Theory and Practice
This volume addresses issues relating to AVT research and didactics. The first section is dedicated to theoretical aspects in order to stimulate further debate and encourage progress in research-informed teaching. The second section focuses on a less developed area of research in the field of AVT: its potential use in foreign language pedagogy.
This collection of articles is intended to create a discourse on new directions in AVT and foreign language learning. The book begins with reflections on wider methodological issues, advances to a proposed model of analysis for colloquial speech, touches on more ‘niche’ aspects of AVT (e.g. surtitling), progresses to didactic applications in foreign language pedagogy and learning at both linguistic and cultural levels, and concludes with a practical proposal for the use of AVT in foreign language classes. An interview with a professional subtitler draws the volume to a close.
Introduction An increasing number of contributions have appeared, over recent years, on the subject of Audiovisual Translation (AVT), particularly in relation to dubbing and subtitling, to the extent that this has become “one of the fastest growing areas in the field of Translation Studies” (Díaz-Cintas, 2008: 1). Many international conferences have been dedicated to this topic and several undergraduate and postgraduate courses have been developed in third level institutions across Europe, some entirely devoted to subtitling and training of subtitlers whilst others use subtitling as an ef fective peda- gogical tool for foreign language (FL) teaching and learning. The broad scope of this branch of Translation Studies is challenging, an AV text being a truly “multidimensional space” in the sense intended by Barthes (1977: 176), which transcends and links several sensory dimen- sions. Audiovisual Translation amalgamates diverse disciplines including film studies, translatology, semiotics, linguistics, applied linguistics, cogni- tive psychology, to name but a few, not forgetting, of course, technology and ICT. However, as Orero (2004: viii) writes, “though much work has been done over the years by scholars such as Yves Gambier and Henrik Gottlieb, there is still plenty of scope at both academic levels: teaching and researching”. This publication is primarily intended for both “aca- demic levels”. The first section is dedicated to theoretical issues, which, it is hoped, will stimulate further debate and encourage exciting progress in research informed teaching. The second section lends itself to a perhaps less developed area of research in the field of...
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