The book also features course models on voice-over which can be used as a source of inspiration by trainers willing to include this transfer mode in their courses. A global survey on voice-over in which both practitioners and academics express their opinions and a commented bibliography on voice-over complete this study. Each chapter includes exercises which both lecturers and students can find useful.
6. Giving voice to practitioners and academics: A global survey on voice-over 163
6. Giving voice to practitioners and academics: A global survey on voice-over From the onset of this book we, the authors, wanted to write something which the largest possible audience would be able to relate to but at the same time we were aware of certain limitations. We wrote this book from two distinct, geographical perspectives: a Catalonian perspective and a Brazilian perspective, which could be considered two extremes both in size and politically. We looked at bibliographies in Catalan, French, Ger- man, Italian, Polish, Portuguese and Spanish, and we are fully aware that much more has been written in other languages that we could not access. We tried to compensate this imbalance by designing a questionnaire (see Appendix 1), which we sent to more than one hundred people. Half of the questionnaires came back, but only 43 contained relevant information which we processed and used to write this chapter. When this book was conceived, satellite television was in its infancy and we did not realize that only a few years later it would not matter where in the world you were to enjoy British Sky TV. We sent the questionnaires to as many different countries that we could think of and in our e-mails we also asked our respondents to forward the e-mail and questionnaire to anyone they might think could help us out. This explains why we some- times got two replies from small countries and relating to minority lan- guages. The idea behind the questionnaire was that...
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