"Blaze Koneski" Faculty of Philology

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Start date: 1998Has files: Yes

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    Beliefs About Translator Competence and Training Practices: Teachers’ and Students’ Perspectives.
    (University of Nis, 2025)
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    Sazdovska-Pigulovska, Milena
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    There has been some research at the intersection of beliefs and translation (as a form of applied language knowledge) in recent times. Investigations have focused on translators’, students’ and teachers’ beliefs about different aspects of translation, including translation as a product, a process or a subject of teaching and learning. The topics of interest have ranged from translators’ beliefs about the professional world of translators (Katan 2009), the impact of translators’ beliefs on translation quality (Araghizade 2016, Yousefi 2017), teachers’ and students’ beliefs on the nature of knowledge and learning (Li 2017), teachers’ practices and beliefs about inclusion in the English language classroom (Al Siyabi et al. 2024), teachers’ and students’ beliefs about translator competence and training practices (Wu et al. 2019), to teachers’ beliefs on the role of machine translation in translator education (Hellmich and Vinall 2021, Rico and Pastor 2022). This paper aims to add to this body of knowledge by exploring teachers’ and students' beliefs about translator competence and training practices in the Macedonian context. The purpose of this paper is to identify and compare the beliefs held by translation students and their teachers with reference to translator competencies as well as to explore the way in which these are addressed in existing training practices. The study presented in this paper is conducted among students and teachers at the Department of Translation and Interpreting at the “Blaze Koneski” Faculty of Philology in Skopje, Republic of North Macedonia, using a mixed method approach following Wu et al. (2019). The paper addresses three research questions: what teachers and students believe are the components of translation competence, how much they think these are addressed in current training practices and the similarities and differences between the beliefs of both groups. The results of the study have pedagogical implications. They help teachers become aware of their own beliefs about the importance of the different subcomponents of translation competence and whether these are reflected in their teaching practice. The results also help increase teachers’ awareness of the translation students’ beliefs about translation competence as well as their perception of the teaching methods. Finally, the results show if there are any mismatches between the beliefs of the two groups that need to be addressed in future practice and research.
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    Medical translation in the age of AI: ChatGPT use and ethical awareness among English-Macedonian translation students
    (Semmelweis University, 2026-06-06)
    Sonja Kitanovska-Kimovska
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    Sazdovska Pigulovska Milena
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    Popovska, Solzica
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    The Rise of Invisible Anglicisms: The Case of the Macedonian Language.
    (University of Torino, 2026-01-02)
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    Eva SICHERL
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    Papadopoulou, Rania
    Abstract The main focus of the research is to determine criteria that will help identify invisible or partly invisible Anglicisms in the Macedonian language. The paper analyzes calques such as hate speech – говор на омраза, hybrids like online teaching - онлајн настава and semantic loans such as cookies - колачиња. The analysis is performed by contrasting grammatical and stylistic characteristics of the expressions in the source and target language and also by examining the lexical fields in which Anglicisms occur. It relies on a corpus of field-collected Anglicisms: direct borrowings, loan translations, hybrids and semantic loans. The research suggests that anglicization of the Macedonian language is to a great extent a result of the increase of the number of loan translations that prevail in the language in spite of their invisibility. KEY WORDS • Anglicisms; loan translation; calques; hybrids; semantic loans.
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    A Corpus-Informed Study of Corporate Jargon Trends (2016–2024) and Pedagogical Implications for Teaching Corporate English in ESP Contexts
    (University of Ljubljana, 2026)
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    This paper examines whether corporate English became more buzzword-heavy between 2016 and 2024 and how the findings can inform university ESP courses, especially Business English. Using a fully public corpus of annual report shareholder letters and regulatory filings from the time frame of 2016–2024, the study applies corpus-assisted close reading to track recurring buzzword packages, lexical bundles, collocational patterns, and shifts in abstraction and agency. The results show that investor-facing narrative sections increasingly rely on era-framing labels and layered noun phrases that compress meaning and promote strategic alignment, while regulatory disclosures remain more operationally concrete but still admit selective buzzword insertion. Pedagogically, the patterns support teaching corporate phraseology (terminology) through concordance-style noticing, collocation mapping, genre sensitive rewriting, and unbundling tasks that convert abstract bundles into accountable, reader-oriented plain language.
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    Pablo Neruda en la República Socialista de Macedonia
    (Peter Lang, 2024)
    Ilian, Ilinca
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    Šabec, Maja
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    Some of the most frequent lexical errors made in written and oral translation by Macedonian learners
    (Goce Delcev University, 2025-12-29)
    Guido Shrempf, L.
    ;
    Ranko Mladenoski
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