In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. This study also shows that students still struggle with the technical aspects related to cueing duration, rhythm, and division of subtitle which are sometimes less synchronous and eventually distracted viewers’ convenience Transcription strategy is the most frequent strategy applied by the students. The results of this study indicate that students generally apply all of these strategies with varying frequencies and linguistics-related problems. The data were analyzed descriptively to identify the strategy used by students based on Gottlieb's ten subtitle strategies and the technical constraints they commonly faced in making the subtitle. The data of this study were taken from students’ translations in Subtitling class. In addition, students are also expected to have more practices on the technical aspects of subtitle to convey the message in the limited time and space by applying existing subtitle software. This subtitling project is expected to help students sharpen their translation skills while learning linguistic and cultural aspects of both Indonesian as the source language (SL) and English as the target language (TL) in this study. This paper aims at investigating how student subtitlers practice making subtitle of “Ambilkan Bulan” movie from Indonesian into English. The analysis ultimately suggests teaching activities which, moving from cross-linguistic comparison and the linguistic inventiveness that characterize the film, promote the development of students’ metacompetences and integrated skills, as well as their critical abilities. Based mainly on Gottlieb’s (1992) model of subtitling strategies, the research aims at promoting classroom reflection on translation creativity and potential inaccuracies in the reversed subtitles. The study will examine the English, Spanish and German subtitles of the film (taken from the respective DVD versions), focusing on sequences which result in different translation outcomes in the three languages and specifically relate to the following aspects: culture-bound language, verbal and non-verbal humour, sociolinguistic variation and multilingualism (standard and regional Italian, German). More specifically, it addresses Italian-speaking students from the degree course in Linguistic and Cultural Mediation at advanced proficiency level in the three target languages. The project, developed at the CLASS Language Centre at the University for Foreigners of Siena, Italy, is placed within the Centre’s research activities on foreign language learning and audiovisual translation. The present contribution focuses on Benigni’s auteur film La vita è bella (Italy, 1997) as a tool for the development of language competence in L2 English, Spanish and German, as well as of translation skills from Italian into these languages.
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