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Journal articles on the topic 'Interlingual subtitles'
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NIKOLIC, KRISTIJAN. "The Language of Interlingual Subtitles: Studying the f Word in Skins." International Journal of Language, Translation and Intercultural Communication 8 (April 15, 2019): 48. http://dx.doi.org/10.12681/ijltic.20276.
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The language of interlingual subtitles and the effect it has on viewers is a concern for viewers of subtitled audiovisual content, subtitlers, and SVOD1 services such as Netflix2, as well as other cable, national and commercial broadcasters that show subtitled content. Subtitles are a popular form of audiovisual translation and their usage is growing worldwide. Conveying conversational dialogues from one language via subtitles to another may not come without obstacles as subtitles are a reduced, written, form of text, where many features of conversational, spoken language may be lost. Skins, a British teenage series, containing fast-paced dialogues and slang, as well as an abundance of expletives, will be used as an illustration of this topic. The subtitling of only one expletive will be compared across all seven seasons of this television series, by analysing the opening episode of each season, against different circumstances in which particular seasons were subtitled. The study of the corpus of Croatian subtitles of this TV series, based on the analysis of the opening episode of each season of this TV series has been conducted. The article aims to show that the way subtitles are depends on how they were created, under what set of circumstances.
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Messerli, Thomas C. "Subtitles and cinematic meaning-making: Interlingual subtitles as textual agents." Multilingua 38, no. 5 (September 25, 2019): 529–46. http://dx.doi.org/10.1515/multi-2018-0119.
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Abstract This theoretical paper adopts the point of view of the audience of subtitled films and outlines a theory of subtitles as communicative agents within the participation structures of film reception. Based on examples from three Swiss fiction films – Heidi (2015), Heimatland (2015) and Der Goalie bin ig (2014) – the following communicative effects are found and illustrated: uniformity, authorisation, foregrounding, aestheticisation, foreignisation. These effects are conceptualised in terms of Constitutive Communication theory and textual agency (Cooren. 2004. Textual agency: How texts do things in organizational settings. Organization 11(3). 373–393. doi:10.1177/1350508404041998), which describe that by communicating with audiences, subtitles animate into being other participants in film discourse and contribute to what viewers take away in terms of characters, stories, the cultural aspects they represent and the source culture(s) from which the text is perceived to communicate.
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Dawson, Hayley. "Feasibility, Quality and Assessment of Interlingual Live Subtitling." Journal of Audiovisual Translation 2, no. 2 (December 31, 2019): 36–56. http://dx.doi.org/10.47476/jat.v2i2.72.
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Intralingual respeaking has been widely practiced since 2001 (Romero-Fresco, 2011), however, interlingual respeaking (from one language into another) is yet to take off. As a hybrid form of subtitling and interpreting, interlingual respeaking calls upon skills used in both professions. To transform this mode of audiovisual translation (AVT) within Media Accessibility (MA), a programme must be created to train future interlingual live subtitlers (ILSers). This paper presents the results of the first ever study on interlingual live subtitling (ILS), in which 10 participants interlingually respoke three short videos using a language combination of English and Spanish. The main areas of research in this project are feasibility, quality and training. Before expanding training in this area, ILS must be deemed feasible and an effective method of assessment must be in place to determine its quality. The average accuracy rate of the study is 97.17%, with the highest accuracy rate reaching the 98% threshold with 98.33%. The initial results point to ILS as feasible providing a training programme is put in place to build upon existing task-specific skills and develop new ones to ensure interlingual live subtitles of good quality are produced.
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Verdino, Andrea. "Exploring the Potentials of Intralingual Subtitling in Second Language Learning: An Experimental Study with EFL University Students." International Journal of Education (IJE) 10, no. 01 (March 31, 2022): 21–39. http://dx.doi.org/10.5121/ije.2022.10103.
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In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the input.
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Liao, Sixin, Lili Yu, Jan-Louis Kruger, and Erik D. Reichle. "The impact of audio on the reading of intralingual versus interlingual subtitles: Evidence from eye movements." Applied Psycholinguistics 43, no. 1 (December 3, 2021): 237–69. http://dx.doi.org/10.1017/s0142716421000527.
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AbstractThis study investigated how semantically relevant auditory information might affect the reading of subtitles, and if such effects might be modulated by the concurrent video content. Thirty-four native Chinese speakers with English as their second language watched video with English subtitles in six conditions defined by manipulating the nature of the audio (Chinese/L1 audio vs. English/L2 audio vs. no audio) and the presence versus absence of video content. Global eye-movement analyses showed that participants tended to rely less on subtitles with Chinese or English audio than without audio, and the effects of audio were more pronounced in the presence of video presentation. Lexical processing of subtitles was not modulated by the audio. However, Chinese audio, which presumably obviated the need to read the subtitles, resulted in more superficial post-lexical processing of the subtitles relative to either the English or no audio. On the contrary, English audio accentuated post-lexical processing of the subtitles compared with Chinese audio or no audio, indicating that participants might use English audio to support subtitle reading (or vice versa) and thus engaged in deeper processing of the subtitles. These findings suggest that, in multimodal reading situations, eye movements are not only controlled by processing difficulties associated with properties of words (e.g., their frequency and length) but also guided by metacognitive strategies involved in monitoring comprehension and its online modulation by different information sources.
