Cognates (words sharing form and meaning across languages, e.g. Polish–English FILM–FILM (identical cognates) or TUNNEL–TUNEL (non-identical cognates)) are processed faster than single-language words (cognate facilitation effect), which is modulated by a number of factors. Here, we extended the study reported by Lijewska and Chmiel (2015) and tested the influence of learning experience on non-identical cognate processing in a translation task in 2 experiments with Polish-German–English trilinguals and with German–English bilinguals. The trilinguals learned English and German via Polish, whereas the bilinguals learnt English via German. They translated Polish–English non-identical cognates (MUSZTARDA–SENF–MUSTARD), German–English non-identical cognates (TRAWA–GRAS–GRASS) and controls from English into Polish and into German (trilinguals) or only into German (bilinguals). We found no evidence for the influence of learning experience on cognate processing but the novel finding was a reliable facilitation effect obtained when only non-identical cognates were tested in a translation task with trilinguals (in the accuracy data) as well as with bilinguals (in translation latencies). Additionally, the reported study pointed to the important role of language proficiency in processing.

1.Introduction 2.Categories of gender in Polish 2.1Grammatical gender 2.2Agreement 2.3Lexical and referential gender 3.Word-formation 4.Male as norm in Polish 4.1Word order 4.2Proper names 4.3Generic masculines 5.The linguistic representation of women in Polish newspapers 6.Feminism as a social movement and feminist linguistics in Poland 7.Strategies for the avoidance of sexist language 8.Conclusion Notes References

Bewertung von Dolmetschleistungen im UnterrichtConsecutive interpreting in class -assessing students' progress ABSTRACT. The article deals with the linguistic and paralinguistic problems that arise in the process of interpreter training and discusses the methods of assessing students' progress. The data was collected during the practical courses in consecutive interpreting for the 3 rd -year students of the Institute of Applied Linguistics in Poznań and comprises the period of five years. Additionally, different methods of evaluating students' progress are analyzed with respect to their effectiveness and potential advantages for interpreters in training.

No abstract

No abstract