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Promoting the use of technology when teaching voice over and dubbing

Promoting the use of technology when teaching voice over and dubbing. Optimising the human factor in translation: Facing the technological challenge. Rocío Baños Piñero Imperial College London. Overview. Aims

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Promoting the use of technology when teaching voice over and dubbing

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  1. Promoting the use of technology when teaching voice over and dubbing Optimising the human factor in translation: Facingthetechnologicalchallenge Rocío Baños Piñero Imperial College London

  2. Overview • Aims • Reflect on the advantages of integrating technology when teaching voice-over (VO)and dubbing • Examples of how to use technology in the dubbing/VO class • Brief definition of VO and dubbing as Audiovisual Translation (AVT) revoicing modes • Context • MA level (UK)

  3. TYPES OF AUDIOVISUAL TRANSLATION Spoken output (SL) > Written output (TL) AVT Spoken output (SL) > Spoken output (TL)

  4. Types of AVT: Revoicing Revoicing Dubbing The translation is overlapped and the original spoken dialogue is still audible in the background Voice-over Díaz Cintas and Orero (2010: 41) The original soundtrack is totally replaced by a new one in the TL and the target viewer can no longer hear the original exchanges

  5. Use of technology in revoicing • Lack of a consistent approach to technology in the voiceover and dubbing industry (MartíFerriol, 2009). • Translators working in this industry are not required to use specialised software. However… Use of technology in the classroom seems to play a less important role if compared to other AVT modalities (e.g., subtitling)

  6. … the use of technology in the revoicing classroom can be advantageous

  7. Terminology management tools Narrator (01:21): The coral island of Sipadan lies off the coast of Borneo in warm South-east Asian seas. The island is tiny, but it has masses of treasure lying just offshore. Sea turtles come here in great numbers to plunder it. […] There are many techniques to catch the drift, but the porcelain crab is particularly adept at fielding any morsel the ocean pitches at it. […] Even voracious predators such as big-eyed jacks are part of a delicately balanced whole. […] The hawksbill’s beak may be an ideal instrument with which to winkle out sponges, but it is a messy eater. […] The scavenging sandperchsits on the sidelines, waiting for something edible to emerge from a goatfishscrummage. Source: Franco, Matamala& Orero (2010: 87-88)

  8. Terminology management tools • Increase consistency • Speed up the translation process • Keep a record of useful terminology • Promote the use of tools taught in other modules

  9. Use of corpora to create natural-sounding dialogues in the TL • Use of monolingual corpora in the TL: • Compilation of an ad-hoc monolingual corpus of original audiovisual texts in Spanish, belonging to a specific genre. • Exploitation of the corpus using a corpus management tool such as Antconc. • Specific queries could be made to find out about frequency/usage/collocations. • Use of parallel bilingual corpora: • The original and dubbed version of a TV series/movie could be aligned to compile a parallel corpus • Purpose? • Find out how other translators have dealt with specific orality markers & learn from previous translations using software such as Paraconcor a TM tool.

  10. Paraconc - Example Example: Concordance search of “really” to translate “really cool”

  11. Use TranslationMemory software Example: Existing translations of “Hey!” Example: Concordance search of “God” to translate “Oh my God”

  12. Audio and video recording software Use video and recording software (e.g., Windows Movie Maker) to record the final track in the target language • Synchrony in revoicing modalities: • The duration of the target text should be equal to or less than the duration of the source text. • It is suggested that students read aloud their translation, on top of the original.

  13. Example of narration using WMM

  14. Conclusion • Integrating technology when teaching voice-over and dubbing can be very advantageous: • to understand the challenges of dubbing/voiceover and learn to overcome them • To develop instrumental skills which can be transferred to other environments in the future • Integration of technology in revoicing processes is still an unexplored area • Looking ahead… • “ALST PROJECT” (FFI2012-31024) funded by the Spanish Government, to investigate the use of speech technologies (speech recognition/synthesis) and translation technologies (MT/TM) when generating voiceover/off-screen dubbing and audio description • New roles? Redefinition of the audiovisual translator’s profile and training?

  15. r.banos-pinero@imperial.ac.uk @rbanospi Thank you!

  16. References Díaz-Cintas, J. and Orero, P. (2010). ‘Voiceover and Dubbing’, ln Gambier, I. & van Doorslaer, L., Handbook of Translation Studies. Volume 1. Amsterdam and Philadelphia, John Benjamins, 441-445. Franco, E., Matamala, A. and Orero P. (2010). Voice-over Translation: an Overview. Oxford: Peter Lang.

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