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Pratama, Ikke Dewi, Woro Retnaningsih, and Muhammad Romdhoni Prakoso. "Interlingual Subtitles to Increase High School Students’ Ability in Understanding Explanation Texts." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 1 (April 8, 2021): 19. http://dx.doi.org/10.31002/metathesis.v5i1.2701.
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<p>This paper explores the use of interlingual subtitle as a media in teaching reading skill in one of private high schools in Surakarta. This research was initially conducted as the teachers found problems in teaching genres of texts, especially explanation text. Interlingual subtitle which is placed in videos is offered by the researchers as a solution and expected to help students in understanding the content of explanation text. This research uses classroom action research method with two cycles. The objectives of this research are to find out: 1) the implementation of interlingual subtitle in teaching explanation text, and 2) the impacts of interlingual subtitle on students’s achivements. The subjects of this research are 33 students of social science class and 33 students of natural science class. It is found out that interlingual subtitle can be used as a supplementary material in teaching explanation text. Interlingual subtitle has also contributed positively to the increasing scores of the students during the pre-test to the post-test.</p><p> </p>
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Danan, Martine. "Captioning and Subtitling: Undervalued Language Learning Strategies." Meta 49, no. 1 (September 13, 2004): 67–77. http://dx.doi.org/10.7202/009021ar.
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Abstract Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability. Subtitling can also increase language comprehension and leads to additional cognitive benefits, such as greater depth of processing. However, learners often need to be trained to develop active viewing strategies for an efficient use of captioned and subtitled material. Multimedia can offer an even wider range of strategies to learners, who can control access to either captions or subtitles.
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Matielo, Rafael, Roberta Pires De Oliveira, and Luciane Baretta. "Intralingual subtitles, interlingual subtitles, and video comprehension: insights from an exploratory study." Letrônica 10, no. 2 (March 23, 2018): 758. http://dx.doi.org/10.15448/1984-4301.2017.2.26370.
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*Legendas intralinguais, legendas interlinguais e compreensão de vídeo: percepções a partir de um estudo exploratório*Este estudo explora os efeitos de legendas intralinguais e interlinguais no processamento e compreensão de um sitcom norte-americano por brasileiros aprendizes de Inglês como Língua Estrangeira (ILE). Mais especificamente, este trabalho investiga os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica do vídeo por parte dos aprendizes. Trinta e seis aprendizes de ILE, matriculados nos Cursos Extracurriculares de Língua da Universidade Federal de Santa Catarina (UFSC), foram igualmente divididos em dois grupos experimentais (legendas intralingual e legendas interlinguais) e um grupo controle (sem legendas). O desempenho dos participantes foi medido com base em um teste de compreensão geral e específica do vídeo. Os dados foram analisados quantitativa e qualitativamente. Em relação aos efeitos das legendas na compreensão do video, os testes estatísticos e as análises revelaram que as legendas intralinguais foram mais benéficas para a compreensão geral e específica dos aprendizes do que as legendas interlinguais. Estas, por sua vez, foram mais benéficas do que a condição controle. Contudo, o desempenho dos participantes nas condições experimentais não mostrou diferenças estatísticas. Os resultados são discutidos à luz de diferentes possíveis mecanismos de processamento e potenciais que os tipos de legendas podem oferecer para a aprendizagem/instrução em L2.
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Matielo, Rafael, Roberta Pires de Oliveira, and Luciane Baretta. "Subtitling, Working Memory, and L2 Learning: A Correlational Study." Revista Brasileira de Linguística Aplicada 18, no. 3 (September 2018): 665–96. http://dx.doi.org/10.1590/1984-6398201812773.
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ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.
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Georgakopoulou, Panayota. "Template Files:." Journal of Audiovisual Translation 2, no. 2 (December 31, 2019): 137–60. http://dx.doi.org/10.47476/jat.v2i2.84.
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The use of English template files in workflows involving the multilanguage creation of subtitles from the same source audio assets, typically English, was one of the greatest innovations in the subtitling industry at the turn of the century. It streamlined processes, eliminated duplication of work, reduced direct costs, improved timelines and facilitated the quality control of large volumes of subtitle files whilst expanding the pool of available translators to complete the work. Template files set the basis for the globalisation of the subtitling industry and, almost two decades since their inception, they are still a topic of debate among language service providers and subtitlers. The present paper is a descriptive work, presenting a set of guidelines devised by the present author at the turn of the century, and used in practice for almost a decade in the production of multilingual subtitling work, enhanced and improved upon by the very subtitlers that worked with them. It aims at providing a reference point for debate to researchers in the subtitling field, so as to further the ongoing discussion on interlingual subtitling quality, practices and standards.
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Matielo, Rafael, Roberta Pires de Oliveira, and Luciane Baretta. "Intralingual subtitles, interlingual subtitles, and L2 vocabulary: developments from an exploratory study." Acta Scientiarum. Language and Culture 40, no. 1 (March 1, 2018): 36570. http://dx.doi.org/10.4025/actascilangcult.v40i1.36570.
