One of the most frequent English social dialects that we can hear in American cinema is the so-called Black English or Ebonics, whose users are typically (although not exclusively any more) African American characters. In this study, we attempted an approach to the linguistic portrayal of black characters on screen and the translation of these ‘black-speech’ traits into Spanish by closely examining both the original and dubbed versions of a total sample of 19 films belonging to the genre of Afro-American cinema. We hypothesized that, even when the general tendency would most likely be neutralization, the resulting target text might still be characterized by ethnically marked discourse, having a distinctive and recognizable identity. We believe that the data obtained needs to be complemented with further research in order to accurately prove our hypothesis; however, we could conclude that the target version contains some specific elements that may provide the audience with the necessary clues that would lead them to associate this ethnically marked dubbed discourse with black ethnicity.
This article examines the role of musically-triggered narrative engagement in translation performance. An experimental study was conducted to investigate the potential of music to induce narrative engagement (NE), based on findings that suggest the influence of NE-relevant dimensions such as visualization and emotional involvement in translation. Participants translated two literary texts with opposing emotional content (happy and sad) in two different sound conditions (with and without music). Three hypotheses were formulated predicting a beneficial effect of music for narrative engagement as well as positive correlations between narrative engagement and translation quality and creativity. Results suggest an increase of visualization in the music condition and a correlation between visualization levels and accuracy scores. Retrospective questionnaires indicate a positive appraisal of the experience of translating with music at both the cognitive and emotional level, although further investigations is needed to validate the scale and confirm its reliability.
This study aims at exploring the phenomenon of psychological transportation in translation from an experimental approach. Firstly, we investigate whether the emotions depicted in source texts may influence the level of transportation experienced by translators. Secondly, we try to determine whether different levels of transportation in the texts can make a difference in terms of translation performance. Based on previous work about narrative transportation in products of fiction, as well as the phenomenon known as the “paradox of pleasurable sadness”, we depart from the hypothesis that sad texts lead to a higher degree of psychological transportation than happy texts (H1). Taking into account previous theories and empirical results about the benefits of visualization and emotional engagement in translation, we also predict that highly-transported participants will render higher-quality (H2) and more creative translations (H3) than low-transported participants. For this purpose, a pilot study was conducted consisting of two literary translation tasks with opposing-valence texts (happy vs. sad). Lack of statistically significant differences for our hypothesis suggests that some adjustments in the methodology would be needed to achieve conclusive results; however, we believe that further research on the impact of transportation in translation quality and creativity is still worthwhile.
Algunas investigaciones previas en la didáctica de idiomas han advertido de que los materiales y métodos tradicionales no son capaces de proporcionar la capacidad de lograr naturalidad en su propio discurso a los estudiantes de inglés como lengua extranjera. Este trabajo propone un enfoque de enseñanza basado en la traducción de guiones cinematográficos para favorecer el dominio del lenguaje espontáneo. Con este fin, se realizó un experimento piloto para evaluar la naturalidad de las producciones de los alumnos mediante el uso del inglés conversacional (CE) antes y después de una sesión de intervención didáctica, tras el cual se compararon los resultados de las sesiones de control y posteriores a la intervención. El test de conocimientos previos reveló deficiencias en términos de familiaridad con el inglés conversacional. Después de la sesión de intervención, se observó un aumento de la naturalidad a través del uso de un mayor número de estructuras conversacionales. Estos resultados preliminares sugieren que la traducción de guiones de películas puede ser una herramienta de enseñanza efectiva para favorecer la naturalidad en las producciones de los alumnos.
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