1,724,444 research outputs found
Chapter 10. Representing orality through questions in original and translated film dialogue
No full textDue to their preeminently spoken nature, direct questions are favourite loci to
represent orality in telecinematic talk, where they are overrepresented and fulfill
both mimetic and diegetic functions (Ghia 2014). However, no systematic comparisons
have been drawn between translated and non-translated film dialogue
in the same target language to identify potential register-specificities in question
representation. Based on the analysis of the Pavia Corpus of Film Dialogue
(Pavesi 2014), this chapter investigates question usage across dubbed and original
Italian film dialogue, on both a formal and a functional level. Findings show
common traits between the two registers, but document differences in pattern
distribution, which typify dubbed discourse and may result from both source
text interference and T-universals (Chesterman 2004)
Ghia Concept Car, 1991
No full textA January, 1991 view of a Ghia concept car at an automobile show. Terms associated with the photograph are: Ghia (firm) | experimental automobile
Choosing between dubbing and subtitling in a changing landscape
No full textNowadays, audiences worldwide are increasingly accessing audiovisuals in languages different from their own, even in world areas that do not traditionally use subtitling as the mainstream audiovisual translation (AVT) mode. The trend is linked to the rise of new media and viewing platforms, where users are offered multiple and more flexible viewing options. Systematic research on viewers’ consumption of different translation modes is scant. The current study follows up on Pavesi and Ghia (2020) and reports on a questionnaire-based investigation conducted among 305 postgraduate students in several disciplines at a middle-sized university in Italy – a traditionally dubbing country. The study focuses on participants’ choice of languages and AVT modes, namely subtitling and dubbing, when watching foreign language films and TV- series. Viewers’ reasons for their choices are investigated, and different viewer profiles are outlined crossing participants’ preferences with data on their academic and L2 learning background. The emerging picture is quite diversified: while many participants show a strong orientation to subtitled media, some still opt for dubbing. Viewers’ choices are not primarily driven by (un)availability or an unfavourable evaluation of AVT modes, but mainly result from an orientation to the foreign language or from sociability and watching dynamics. Choices also associate with different viewer profiles, where students’ L2 background plays a relevant role
The languages of dubbing. Mainstream audiovisual translation in Italy
No full textThe purpose of this volume is to investigate the languages of dubbing. The plural evokes the complex interplay of different codes as well as the numerous levels of analysis involved. The volume focuses on the languages of Anglophone films and television series and their dubbing into Italian while broadening the perspective to the general debate on audiovisual translation. Dubbing offers itself as a privileged place where languages interact in simulating, creating and recreating fictive orality and where influential linguistic and pragmatic conventions are generated and developed. The chapters cover a rich range of topics including syntactic, lexical and sociolinguistic features of audiovisual dialogue, cross-linguistic contrasts, and the translation of culture specific references and multilingualism on screen. The volume provides an updated picture of research on Italian dubbed language, a key area of inquiry with reference to the investigation of telecinematic discourse, Audiovisual Translation and Corpus-based Translation Studies
The effect of subtitling modes on foreign language learning: An empirical investigation on Italian learners of English at university
No full textThe present contribution describes the results of an experimental study on the role of subtitled input in the acquisition of English as a Foreign Language (EFL) among Italian university learners.
The use of subtitled video and Audiovisual Translation (AVT) is increasingly promoted as a tool to develop foreign language skills at university level, thanks to the wider availability of audiovisual resources and the growing interest in AVT as a professional domain. Subtitles added to audiovisual text grant accessibility to foreign multimodal products and promote their comprehensibility, a key prerequisite to language learning (Krashen 1981). Different subtitling modes have been shown to benefit L2 acquisition, varying in their effectiveness across learners’ proficiency level and learning environments (Danan 1992; van de Poel, d’Ydewalle 2001; Ghia 2012).
