By a possible integration of text linguistics (proposition analysis), sociocognitive theory and Critical Discourse Analysis, the present study intends to reveal instances of ideologically charged translation by means of comparing and contrasting certain textual features of an instance of French language Canadian political discourse and its English translation. The aim of the analysis is twofold: to investigate some fundamental differences between source language and target language text production in terms of political power play and persuasion, as well as to demonstrate, by analysing a specific political text, a possible application of the above-mentioned integrative approach within the field of discourse analysis. The paper will also offer numerous possible perspectives on further research with a view to the Canadian political discourse in question.
In the autumn semester of the academic year 2019/2020, a portfolio approach was introduced and piloted in one of the ESP courses offered by Budapest Business School's Faculty of Finance and Accountancy. Besides developing ESP skills, the portfolio tasks developed for the purpose of this research and introduced during the research project reported herein were intended to improve students' cooperation skills, which are essential in the job market. At the beginning of the same semester in order to forecast how successful this portfolio approach could be, we intended to obtain insights into our students' initial attitudes towards cooperation with peers and wished to look into the likelihood of participants' positive reception of cooperation-purpose portfolio tasks. To this end, a quantitative questionnaire study was carried out through an online platform amongst 49 Hungarian university students. This paper presents the results of this study. First, the relevant theoretical background is presented, namely, cooperation as a soft skill and its subskills. Then the possibilities and opportunities of improving cooperation skills during ESP classes are discussed: in the scope of our study, relying on the methodological approach offered by of the European Language Portfolio, cooperation skills were developed through cooperation-purpose portfolio tasks. Next, our study describes the quantitative questionnaire study, its administration and the resulting data. Our results show that students have a positive initial attitude towards cooperation with peers and cooperation-purpose portfolio tasks, and it has been found that the portfolio approach used in this research project seems to be a useful strategy for developing participants' cooperation skills.
Mona Baker: Translation and Conflict: A Narrative Account; Rita Godijns, Michael Hinderdael (eds.): Directionality in Interpreting. The 'Retour' or the Native?; Krisztina Károly: Lexical Repetition in Text: A Study of the Text-organizing Function of Lexical Repetition in Foreign Language Argumentative Discourse; Ljuba Tarvi: Comparative Translation Assessment: Quantifying Quality