![]() The empirical part presents the results of a questionnaire about dubbing with over 1 100 respondents and an in-depth analysis of the Czech and Slovak dubbed versions of the first season of the American TV series Glee. ![]() It also takes a look at the history of and current tendencies in dubbing and specific requirements on translation for dubbing. Theoretical part offers a cross-author overview of the terminology in the field of audiovisual translation and arrives at a unified list of different types of revoicing. Its main objective is to draw more attention to dubbing, translation for dubbing and its rather low quality when produced for commercial televisions and to map the current situation in the field of dubbing in Slovakia. This thesis is concerned with dubbing in Slovakia (and Czech Republic). Moreover, it offers results of a questionnaire survey carried out among in-house as well as freelance translators on source text quality in the translation process. The aim of the present article is to confront the problem of source text quality, with particular attention paid to defect classification and potential strategies professional translators may adopt when facing a source text defect. As a result, “the majority of translations nowadays are better than their originals-or at least ought to be so” (Newmark 1988, 41). Reasons to shift the attention to them are twofold: first, these source texts account for the majority of all translated material, and second, they are often of poor quality. This obviously stems from the perennial interest in translating literary texts, but the picture is quite different when considering what Newmark (1988) calls informative texts. With respect to quality assessment, translation studies have traditionally put more emphasis on the quality of the output, that is, the target text, while the quality of the text to be translated has been taken for granted. The main argument is that the classroom should be the ideal environment for students’ attempts and discussions, and the bulk of already solved translation issues equip students with skills for tackling analogous challenges in the future. The common feature of these activities is the “hands-on” approach in which students analyse comparable texts, familiarize themselves with authentic language data, find and compare alternative translation solutions, and develop their research skills. Using systemic contrastive analysis as the framework and condensation in user guides as the illustrative material, this paper presents some problematic issues students have to deal with in their translations and suggests a few activities intended to develop their linguistic, text, and extra-linguistic competences. The fundamental point seems to be striking a balance between educating in the general with training in the particular. There is an ongoing debate on the nature of university translation course curricula which primarily tries to address the way translation competence is acquired. ![]() Some problems of translation tuition praxeology within the framework of newly established translation disciplines in the Czech Republic. When designing a program for such an area of study, it is essential to define familiarization with the categories of occupational competence, form of translation order, principals of quality management and models for best practice with particular categories of providers and mediators of translating and interpreting services specific translating and interpreting activities for EU bodies rules of professional ethics and familiarization with professional organizations. ![]() Basically, there are two sources for gaining knowledge of praxeology: engaging in controlled practice during one’s studies or taking a special subject. Within their framework is necessary an adoption of knowledge from the praxeology of translating and interpreting, which is considered to be a necessary part of the educational curriculum for future translators. Over the past decade several MA programmes in translation theory appeared in the Czech Republic.
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