pour cette raison, nous avons donné voix aux étudiants en réalisant des entretiens semi-dirigés. Nous avons choisi cet instrument de recherche, car il est un dispositif qui permet explorer le phénomène en profondeur, ainsi qu’un des instruments privilégiés en ce qui a trait à la recherche qualitative en éducation. L’information obtenue des interviews offre une vaste information fort utile à notre étude. / The objective of this study is to provide an overview, based on the data collected from the students, of the teaching strategies used by translation teachers. Teaching strategies include all methods and resources that are organized and planned in order to achieve specific learning objectives. Therefore, we are talking about simple gestures such as the layout of tables and chairs, the time devoted to the presentation of the content subject, the management of time during discussions, group or individual activities, the use of computer equipment. Finally, all the actions planned by the teacher in order to facilitate the construction of new knowledge in the student. During a training session, the teaching design is highlighted through teaching strategies promoted by the teacher. This conception, according to Loiola and Tardif, is in many cases the result of personal theories based on general knowledge rather than pedagogical knowledge. This general knowledge results from peer feedback as well as from teachers’ experience as students and professionals. In addition, the teacher can conceive teaching either as a transmission process of knowledge or as a way of guiding the student to learn (Loiola and Tardif, 2001: 309), which will become a determining factor in its way of acting as a trainer. There are few empirical studies on teaching strategies in translation, but those that do exist are based exclusively on data collected from teachers. However, as stated by Smart and Etherington (1995), there may be differences between what teachers say about their pedagogical orientations and how students perceive what happens in the classroom. For this reason, we gave voice to the students by carrying out semi-directed interviews. The information obtained from the interviews offers a wealth of useful information for our study.

The diploma thesis deals with analysis of the language school's (Bonna Lingua) position in the region of Ústí nad Labem city. This work analysis the position of the company to its surroundings and also examines in detail the internal processes. It also suggests possibilities which may lead to an improved position.

The Omega publishing house began its activities in 2013, when it started publishing outdated translations of classic literature, especially those that were no longer protected by copyright. This thesis analyses its activities, mostly during the 2013-2018 period: it focuses on the range of published titles and changes in the editorial approach to texts, with emphasis on classic literature. The publishing houses' activities are examined within the field of Czech publishing landscape and compared to the methods recommended in specialised literature, as well as to other publishers's activites. The thesis then presents a translation and textual analysis of three works (R. Kipling's Selected Short Stories, E. Brontë's Wuthering Heights and C. Dickens's Little Dorrit) published by Omega. A hypothesis about the overall strategy of the publishing house is then formulated based on the findings. Key words: Omega publishing house, sociology of translation, praxeology of translation, publishing policy, editorial work, translator status

The Omega publishing house began its activities in 2013, when it started publishing outdated translations of classic literature, especially those that were no longer protected by copyright. This thesis analyses its activities, mostly during the 2013-2018 period: it focuses on the range of published titles and changes in the editorial approach to texts, with emphasis on classic literature. The publishing houses' activities are examined within the field of Czech publishing landscape and compared to the methods recommended in specialised literature, as well as to other publishers's activites. The thesis then presents a translation and textual analysis of three works (R. Kipling's Selected Short Stories, E. Brontë's Wuthering Heights and C. Dickens's Little Dorrit) published by Omega. A hypothesis about the overall strategy of the publishing house is then formulated based on the findings. Key words: Omega publishing house, sociology of translation, praxeology of translation, publishing policy, editorial work, translator status

Although most programming languages naturally share several language features, they are typically implemented as a monolithic product. Language features cannot be plugged and unplugged from a language and reused in another language. Some modular approaches to language construction do exist but composing language features requires a deep understanding of its implementation hampering their use. The choose and pick approach from software product lines provides an easy way to compose a language out of a set of language features. However, current approaches to language product lines are not sufficient enough to cope with the complexity and evolution of real world programming languages. In this work, we propose a general light-weight bottom-up approach to automatically extract a feature model from a set of tagged language components. We applied this approach to the Neverlang language development framework and developed the AiDE tool to guide language developers towards a valid language composition. The approach has been evaluated on a decomposed version of Javascript to highlight the benefits of such a language product line.

The work investigates the cognitive styles of students who are learning in order to be a translator. It compares students from two universities, their cognitive styles and motivation to learn. / Работа посвящена исследованию когнитивных стилей студентов, которые учатся, чтобы стать переводчиком. В ней сравниваются студенты двух университетов, их когнитивные стили и мотивация обучения.

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