Devising a systematic approach to examination marking criteria for audiovisual translation: a case study from Poland

Kajzer-Wietrzny, Marta; Tymczyńska, Maria

doi:10.1080/1750399x.2015.1100400

Cited by 11 publications

(6 citation statements)

References 10 publications

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“…Drawing on the above-mentioned competences and proposals for content design, Cerezo Merchán ( 2019) and the research group TRAMA suggest the courses, contents and competences for AVT training included in Table 1: As for assessment, the usual recommendation is that it should be in line with the intended outcomes of the course (Biggs, 2003, p. 99) and a distinction is normally made between formative and summative assessments. The former is often described as particularly suitable for AVT training (Granell, 2011;Kajzer-Wietrzny & Tymczyńska, 2015), but institutional requirements in higher education often lead to "analytical translation assessment methods" (Waddington, 2000, p. 233) However, what is particularly relevant for the purposes of the present article is that, despite identifying knowledge of film (film language, genres, etc.) as one of the key extralinguistic competences required in AVT training, this is largely absent in most of the university courses and EU-funded projects mentioned in this section.…”

Section: Training In Ma and Avtmentioning

confidence: 98%

Training in Accessible Filmmaking

Romero-Fresco

2020

LANS-TTS

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Accessible filmmaking (AFM), that is, the integration of audiovisual translation (AVT) and media accessibility (MA) into the filmmaking process through collaboration between filmmakers and translators/MA experts, has developed significantly over the past few years. It has been endorsed by filmmakers such as Ken Loach and institutions such as the British Film Institute (BFI), which has decided to embrace it as a key element in the production of films and the training of future filmmakers. However, current training in AFM is at best anecdotal. This article aims to address this gap by proposing two different courses on AFM. By way of introduction, section 2 sets the background with an analysis of the reasons behind the division between film and AVT/MA. Special attention is paid to the invisibility of AVT/MA in Film Studies and to the new AVT/MA-aware notion of film that underpins the current proposal for AFM training. Sections 3 and 4 provide an overview of the training currently available in AVT/MA and film(-making). Finally, section 5 offers an account of the first pioneering attempts to provide AFM training and, most importantly, a proposed outline for two different courses designed to equip accessible filmmakers and translators/MA experts with the required skills and competences to apply the AFM model.

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Section: Training In Ma and Avtmentioning

confidence: 98%

Training in Accessible Filmmaking

Romero-Fresco

2020

LANS-TTS

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“…The delivery of computer‐assisted interpreter training involves a variety of tools (Kajzer‐Wietrzny & Tymczynska, 2014; Prandi, 2020), such as e‐learning platforms (e.g. computer‐assisted platforms), websites for interpreter training (e.g.…”

Section: Previous Literaturementioning

confidence: 99%

“…Although there are some tools (e.g. Online Resources for Conference Interpreting Training [ORCIT]), many of them are limited in different ways, as follows: they have monolingual interfaces; they focus only on European languages; they support audio only; or they are not tailor-made for interpreting students, as is the case with Backbone by Kajzer-Wietrzny and Tymczynska (2014).…”

Section: Introductionmentioning

confidence: 99%

“…Developing students' interpreting skills requires not only classroom training but also sufficient authentic and conscious practice (Wang, 2015). Interpreter trainees need adequate self‐study opportunities as well as learning resources that allow them to find out about and practise interpreting in varied authentic communication settings (Kajzer‐Wietrzny & Tymczynska, 2014). However, as pointed out by Wang and Ye (2009), insufficient practice hours, an absence of authenticity, and a lack of guidance for students' out‐of‐class practice are three commonly encountered problems in interpreter education.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Chan

2023

Computer Assisted Learning

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Background This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education. Objectives This research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform. Methods Thirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test. Results and Conclusions The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.

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“…The other major problem is the insufficient development of methodology for teaching audiovisual translation. Tymczynska, 2015). This acute problem still remains unsolved due to the lack of assessment criteria outlined in the educational and working standards, with the latter being currently dependent only on the client's requests.…”

Section: Theoretical Provisionsmentioning

confidence: 99%

Mastering Teaching Audiovisual Translation to Philology Students: Challenges and Peculiarities

Eremeeva¹,

Akhmetzyanova²

2023

Proceedings of INTCESS 2023- 10th International Conference on Education &Amp; Education of Social Sciences

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This research addresses teacher training for teaching audiovisual translation (AVT), which is considered to be one of the most widely practiced fields of translation nowadays. Audiovisual or as it is also known multimodal content originated in the mid-1950s, and since then its popularity has been constantly growing. Thus, educating qualified specialists to meet the dynamically changing market demands imposes new challenges on teachers and university heads, providing a source of training for audiovisual translators. A major issue stemming from therein is to teach the basics of one of today's highest-demanded types of translation, namely AVT.It is critical to underscore that due to the complexity of the structure of the subject matter, this type of translation is considered to be one of the most difficult. AVT is barely amenable to automatization due to the complexity of its structure and is now becoming a fundamental element of the so-called human translation, a translation carried out exclusively by people, without the use of machine translation or its elements. Therefore, the process of teaching AVT significantly differs from teaching any other type of translation, or simply the language itself. This research considers the main challenges of working on audiovisual translation, along with the model exercises for its teaching. Throughout the study a survey of philology students on the topic of AVT practice has been conducted; the features and challenges they stated and faced were identified. The overall results of the survey in conjunction with the possible ways of overcoming the difficulties encountered have been presented. The study is concluded with recommendations for training sessions and workshops on the topic, as well as exemplary thematic exercises for practice.

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Devising a systematic approach to examination marking criteria for audiovisual translation: a case study from Poland

Cited by 11 publications

References 10 publications

Training in Accessible Filmmaking

Training in Accessible Filmmaking

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Mastering Teaching Audiovisual Translation to Philology Students: Challenges and Peculiarities

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