Proceedings - Translation Concepts

More documents

Recommendations

Info

MuTra 2006 – Audiovisual Translation Scenarios: Conference Proceedings Juan Antonio Prieto Velasco & Marìa Isabel Tercedor Sànchez & Clara Inés Lòpez Rodrìguez Figure 4: “Complete the sentence” activity 3 4.2 Translating html documents: a gate to multimedia 4th year students enrolled in an optional e-learning course in Localization and Audiovisual Translation were faced with an assignment consisting in translating several web pages for a corporate site. No particular indications with regard to specific tools or formats were given. Of the 82 students enrolled, 52 translated the pages using beginners’ tools that protect the code (Catscradle), only one used a CAT tool (Tag Editor) and 6 used an editor such as Textpad or Notepad. When asked about the reasons that led them to make that choice, most of them agreed that the tools were chosen on the basis of usability, pointing at things like “you don’t have to worry about tags”. This data is of course neither conclusive nor exhaustive but gives us an idea of the areas of improvement that have to be the focus of AVT teaching. Translating html documents in the translation classroom is a task that requires from students a shift from the procedures of other formats: o o o o Understanding the complexity of web contents defined as the information in a Web page or Web application, including text, images, forms, sounds, and the like (W3 Consortium) Knowing how to assess different text types in the same page Becoming acquainted with the multiple formats in a web document; Becoming aware of the importance of hypertext writing for different users in a way that all text hyperlinks are written so that they make sense when read out of context 4.3 Audio transcription and script translation Once students have finished the pre-translation stage and thus acquired the basics of WAVE TYPOLOGY they must transcribe the audio in the html files (contained in Flash animations) in the form of a script from which they should produce the Spanish translation. The script should be adequate to the textual conventions commonly used in the Spanish written language and to the accessibility requirements proposed by the W3C, according to which a web page or multimedia resource must include a textual description for every audio or pictorial element (W3C 2000), so that it facilitates the access of prospective users with impaired vision or hearing. Despite the activities proposed, the possibilities of using multimedia materials in the audiovisual translation classroom are endless. For example, the translated script could be narrated again by using recording software such as Windows Movie Maker in order to produce a voice-over product. 142
MuTra 2006 – Audiovisual Translation Scenarios: Conference Proceedings Juan Antonio Prieto Velasco & Marìa Isabel Tercedor Sànchez & Clara Inés Lòpez Rodrìguez ACTIVITY: TYPES OF WAVES II Fig. 5: Audio transcription interface 4.4 Audio transcription and subtitling: interaction of images and text ACTIVITY: WATER CAMPAIGN II In this activity, students will transcribe the audio material of the video presented in 4.1.1. (WATER CAMPAIGN). They can assess their transcription with the following self-evaluation activity: Fig. 6: Water Campaign Activity II Then, they will subtitle the video in English using Subtitle Workshop. To that end, they have to take into account the interaction between images and text, and the time and space constraints imposed on their target text. 143
Page 1 and 2:
Marie Curie EU High Level Scientifi
Page 3:
TABLE OF CONTENTS Part I: Multiling
Page 6 and 7:
MuTra 2006 - Audiovisual Translatio
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Eduard Bartoll (Barcelona) Contents
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Lena Hamaidia (Sheffield) EU-High-L
Page 40 and 41:
Page 42 and 43:
3 Marked Structures MuTra 2006 - Au
Page 44 and 45:
Page 46 and 47:
Scene 2: I know Sign Language MuTra
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Stavroula Sokoli (Athens) EU-High-L
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
EU-High-Level Scientific Conference
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97: I would like to raise five issues:
Page 98 and 99: MuTra 2006 - Audiovisual Translatio
Page 126 and 127: Francisco Utray Delgado (Madrid) U-
Page 152 and 153: EU-High-Level Scientific Conference
Page 162 and 163: Sabine Braun (Surrey) Contents EU-H
Page 180 and 181: 6 The accent of the voice MuTra 200
show all

Proceedings - Translation Concepts

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?