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Kruger, Helena. "The creation of interlingual subtitles: Semiotics, equivalence and condensation." Perspectives 9, no. 3 (January 2001): 177–96. http://dx.doi.org/10.1080/0907676x.2001.9961416.
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Deckert, Mikołaj. "Spelling Errors in Interlingual Subtitles: Do Viewers Really Mind?" GEMA Online® Journal of Language Studies 21, no. 2 (May 31, 2021): 135–52. http://dx.doi.org/10.17576/gema-2021-2102-07.
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Baranowska, Karolina. "Learning most with least effort: subtitles and cognitive load." ELT Journal 74, no. 2 (March 5, 2020): 105–15. http://dx.doi.org/10.1093/elt/ccz060.
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Abstract The article reports a study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension. In the study, 63 Polish intermediate learners of English were asked to watch a movie clip and subsequently to answer comprehension questions, take a vocabulary knowledge test, and fill in a self-reported cognitive load questionnaire. They were divided into three groups: one group watched the clip with Polish subtitles, one with English subtitles, and one without subtitles. The findings indicate that intralingual (L2) subtitles assist learners in vocabulary acquisition more than interlingual (L1) subtitles. Moreover, both types of subtitles lower cognitive load, which is accompanied by greater comprehension of the material presented. The results of the study offer some practical implications for EFL teachers and learners.
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Dawson, Hayley. "A Research-Informed Training Course for Interlingual Respeaking." Journal of Audiovisual Translation 3, no. 2 (December 21, 2020): 204–25. http://dx.doi.org/10.47476/jat.v3i2.2020.126.
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As audiovisual material is increasingly and globally streamed live, there is a growing demand for this live content to be made accessible in a foreign language. This calls for interlingual live subtitling, which is intended for both foreign-language and hearing-impaired viewers, illustrating the wide and inclusive notion of Media Accessibility (MA) where access is needed for audiences with and without disabilities (Romero-Fresco, 2018). This paper begins with an overview of interlingual respeaking including research, demand and training. Empirical results of interlingual respeaking experiments are presented with an emphasis on the task-specific skills required, which have been validated through experimental research. Then, a research-informed training model for interlingual respeaking is presented that acts as a framework upon which to base the proposal of a training course. This is regarded as an essential step to help consolidate interlingual respeaking as a viable access service and to produce quality live subtitles to benefit a wide audience.
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Frumuselu, Anca Daniela. "The implications of Cognitive Load Theory and exposure to subtitles in English Foreign Language (EFL)." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 55–76. http://dx.doi.org/10.1075/ttmc.00004.fru.
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Abstract The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.
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Xie, Ying. "A descriptive study on Chinese-English subtitling of extralinguistic culture-bound references in Empresses in the Palace." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 19, no. 2 (December 31, 2021): 181–210. http://dx.doi.org/10.1075/forum.20022.xie.
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Abstract The American version of Empresses in the Palace (《甄嬛传》) can be seen as a representative example of Chinese-to-English subtitled ancient costume drama, and an effective source of study as to how Extralinguistic Culture-bound References (ECRs) (Pedersen, 2005, 2011) in the source-language subtitles can emphasize and embody the essence of ancient Chinese culture. Based on Pedersen’s (2005, 2011) theory of the Transculturality level of ECRs and through statistical as well as textual analysis, this paper aims to conduct a descriptive study of extralinguistic culture-bound references (ECRs) in Empresses in the Palace and the Chinese-English subtitling strategies of the ECRs. It found that Monocultural ECRs account for a substantial proportion of the ECRs, with eight ECR domains covered, and that the Source Language (SL)-oriented Strategies as well as Substitution are the foremost translation strategies adopted for rendering Monocultural ECRs. Eventually, based on textual analysis of the Monocultural ECRs rendered by the SL-oriented Strategies and Substitution, from the perspective of the target audience’s plot interpretation of the drama, this paper concludes that an obvious disadvantage as a result of the Monocultural ECR’s interlingual subtitling in Empresses in the Palace is that the plot revealed in the target-language subtitles becomes logically incoherent.
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CHMIEL, AGNIESZKA, AGNIESZKA SZARKOWSKA, DANIJEL KORŽINEK, AGNIESZKA LIJEWSKA, ŁUKASZ DUTKA, ŁUKASZ BROCKI, and KRZYSZTOF MARASEK. "Ear–voice span and pauses in intra- and interlingual respeaking: An exploratory study into temporal aspects of the respeaking process." Applied Psycholinguistics 38, no. 5 (May 9, 2017): 1201–27. http://dx.doi.org/10.1017/s0142716417000108.
