German studies

Príspevok nadväzuje svojou problematikou na prácu Právo -Jazyk -Translácia . Autorka sa zameriava na fenomén právneho textu z pohľadu didaktiky odborného prekladu. Svoju pozornosť sústreďuje na typológiu právnych textov v kontexte textovej lingvistiky, teórie prekladu a práva. Na príklade prekladu obžaloby z nemeckého do slovenského jazyka poukazuje na úskalia prekladu právnych textov a možnosti sprostredkovania a osvojenia si odborných poznatkov a kompetencií nevyhnutných pre preklad textových žánrov trestného práva procesného. Kľúčové slová právny text, typ textu, textový žáner, odborný preklad, didaktika odborného prekladu, trestné právo procesné, obžaloba

Príspevok nadväzuje svojou problematikou na prácu Právo -Jazyk -Translácia . Autorka sa zameriava na fenomén právneho textu z pohľadu didaktiky odborného prekladu. Svoju pozornosť sústreďuje na typológiu právnych textov v kontexte textovej lingvistiky, teórie prekladu a práva. Na príklade prekladu obžaloby z nemeckého do slovenského jazyka poukazuje na úskalia prekladu právnych textov a možnosti sprostredkovania a osvojenia si odborných poznatkov a kompetencií nevyhnutných pre preklad textových žánrov trestného práva procesného. Kľúčové slová právny text, typ textu, textový žáner, odborný preklad, didaktika odborného prekladu, trestné právo procesné, obžaloba

Reading comprehension in foreign language teaching with the help of the pragmalinguisitc typology Abstract This paper deals with the analysis of foreign language texts with the help of the pragmalinguistic typology which plays an essential role in describing the cognitive level. It also describes how it is possible to improve the reading skills of the students based on the pragmalinguistic typology which has a decisive influence in developing the pupil's communicative competence. Pragmalinguistics is intended to enable an individual to recognize different texts and to understand exactly what the author wants to highlight. For this it is necessary to know how to produce semantically and syntactically acceptable sentences with the appropriate choice of words. Our basis is the cognitive theory of Eve Sweetser. According to her teaching an utterance is based on three cognitive linkage levels: the propositional, the epistemic and the speech act level.

This paper is devoted to the explored aspects of the functioning of the different varieties of modern standard languages (here German in Austria and Russian in Belarus) as well as to the rather distinct terminology in this area. In this connection authors consider the terms "natiolect" and "regiolect" in comparison with the pluricentric languages theory. A special attention is paid to the problems of the translation specifics occurred in natiolect, especially to the problem of terminology and culture concepts translation. The problem of interlingual interference has also been taken into account. Authors emphasize the need to include these issues in the curriculum of translation and interpreting studies.

Aim. The main aim of the research is to identify and evaluate the quality of life of patients with an eating disorder – anorexia nervosa. In an analytical and descriptive way, the authors determine the level of various areas of life of patients who suffer from anorexia nervosa. Methods. The subjects of the study were participants suffering from anorexia nervosa. Based on qualitative research through unstructured interviews, the authors carried out causal case individual investigations, which they classified according to anamnesis, diagnostic tools and areas, which they evaluated based on the statements of the participants. Results. The analysis shows that anorexia nervosa affects different areas of life. It is a lifelong problem that has a huge impact on the physical, psychological, and spiritual side of a person. Conclusion. The study deals with the various elements of anorexia nervosa, which ultimately affects a person for life. Through definitions and interpretations of the autho...

Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention's efficiency.