Creating collaborative subtitling communities to increase access to audiovisual materials in academia

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS
Noa Talaván, José Javier Ávila-Cabrera
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引用次数: 5

Abstract

ABSTRACT This article presents the SONAR project (Subtitulación sOcial para proporcioNar Accesibilidad audiovisual en la univeRsidad [SOcial subtitliNg to provide Audiovisual accessibility at the univeRsity]). Conducted to assess the validity of the creation of social subtitling networks, its ultimate goal is to better understand the role that social subtitling, as a non-professional translation activity, can play in increasing access to audiovisual materials in academic environments. Following a task-based approach, 55 students from a translation module taught in the third year of the Degree in English Studies at the UNED worked online for two months and subtitled 82 videos. The videos had been selected from the audiovisual repository of the institution. The impact of this practice on the students’ general translation and foreign language competences as well as the participants’ degree of motivation for future related practices were quantitatively and qualitatively analysed. The results obtained from the experience are an encouraging starting point for the creation of similar collaborative subtitling experiences in higher education environments and confirm the potential impact of such a novel teaching approach.
创建协作字幕社区,以增加学术界对视听材料的获取
摘要本文介绍了SONAR项目(SubtitulaciónSocial para propercioNar Accesibilidad audio-la univeRsidad[sOcial subtitliNg to provide Audio-visual accessibility at the univeRsity])。为了评估创建社交字幕网络的有效性,其最终目标是更好地理解社交字幕作为一种非专业翻译活动,在学术环境中增加视听材料的获取方面可以发挥的作用。按照基于任务的方法,来自联合国教育与发展学院英语研究学位三年级翻译模块的55名学生在网上工作了两个月,并为82个视频加了字幕。这些视频是从该机构的音像资料库中挑选出来的。定量和定性分析了这种实践对学生的一般翻译和外语能力的影响,以及参与者对未来相关实践的动机程度。从这一经验中获得的结果是在高等教育环境中创造类似合作字幕体验的一个令人鼓舞的起点,并证实了这种新颖的教学方法的潜在影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.90
自引率
13.30%
发文量
19
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