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ABSTRACTRespeaking involves producing subtitles in real time to make live television programs accessible to deaf and hard of hearing viewers. In this study we investigated how the type of material to be respoken affects temporal aspects of respeaking, such as ear–voice span and pauses. Given the similarities between respeaking and interpreting (time constraints) and between interlingual respeaking and translation (interlingual processing), we also tested whether previous interpreting and translation experience leads to a smaller delay or lesser cognitive load in respeaking, as manifested by a smaller number of pauses. We tested 22 interpreters, 23 translators, and a control group of 12 bilingual controls, who performed interlingual (English to Polish) and intralingual (Polish to Polish) respeaking of five video clips with different characteristics (speech rate, number of speakers, and scriptedness). Interlingual respeaking was found to be more challenging than the intralingual one. The temporal aspects of respeaking were affected by clip type (especially in interpreters). We found no clear interpreter or translator advantage over the bilingual controls across the respeaking tasks. However, interlingual respeaking turned out to be too difficult for many bilinguals to perform at all. To the best of our knowledge, this is the first study to examine temporal aspects of respeaking as modulated by the type of materials and previous interpreting/translation experience. The results develop our understanding of temporal aspects of respeaking and are directly applicable to respeaker training.
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Karas, Hilla. "False equality in election advertisements." Journal of Language and Politics 18, no. 1 (January 29, 2019): 131–53. http://dx.doi.org/10.1075/jlp.18022.kar.
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Abstract Studies have covered a variety of aspects related to the translation of political texts and propaganda. However, little has been written about the role that heterolingualism and translation can play in the original versions of these very texts. This article investigates a case in which multilingualism in propaganda was employed to reflect and comment on multilingualism and diversity in the political reality. It analyzes two highly controversial televised election advertisements from the Israeli 2013 campaign and their use of both Hebrew and Arabic in speech and in interlingual and intralingual subtitles. The analysis shows that code-switching and subtitles can play a role in conveying the political message and in masking it at the same time. It also suggests that the political use of heterolingualism and translation in the propaganda itself should be more profoundly explored.
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Williamson, Lee, and Raquel De Pedro Ricoy. "The translation of wordplay in interlingual subtitling." Babel. Revue internationale de la traduction / International Journal of Translation 60, no. 2 (December 31, 2014): 164–92. http://dx.doi.org/10.1075/babel.60.2.03wil.
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It is frequently said that humor does not travel well, and wordplay, which is inseparably connected to humor, poses particular problems for the translator as it is intrinsically linked to the source language and culture, and consequently is often described as untranslatable. The translator’s task is further complicated when instances of wordplay are encountered in audiovisual texts due to the constrained and semiotic nature of the medium. The aim of this paper is to examine the translation strategies applied to wordplay in the English subtitles of the French film Bienvenue chez les Ch’tis [Boon 2008]. To do this, instances of wordplay in the source text and the target text were classified according to the typology of wordplay as proposed by Delabastita (1996), and subsequently analyzed using the General Theory of Verbal Humor (GTVH) (Attardo and Raskin 1991) in order to contrast the differences between source text and target text instances of wordplay. The findings show the trends in the application of translation strategies and demonstrate that GTVH, albeit with some modifications, is a useful analytical tool in the context of audiovisual translation in that it could show how the puns evolved in translation and therefore give a better understanding of wordplay to aid the choice of translation strategy. As long as a narrow view of equivalence is avoided, this study demonstrates that the translation of wordplay is possible even within the polysemiotic structures of audiovisual texts.
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Irvin, Christopher. "Student Insights Related to the Use of Simultaneous Speech Translation for Video Lectures in a University English Course." STEM Journal 22, no. 4 (November 30, 2021): 59–74. http://dx.doi.org/10.16875/stem.2021.22.4.59.
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For native English-speaking teachers, the ability to overcome communication issues caused by not having the same first language as their pupils is a challenge, especially with low-level students. The increased use of video lectures due to COVD-19 has made this even more difficult. This study was conducted to investigate whether the use of Artificial Intelligence-powered interlingual Simultaneous Speech Translation subtitled video lectures could be a practical solution to overcome this challenge. To that end, 14 participants from a first-semester prerequisite General English course took part in this study. A semi-structured interview was combined with surveys and descriptive statistics, and data was analyzed through qualitative means of thematic, descriptive, and inductive procedures that relied on simultaneous analysis and category construction. Key findings were as follows: First, respondents found the subtitled videos to be highly satisfactory and fairly accurate. Second, respondents reported greater content understanding as the main advance and less emphasis on improving listening ability as the primary disadvantage. Third, the use of English instead of Korean subtitles or subtitling only certain sections of the video in Korean were the main suggestions for the future. Specific responses from the student interviews and future implications are discussed.
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Matielo, Rafael, Raquel Carolina Souza Ferraz D'Ely, and Luciane Baretta. "The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review." Trabalhos em Linguística Aplicada 54, no. 1 (June 2015): 161–82. http://dx.doi.org/10.1590/0103-18134456147091.
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The disciplinary field of Second Language Acquisition (SLA) has witnessed an increasing interest in the investigation of the effects of subtitled and captioned audiovisual materials on domains of language learning/acquisition. In this context, this paper seeks to provide a systematic review of recent studies related to language learning aspects aided by the instructional/experimental use of subtitled and captioned materials. The present paper draws on relevant literature in the field of SLA that interfaces with subtitling/captioning, while outlining their goals and main findings. This paper also aims to unveil which dimensions have merited scholar attention the most in the last two decades. Finally, some considerations are made regarding possible avenues for future research, taking into account the existing literature and underinvestigated issues.
