An intersemiotical example in the approach of literary theorists and in school practice

Abstract

Aim of research. The aim of the study was to discover the ways In which the metod
of intersemiotic translation infl uences middle school students’ understanding
of a literary text. Departing from the reconstruction of Roman Jakobson’s theory on
translation possibility and his three types of translation (rewording, translationproper,
transmutation), the author of this article focuses on transmutation and fi nds its application
in Polish language teaching methodology. The article starts with the discussion
of the theoretical aspect (Seweryna Wysłouch, Maryla Hopfi nger), then considers ‘interemiotical
translation’ as a teaching method (as in the works of Dorota Karkut, Anna
Pilch, Anna Dyduchowa ).
Methodology. The subject matt er of consideration in this article are the relations
between texts and visuals based on student visuals, editor addition and the form of
eksphrasis as a specifi c type of translation.
Outcomes. The author proves the method of intersemiotic translation broadens
the understanding of a metaphor, enriches reading procedure and furthermore, enables
aesthetical education. In the process teacher becomes a guide fi gure in the world
of broadly understood art.

Conclusions. Metaphorical identifi cation of similarities, i.e. the idea of intersemiotic
translation, enables the development of diverse skills. Despite not being the easiest
this method is one of att ractive and fruitful potential. The research conducted shows
that an encounter with an image was not Only visually stimulating, but also constituted
an opportunity to notice the eff ects of perception, to enrich individual perspective
on the world through a juxtaposition with a diff erent one. At the same time the forms
of picture drawing can be unusually valuable in teaching Polish as they allow students
to establish a more profound connection to the text, to recognize it, or to even understand
devices used. The discussed method facilitates both arriving at texts’ meanings
and the expression of recipients’ intuitions even In the instances of moderately developed
conceptual language.