|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Teaching audiovisual translation with products and processes : subtitling as a case in point|
|Authors :||Massey, Gary|
|Conference details:||Intermedia 2013, The Łódź Conference on Audiovisual Translation and Localization, Łódź, Poland, 22–23 November 2013|
|Subjects :||Translation-process; Audiovisual-translation; Translation-pedadogy; Translator-training|
|Subject (DDC) :||418.02: Translating and interpreting|
|Abstract:||Since Krings’ (1986) groundbreaking work on exploring translators’ cognitive processes, translation research has been developing and implementing tools and techniques to investigate the processes behind translation products, and the effects of those processes on the quality of target texts. These have been used to build and test models of translation competence outlining the expert knowledge and cognitive components assumed necessary for effective translation work, key aspects of which have found their way into translator training profiles and translation service quality standards. A central role in acquiring translation competence is ascribed to reflecting on decisions and actions during the translation process, and various process research methods have been used in translator training itself to encourage self-reflection and to complement traditional product-oriented teaching and assessment. Alongside more established techniques to access and evaluate translation processes, such as written commentaries and think-aloud protocols (TAPs), those currently proposed and deployed with reported success include screen recording and eye tracking combined with various forms of retrospection and (self-)evaluation. Yet, process research in audiovisual translation (AVT) seems scarce, restricted to older TAP studies or some newer eye-tracking experiments on subtitling reception and, most recently, dubbing translation. Moreover, there appear to have been no studies on screen-recording or eye-tracking techniques in process-oriented AVT training, despite the potential added value of students and teachers directly observing intermodal transfer processes. Building on investigations of process-oriented diagnostic and training methods in conventional translation already implemented at our institute, a pilot study was launched to explore the opportunities and challenges of supporting the product-oriented teaching of interlingual subtitling with screen recording and eye tracking. This paper reports on the design, results and pedagogical implications of the study, involving eight BA students attending a final-semester AVT course. After presenting, analysing and discussing quantitative and qualitative data on student performances and learning effects, we consider the benefits, caveats and feasibility of applying such techniques in classroom settings and independent study scenarios.|
|Fulltext version :||Published version|
|License (according to publishing contract) :||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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