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Kabara, Tom. "What is Gained in Subtitling: How Film Subtitles Can Expand the Source Text." TranscUlturAl: A Journal of Translation and Cultural Studies 7, no. 1 (June 15, 2015): 166. http://dx.doi.org/10.21992/t90p86.
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The problem of translation and loss is a cardinal concern in translation studies. Conventional wisdom tells us that translation must necessarily entail loss. However, some translation studies scholars have argued that translation can yield significant originality in the target text. Christiane Nord, for one, argues that literary translators can claim authorial presence by actually causing the source text to “grow” in a way that is quantitative and qualitative. Although Nord’s idea applies mainly to literary translation, it raises questions about how this could apply to translations of other types of creative source texts, such as audio/visual translation. The format of interlingual subtitling between two disparate languages, such as English and Japanese, burdens translation with severe constraints and considerable loss text is taken for granted. But what is lost? Meaning? Nuance? This paper argues that these need not be lost in subtitling. In fact, by applying Nord’s model of source text growth to subtitling, we can see how subtitling produces new value to the source text. Through a close analysis of the Japanese subtitles of the 2007 film, There Will Be Blood, this paper will demonstrate that despite the severe constraints placed on the translation found in film subtitling, subtitles can promote “qualitative growth” by transferring the poetic function of the source text into new configurations in the target text, prompting target text viewers to interpret content in new ways.
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Dudek, Anna. "Dialectically-marked proper nouns in audiovisual translation: An analysis of the English subtitles to "The Peasants"." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 16/4 (December 11, 2019): 195–225. http://dx.doi.org/10.26881/bp.2019.4.08.
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The aim of this article is to analyze translation techniques used in the film translation of dialectically-marked proper names. Undoubtedly, the issue of rendering dialectical varieties constitutes one of the greatest challenges in interlingual translation. The applicable translation techniques, however, are frequently in conflict with the rules of reducing audiovisual target text to an indispensable minimum. The research material consists of the English subtitles to The Peasants (Chłopi, dir. Jan Rybkowski, Telewizja Polska S.A. 1973; English translation by Agata Deka, PolArt Video 2006). This article outlines the main theoretical approaches and translation techniques which can be used in the cases of dialects, proper names, and audiovisual translation. The research part aims at verifying the hypothesis’s claim that these translation methods which require implementation of more complex procedures than, for instance, omission (e.g. replacing the source language dialect with a target text variation) are not applicable in the case of audiovisual translation. The conclusion consists of the outline of the main translation tendencies as well as the verification of the aforementioned hypothesis.
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Szarkowska, Agnieszka, Izabela Krejtz, Olga Pilipczuk, Łukasz Dutka, and Jan-Louis Kruger. "The effects of text editing and subtitle presentation rate on the comprehension and reading patterns of interlingual and intralingual subtitles among deaf, hard of hearing and hearing viewers." Across Languages and Cultures 17, no. 2 (December 2016): 183–204. http://dx.doi.org/10.1556/084.2016.17.2.3.
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Dudek, Anna. "The Untranslatability of Dialects in Subtitling. An Analysis of Translation Techniques Used in the English Subtitles to The Peasants." Anglica Wratislaviensia 56 (November 22, 2018): 295–307. http://dx.doi.org/10.19195/0301-7966.56.18.
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The aim of this research is to estimate the degree of dialect untranslatability in audiovisual translation AVT. Polish regiolects may constitute a significant barrier to interlingual transfer. The problems with non-standard varieties of a language, which are frequently incomprehensible even to native speakers of their standard counterparts, can be overcome by means of, inter alia, explanatory periphrastic substitution added to the translated text. In the method of subtitling examined in this research, however, a translation of this kind is nearly impossible due to the broadly defined aesthetics of film e.g. time and space constraints frequently applied to the mode of AVT. Therefore, this article examines the hypothesis of dual constraint, which assumes a two-fold hindrance to a successful AV dialect transfer i.e. the lack of equivalents in the target language and the aforementioned aesthetic requirements of film. The corpus of the material researched here is based on the English subtitles for the screen adaptation of Chłopi — a Nobel Prize-winning novel written by Władysław Stanisław Reymont The Peasants; PolArt Video 2006. This article provides the theoretical background for the subsequent study as well as introduces its own classification of the translation techniques applicable to this particular piece of research as well as to other AV dialect transfers. The research part focuses on the research proper. The findings are briefly summarised and conclusions are drawn.
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Xie, Ying. "Translation of Trendy Expressions as Extralinguistic Culture-bound References: the Case Study of If You Are The One." Journal of Critical Studies in Language and Literature 1, no. 3 (August 27, 2020): 94–103. http://dx.doi.org/10.46809/jcsll.v1i3.34.
