Uno de los retos más fascinantes que se plantean en traducción audiovisual es la transferencia del humor, que puede estar presente en distintas formas y quedar sujeto a elementos visuales o léxicos. Esta tarea se dificulta cuando hay expresiones o palabras ineludibles, como es el caso de los términos científicos presentes en los diálogos de The Big Bang Theory. En este trabajo analizaremos una serie de chistes y juegos de palabras empleados en la popular sitcom, haciendo hincapié en aquellos que contengan terminología especializada, con el fin de observar las soluciones aportadas por el traductor para mantener el mismo grado de especificidad al tiempo que transfiere la carga humorística para provocar las risas entre el público.
Audiovisual accessibility is considered a field of specialisation within audiovisual translation which has become, since the beginning of the 21st century, one of the most interesting and promising fields in both academic and professional terms Pereira and Lorenzo, 2021; Permuy, 2021; Sanz, 2017. Audio describers must nurture creativity, social sensitivity, disability awareness, fluency in their own language and culture, and an understanding of visual semiotics, among other competences Díaz-Cintas, 2007; Navarrete, 1997. In order to enhance students’ motivation and comprehension of the necessity to deepen this practice, a three-stage educational experiment was carried out in the Audiovisual Translation classroom. First, a short film was played without images. Then, students watched the whole video. After each projection, they listed the details of the story that they had perceived or failed to understand. By doing so, they would be able to highlight the information conveyed through the visual channel, which may therefore be imperceptible for visually impaired audiences. Finally, based on their own responses, the learners performed the audiodescription task. The present study shows the results obtained from the aforementioned learning experience, in terms of the acquisition of specific skills and the awareness on the importance of accessibility in today’s film industry.
This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment. Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language
En el presente artículo se presenta el proyecto docente “TradAV: Sitio web para el aprendizaje y la práctica de la traducción audiovisual” y se justifica su puesta en marcha. El proyecto se enfoca desde una perspectiva multidisciplinar y ofrece una clasificación de recursos relacionados con el estudio y la práctica de la traducción audiovisual y de aquellas formas de traducción que comparten características y/o retos específicos. Dichos recursos quedan ordenados por modalidades, campos temáticos y aspectos técnicos, a fin de recopilar materiales actualizados y asegurar una usabilidad óptima de la web. Además, el sitio (http://www.uco.es/tradav) ofrece infografías, entrevistas, videotutoriales, enlaces a sitios de interés y pódcast, un blog propio y otros recursos multimedia de gran utilidad para la realización de actividades prácticas en el marco de distintas asignaturas del Grado en Traducción e Interpretación. Por todo esto, TradAV se convierte en una vía de transferencia de conocimiento beneficiosa para estudiantes, docentes, investigadores, traductores profesionales y toda persona que sienta interés por esta disciplina, y se espera que sirva como puente entre el mundo académico y el profesional. El objetivo principal de este artículo es, pues, describir todos los elementos que componen el sitio web que nace como resultado del proyecto, así como su publicación en un espacio abierto. Asimismo, se exponen los resultados preliminares del proceso de enseñanza-aprendizaje tras la implementación de TradAV en el aula de traducción audiovisual y se comentan cuáles son las perspectivas de futuro que consideramos que permitirán dar continuidad y nutrir este proyecto docente.
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