The Use of Subtitling in Learning Interpretating文献综述

 2022-09-08 12:05:04

The translation of movies generally includes two kinds: dubbing and subtitling. The dubbing here doesnrsquo;t means the clip dubbing we usually do, but a new sound track for a whole movie. That is to say, to change a foreign movie into a Chinese dubbed movie. This kind of movies are agreeable for the people who cannot understand the foreign languages especially children and the old. While subtitling refers to the movies with the original soundtracks but added the translated subtitles. The majority of Chinese cannot use English fluently, so they have to watch the translated movies that are dubbed or subtitled. And as people are becoming more and more educated and willing to admire the original version, more people prefer to watch the subtitled movies to the dubbed ones. It seems that, we can get into touch with dubbing and subtitling every day but most of time we take them for granted and overlook them. We seldom judge if the subtitles are good or not, let along subtitling by ourselves. Thus, seldom do people pay attention to the educational importance of dubbing and subtitling especially on teaching interpreting and translation.

And up to now, there have been a certain number of researchers studies the movie translation and the methods of learning interpreting and translation separately.

Literary review about dubbing and subtitling

In regard to dubbing and subtitling, early researcher GaoQian (2007) apply Newmarkrsquo;s communicative translation theory on English movie translation. He stressed the importance of movie subtitle translation and appealed that more researches should be done on this field. Movie is one kind of the most popular mass media, and it plays a significant role in transmit the foreign cultures. And subtitle translation has drawn more attention of people in recent years as more and more foreign movies are allowed to come into China. As a result, many translators are working on the subtitle translation. According to Patriacute;cia Albergaria Almeida (2013)rsquo;s thesis. In Europe, many television programs and movies are imported from foreign countries. Three main adaptation approaches for language transfer for audio-visual works coexist in Europe: subtitling, dubbing and voice-over. The prefenrence for dubbing or subtitling can also be a question. There seems to be an evident dichotomy in translation practices between larger and smaller countries. Subtitling is usually used in smaller countries, such as Netherlands and Portugal, while larger countries, such as France, Germany, Italy and Spain show a preference for the dubbing strategy. And the reasons also shown in his thesis. And XiongYanna (2005) researched the domestication and foreignization in film translation out of English. She indicated that movie translation is closely related to cross-culture study.

Besides the studies above, some researchers also conduct researches on the development of Chinese movie translation, especially on dubbing and subtitling. LiHui (2012) in her thesis mainly talked about the development of dubbed movies in China. And the Obstacles and Challenges were also mentioned in Mikhail A. Zagot (2014)rsquo;s thesis. And the use of subtitling in teaching professional interpretation is also studied by Mihaela Visky (2014), she studied the similarities and differences between subtitling and interpreting. But she talked about it as a teacher and use the French materials, which are not very concrete for us to understand.

However, although many aspects have been mentioned and researched in the former researches. The use of dubbing and subtitling in learning interpreting and translation between Chinese and English havenrsquo;t been paid enough attention. And enough appropriate example should be listed and studied.

Literary review about teaching interpreting and translation in dubbing and subtitling

Translation is always a big topic for researchers to study. And numerous researches have been studied before. Camelia Petrescu (2013) summarizes the teaching methods of interpreting as follows: processing of meaning, Communicative awareness, Fidelity and manipulation in ınterpreting, the interpreter as a speakerrsquo;s trainer. And this, of course, is good for a professional interpreter to learn interpreting step by step. While some researchers and also teachers like Mihaela Visky (2014) have already take subtitling as a method to teach interpreting. They indicated that their approach is not new. A number of teachers have already used it in teaching translation or interpretation techniques or enriching their studentsrsquo; foreign language knowledge. But they believe that their experience as translators, interpreters, subtitlers and teachers helps them to provide pertinent solutions adjusted to the reality of the fields they translate from. There are universities that include subtitling in their foreign language study programmes or have subtitling laboratories that are used in translation and interpreting departments. In their opinion, if used moderately and by skilled professionals, subtitling may become an effective tool for learning and building communication competences. Subtitling is the point where translation and interpretation meet, “a written discourse turned oral”, a balance between the two.

Besides, some researches (e.g.Valentina Shiryaeva,2014; Georgiana Lungu Badea,2014) studied the transfer of culture-specific words in subtitling. These researches stressed the difficulty of subtitling as in interpreting. And as I have mentioned in the former part, there are similarities and differences between subtitling and interpreting.

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