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Since it was introduced into Australia from China in 2013, the Chinese-to-English subtitled dating game-show If You Are The One (Fei Cheng Wu Rao / 《非诚勿扰》) has been maintaining its super high ratings on the Australian national TV station SBS for all these years. The frequently appeared trendy expressions in IYATO, as the concentrated embodiment of Chinese popular culture, are the significant and inevitable difficulties to the interlingual subtitling of the show. On the premise that the trendy expressions in the text are regarded as Extralinguistic Culture-bound References (ECRs) (Pedersen, 2005, 2011), by employing the systematic translation strategy and influencing parameter proposed by Jan Pedersen (2005, 2011) for rendering and analyzing ECRs in audiovisual works, this paper aims to investigate the specific solution adopted by the subtitler in the translation of typical trendy expression cases in the latest season of the show, so as to bring inspiration and reference to the Chinese-to-English interlingual subtitling of the language-intensive shows in the future.
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Deckert, Mikołaj. "Translatorial dual-processing–evidence from interlingual trainee subtitling." Babel. Revue internationale de la traduction / International Journal of Translation 62, no. 3 (November 21, 2016): 495–515. http://dx.doi.org/10.1075/babel.62.3.07dec.
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Drawing on cognitive linguistics and psychology, this paper attempts to model the subtitler’s decision-making as involving two types of operations. They are referred to as System 1 and System 2, the former being fast, automatic and requiring little effort, and the latter being slower, controlled and effortful. To test the dual-processing hypothesis, I analyse trainee subtitlers’ renditions with a focus on the construction “you + to like + me” which exemplifies a cross-language asymmetry and a potential (disguised) translation challenge. Remarkably, the English construction is employed equally-conventionally to represent the concept of being favourably disposed to somebody in a non-physical/sexual manner, on the one hand, and being attracted to somebody, on the other. In Polish, however, the “prototypes” will typically be represented as distinct expressions. The present findings suggest that because differentiating between the prototypes and coding them linguistically is not challenging to the participants, it is the automation of their judgment that leads them to settle for flawed target variants (Stage 1). Additional evidence is obtained (Stage 2) as participants are induced to go from System 1 to System 2 thinking–a cross-stage comparison indicates that the fast-to-slow switch reorients the trainees’ subtitling choices and ultimately improves translation quality.
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Robert, Isabelle, Schrijver Iris, and Diels Ella. "Trainers’ and Employers’ Perceptions of Training in Intralingual and Interlingual Live Subtitling." Journal of Audiovisual Translation 2, no. 1 (November 30, 2019): 1–25. http://dx.doi.org/10.47476/jat.v2i1.61.
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Over the past decade, intralingual live subtitling (IntraLS) has become a professional practice backed up by academic research. Interlingual live subtitling (InterLS), in contrast, is still in its infancy. Although the demands for InterLS are growing, a competence profile and a subsequent curriculum design are yet to be developed. The ILSA project aims to bridge this gap by describing the profile of the interlingual live subtitler (InterLS-er) and by developing and validating a training course for this new professional. This article reports on the initial stage of that project: the assessment of the current practice and training of IntraLS and InterLS. Three surveys were disseminated among practitioners, trainers, and broadcasters and service providers. This article focuses on the responses from the latter two groups. The trainers were mainly asked questions about the content of the courses they teach. The employers, i.e. the broadcasters and service providers, were asked about the workflow at their company and the training of their staff members. The responses demonstrate that an all-encompassing training programme for InterLS is still lacking. This finding confirms the idea that research projects like ILSA are needed in order to train future InterLS-ers and to improve future live subtitling.
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Perego, Elisa, Monika Laskowska, Anna Matamala, Aline Remael, Isabelle S. Robert, Agnieszka Szarkowska, Anna Vilaró, and Sara Bottiroli. "Is subtitling equally effective everywhere? A first cross-national study on the reception of interlingually subtitled messages." Across Languages and Cultures 17, no. 2 (December 2016): 205–29. http://dx.doi.org/10.1556/084.2016.17.2.4.
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Black, Sharon. "Subtitles as a Tool to Boost Language Learning and Intercultural Awareness?" Journal of Audiovisual Translation 5, no. 1 (April 11, 2022). http://dx.doi.org/10.47476/jat.v5i1.2022.157.
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There is growing concern about the steep decline in language learning in the UK over the last 20 years. A simple, inexpensive way to boost children’s learning of other languages in the UK and indeed in other countries could be to increase their exposure to subtitled audiovisual (AV) content in other languages. There is considerable evidence that subtitled AV content can aid children’s acquisition of other languages, enhance their literacy skills, and foster intercultural awareness. However, little attention seems to have been paid thus far to eliciting the opinions and experiences of children themselves of watching subtitled films and television programmes in other languages. This study aims to contribute to filling the gap. A cohort of 17 children aged 8-9 years took part in interviews and participatory workshops and shared their views and experiences of viewing AV content with interlingual subtitles. Although the sample size is small, the findings of this study support the proposal of providing children with greater access to subtitled AV content in other languages, since the children’s responses to the idea were overwhelmingly positive, and many felt that this would help them to learn languages and about other cultures in a fun way. Lay summary In the UK, the number of children and young people studying languages has fallen sharply over the last 20 years. This is causing a lot of concern, because learning other languages is very beneficial, especially for children and young people. Studying languages can improve their communication skills and open up other cultures and job opportunities to them. Language skills are also important for inclusion and wellbeing in our increasingly multilingual societies and for international relations and trade. Many studies have shown that watching videos in other languages with subtitles can boost children’s language learning and help them learn to read in their home language. But few researchers have asked children themselves about their opinions on reading subtitles. To help fill this gap, I held interviews and workshops with 17 children aged 8–9 years about their views and experiences of watching subtitled videos in other languages. Their answers were very positive. Many felt it helps them learn languages and about other cultures in a fun way. As a result, I have concluded that a cheap, simple way we can help children to learn other languages is by making it easier for them to watch more TV programmes and films in other languages with subtitles.
