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Audiovisual Translation in Close-Up

Practical and Theoretical Approaches

Edited By Adriana Serban, Anna Matamala and Jean Marc Lavaur

How are audiovisual translations made and received? This is just one of the questions this book offers answers to. Bringing together research on various forms of audiovisual translation, the range of issues treated is wide: How are discourse features translated in dubbed and subtitled programmes? Does subtitling enhance foreign language learning? Can the quality of audiovisual translation be assessed in a relevant way? What should we know about the audience? How should we audio describe? Audiovisual Translation in Close-up addresses these issues from a variety of perspectives: from discourse analysis and pragmatics to cognitive science, second language acquisition, actor-network theory and speech recognition, amongst others.
Most contributions to this volume originate from the international bilingual conference «Audiovisual Translation: Multidisciplinary Approaches/La traduction audiovisuelle : Approches pluridisciplinaires» held in Montpellier, France, in 2008.
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Audiovisual translation and language learning


The acquisition of L2 syntax through audiovisual translation ELISA GHIA University of Pavia, Italy 1. Introduction Interlingual subtitling constitutes the main modality of screen translation in so-called subtitling countries and is aimed at granting wide-scale circu- lation of, and access to, foreign audiovisual products. As a form of audio- visual translation, subtitling makes it possible to preserve the soundtrack of the original film in its totality. In addition to this, it is being increas- ingly exploited to promote multilingualism and the acquisition and main- tenance of foreign languages (Díaz-Cintas 2004). Boosted by anecdotal evidence of language learning in subtitling coun- tries (e. g. Vanderplank 1990; D’Ydewalle and Pavakanun 1996), a good deal of research has set out to examine the acquisitional benefits linked to exposure to subtitled television on the development of different language skills among learners at various proficiency levels. However, up to now, little attention has been given to the impact that such exposure may have on the development of the syntactic structure of a second language (L2) (see Van Lommel et al. 2006). Consequently, this issue was chosen as the topic of investigation for the present study, whose main objective is to examine the extent of syntax acquisition that can take place after rather prolonged exposure to subtitled audiovisual material. Research was car- ried out on a group of Italian learners of English as a Foreign Language (EFL) exposed to a series of films with L2 dialogue and first language (L1) subtitles. We start with a...

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