In the current study, which capitalizes on previous research (Perego et al. 2016), four exposure conditions were compared to test their impact on language comprehension and vocabulary recall among intermediate-level (B1-B2) Italian EFL university learners exposed to an L2 25-minute video excerpt. A total of 80 participants were divided into 4 experimental groups varying by exposure modality. Viewing conditions included interlingual subtitling, intralingual subtitling, reversed subtitling and video-only. Comprehension and recall tests were paired with questionnaires on students’ viewing habits and attitudes towards different subtitling modes. Results document significantly higher comprehension and recall rates in the presence of subtitles among learners at an intermediate proficiency level. Among subtitle types, the reversed and intralingual modes appear to be the most beneficial. Students’ preferences for subtitle types do not always match with their learning outcome, as participants generally tended to disfavour viewing modes involving their native language. However, presence of the L1 in the input, especially in a reversed subtitling condition, also resulted in lower anxiety levels, leading to consider less traditional subtitling formats as useful L2 learning resources for students in higher education. Such resources can be exploited to promote autonomous language learning, as well as be potentially implemented in university EFL teaching programmes. In parallel, cross-national replication studies can be carried out in the near future to enable wider generalization of the results
GHIA (Grupo de Herramientas Interactivas Avanzadas)
Full text linkEs este documento se resumen las principales líneas actuales de investigación del grupo GHIA en lo que a informática educativa se refiere, así como su contexto y proyectos de futuro.This document summarizes the main research areas of GHIA regarding computer based learning, as well as its context and future work.En el momento actual, agradecemos su apoyo a los proyectos ASIES (TIN2010-17344) y
Go-Lite (TIN2011-24139), financiados por el Ministerio de Educación, y al proyecto e-Madrid
(S2009/TIC-1650), financiado por la Comunidad Autónoma de Madrid
GHIA (Grupo de Herramientas Interactivas Avanzadas), UAM
No full textThis document summarizes the main research areas of GHIA regarding computer based
learning, as well as its context and future work.Es este documento se resumen las principales líneas actuales de investigación del grupo
GHIA en lo que a informática educativa se refiere, así como su contexto y proyectos de futuro
Presenza e assenza: Calderoni, Ghia
No full textLe tesi analizzate, sebbene afferenti a categorie differenti, Nuove pratiche generative dal basso per la dissertazione di Laura Calderoni dal titolo L’altra Città, e Metodologie compositive e Contributi interdisciplinari per la dissertazione di Maria Clara Ghia, Prescrivere_Liberare, sono state scelte e affiancate per la loro capacità di affrontare da punti vista complementari la produzione di architettura e la costruzione della città attraverso pratiche di partecipazione – bottom-up – e l’indagine sulla possibilità di un agire etico dell’architetto. Della prima dissertazione viene messa in evidenza la ricerca di uno spazio multifunzionale, in contrapposizione alla deriva monofunzionale contemporanea, attraverso l’uso delle ICT e dell’uso spontaneo dello spazio pubblico, quale motore di risignificazione. Della seconda dissertazione viene sottolineata la natura rapsodica e l’analisi, in contrapposizione, di numerose figure di architetti contemporanei a quella di Giancarlo De Carlo e Leonardo Ricci, quali figure di riferimento dell’agire etico. Quale conclusione dell’analisi delle due dissertazioni, una rapida panoramica sullo stato dell’arte contemporaneo dei temi affrontati, con particolare riferimento alla temporaneità e al riuso, ed una breve intervista ad una delle due autrici dei tesi esaminati, Laura Calderoni.Participation and bottom-up urbanism are two of the main topics in contemporary architecture since the ‘70s; two successfully completed dissertations in the doctoral course of Architettura – Teorie e Progetto explore this theme: the first one is L’altra Città written by Laura Calderoni, the latter is Prescrivere_Liberare written by Maria Clara Ghia. The main purpose of this work is to link them together into a unitary framework: the role of the architects in society and the ethics of architectural practice. The thesis of Laura Calderoni describes the design of multifunctional spaces through the use of ITC, re-appropriation of public space and do-it-yourself approach. Maria Clara Ghia, on the other hand, seeks the possibility of an ethic architecture and opposes two Italian architects, Giancarlo De Carlo and Leonardo Ricci, to contemporary iconic architects. The conclusion intendeds to describe the state of the art of re-use and temporary use of empty space
Presentazione
No full textPresentazione al volume di Maria Clara Ghia La nostra città è tutta la terra. Leonardo Ricci architett
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