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Romero-Fresco, Pablo, and Franz Pöchhacker. "Quality assessment in interlingual live subtitling: The NTR Model." Linguistica Antverpiensia, New Series – Themes in Translation Studies 16 (January 29, 2018). http://dx.doi.org/10.52034/lanstts.v16i0.438.
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This article presents a model for assessing the quality of interlingual live subtitling, as carried out by way of respeaking and automatic speech recognition or other means. The first part reviews the requirements and formulas for quality assessment in intralingual live subtitling and presents the NER model, developed by the first author, which serves as a foundation for the new model. Drawing on insights from the literature on both prerecorded interlingual subtitling and simultaneous interpreting, the authors then introduce the NTR model, an NER-based formula for calculating the accuracy rate of (interlingual) live subtitles. The model features a set of categories for scoring the accuracy of content and form as well as a three-level grading scale for translation and recognition errors. The application of the NTR model is exemplified, highlighting the role of the accuracy rate as part of an overall qualitative assessment.
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Caruana, Sandro. "An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts." Language and Speech, January 12, 2021, 002383092098589. http://dx.doi.org/10.1177/0023830920985897.
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Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities—interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.
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Vyzas, Theodoros. "Specialised Vocabulary in Subtitling Science Documentaries." Journal of Audiovisual Translation 5, no. 1 (April 5, 2022). http://dx.doi.org/10.47476/jat.v5i1.2022.152.
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This article describes an exploratory study which tries to shed light on audiovisual translation considered as specialised translation through two English language health-themed documentaries with Greek subtitles. The aim is to highlight the way English specialised vocabulary is translated into Greek. After a brief overview of the main aspects of interlingual subtitling and the general features of documentaries, the focus moves onto the translation of science documentaries as specialised texts. The methodology is based first on the formal characteristics of the specialised vocabulary identified, and second on a translation strategies model by means of which the translation of the specialised vocabulary is studied. The findings are discussed with emphasis on the specifics of the equivalences provided, in order to proceed to an overall account of the translation. Lay Summary Science documentaries make scientific subjects accessible to the general public. They popularise knowledge, so viewers can watch a film easy to understand. However, information on scientific matters is offered to the viewers mostly by means of specialised vocabulary. Things become more complicated when a documentary is on television in a country where people do not speak the language of the film. In such cases, subtitlers create subtitles used in order to make easier for local viewers to understand the scientific information presented in another language. Although subtitling is widespread all around the world, studies have only focused on subtitling in television series and cinema films. Moreover, researchers have shown little interest in translation of science documentaries from English into Greek. As my mother tongue is Greek, I wanted to study the way that the English specialised vocabulary in such films was translated into Greek. For this purpose, I studied all kinds of specialised words -medical, economic, legal and administrative terms- that were contained in two English-speaking documentaries investigating health issues. I must point out that subtitlers are hardly ever specialists in the scientific field of the documentaries they translate. By using a specific translation model, I found out that subtitlers had used various ways for the translation of English terms. What is interesting is that even when terms were translated into Greek by means of non-specialised words, the scientific content of both films was transferred into the subtitles, offering a readily comprehensible product without any loss of information.
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Zarei, Abbas Ali, and Zohreh Rashvand. "The Effect of Interlingual and Intralingual, Verbatim and Nonverbatim Subtitles on L2 Vocabulary Comprehension and Production." Journal of Language Teaching and Research 2, no. 3 (May 1, 2011). http://dx.doi.org/10.4304/jltr.2.3.618-625.
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Robert, Isabelle S., Iris Schrijver, and Ella Diels. "Live subtitlers: Who are they? A survey study." Linguistica Antverpiensia, New Series – Themes in Translation Studies 18 (January 10, 2020). http://dx.doi.org/10.52034/lanstts.v18i0.544.
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This article reports on the results of the first study in a larger research project on the profile of the interlingual live subtitler entitled ‘Interlingual Live Subtitling for Access’ (ILSA). Intralingual live subtitling is widely used in the industry and has attracted academic attention. Interlingual live subtitling, on the other hand, is still in its infancy. Although industrial demand is increasing, academic research is lagging behind. Moreover, a competence profile and a subsequent curriculum design are yet to be developed. ILSA wants to bridge this gap. It aims to describe the profile of the interlingual live subtitler and to develop, test and validate a training course for this new professional. This article reports on the initial stage of the project, which consists of a description of the current practice and training of intralingual and interlingual live subtitlers: Who are they and how have they been trained? To answer this question, surveys were disseminated among practitioners. The responses gathered from these surveys not only shed light on the current practices and training programmes; they also demonstrate that an all-encompassing training programme on interlingual live subtitling is lacking. This confirms the belief that projects such as ILSA are needed to support the training of future interlingual live subtitlers and to improve live subtitling in the future.
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Silvester, Hannah. "From paratext to polysemiotic network: A holistic approach to the study of subtitled films." Linguistica Antverpiensia, New Series – Themes in Translation Studies 17 (February 21, 2019). http://dx.doi.org/10.52034/lanstts.v17i0.485.
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This article proposes a framework for the study of interlingually subtitled films which draws on aspects of existing linguistic– and multimodal–analytical approaches. The methodology comprises contextual analysis at three levels. It proposes an initial study of the subtitling situation and technical aspects of the film. It then recommends an analysis of the plot, director interviews and reviews or articles written upon release of the film in order to identify key themes and the skopos of the film. Finally, in the light of information revealed in these stages of analysis, it proposes a close examination of the subtitles in context, in relation to the skopos of the film, and taking into account the film’s key themes and the cultural context(s) of its release. This allows for an analysis of subtitles which incorporates a variety of factors affecting the context of reception, integrating the multimodal nature of subtitling and the significance of cultural context and readability. Illustrative examples are taken from a case study of an English subtitled version of the French film, “La Squale”.
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Robert, Isabelle S., and Aline Remael. "Assessing quality in live interlingual subtitling: a new challenge." Linguistica Antverpiensia, New Series – Themes in Translation Studies 16 (January 29, 2018). http://dx.doi.org/10.52034/lanstts.v16i0.454.
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Quality-assessment models for live interlingual subtitling are virtually non-existent. In this study we investigate whether and to what extent existing models from related translation modes, more specifically the Named Entity Recognition (NER) model for intralingual live subtitling, provide a good starting point. Having conducted a survey of the major quality parameters in different forms of subtitling, we proceed to adapt this model. The model measures live intralingual quality on the basis of different types of recognition error by the speech-recognition software, and edition errors by the respeaker, with reference to their impact on the viewer’s comprehension. To test the adapted model we conducted a context-based study comprising the observation of the live interlingual subtitling process of four episodes of Dansdate, broadcast by the Flemish commercial broadcaster VTM in 2015. The process observed involved four “subtitlers”: the respeaker/interpreter, a corrector, a speech-to-text interpreter and a broadcaster, all of whom performed different functions. The data collected allow errors in the final product and in the intermediate stages to be identified: they include when and by whom they were made. The results show that the NER model can be applied to live interlingual subtitling if it is adapted to deal with errors specific to translation proper.
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Davitti, Elena, and Annalisa Sandrelli. "Embracing the Complexity." Journal of Audiovisual Translation 3, no. 2 (December 18, 2020). http://dx.doi.org/10.47476/jat.v3i2.2020.135.
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This paper presents the key findings of the pilot phase of SMART (Shaping Multilingual Access through Respeaking Technology), a multidisciplinary international project focusing on interlingual respeaking (IRSP) for real-time speech-to-text. SMART addresses key questions around IRSP feasibility, quality and competences. The pilot project is based on experiments involving 25 postgraduate students who performed two IRSP tasks (English–Italian) after a crash course. The analysis triangulates subtitle accuracy rates with participants’ subjective ratings and retrospective self-analysis. The best performers were those with a composite skillset, including interpreting/subtitling and interpreting/subtitling/respeaking. Participants indicated multitasking, time-lag, and monitoring of the speech recognition software output as the main difficulties; together with the great variability in performance, personal traits emerged as likely to affect performance. This pilot lays the conceptual and methodological foundations for a larger project involving professionals, to address a set of urgent questions for the industry.
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Tardel, Anke. "Effort in Semi-Automatized Subtitling Processes." Journal of Audiovisual Translation 3, no. 2 (December 18, 2020). http://dx.doi.org/10.47476/jat.v3i2.2020.131.
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The presented study investigates the impact of automatic speech recognition (ASR) and assisting scripts on effort during transcription and translation processes, two main subprocesses of interlingual subtitling. Applying keylogging and eye tracking, this study takes a first look at how the integration of ASR impacts these subprocesses. 12 professional subtitlers and 13 translation students were recorded performing two intralingual transcriptions and three translation tasks to evaluate the impact on temporal, technical, and cognitive effort, and split-attention. Measures include editing time, visit count and duration, insertions, and deletions. The main findings show that, in both tasks, ASR did not significantly impact task duration, but participants had fewer keystrokes, indicating less technical effort. Regarding visual attention the existence of an ASR script did not decrease the time spent replaying the video. The study also shows that students were less efficient in their typing and made more use of the ASR script. The results are discussed in context of the experiment and an outlook on further research is given.