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[en] CLOSED CAPTION: ACHIEVEMENTS E ISSUES / [pt] CLOSED CAPTION: CONQUISTAS E QUESTÕESCAROLINA SELVATICI 09 August 2010 (has links)
[pt] O closed caption é um tipo de legenda que foi concebida para permitir aos
surdos e pessoas com dificuldades auditivas o acesso a programas, comerciais e
filmes veiculados na televisão, em vídeo e DVD. Criado nos Estados Unidos, ele
também atende a outros segmentos da sociedade, como idosos ensurdecidos,
estrangeiros aprendendo o idioma, semi-analfabetos e crianças em fase de
alfabetização e possibilita o entendimento do áudio em locais onde o som da TV for
inaudível. No Brasil, o primeiro programa transmitido com closed caption – também
denominado legenda fechada – foi o Jornal Nacional, da Rede Globo, em 1997. Desde
então, o número de programas que disponibilizam a tecnologia vem crescendo e só
tende a aumentar à medida que a Lei 10.098 de 2006, conhecida como Lei da
Acessibilidade, for implantada. Essa lei, que estabelece a obrigatoriedade do uso da
legenda fechada em programas de televisão, determina que, até 2019, toda a
programação brasileira seja transmitida com esse recurso. Em sintonia com o
movimento de expansão do closed caption no Brasil, a proposta deste trabalho é
traçar um panorama do uso da tecnologia no país, analisando suas principais
características e as diferenças em relação a outros modelos, com base na teoria dos
polissistemas de Itamar Even-Zohar (1997 [1990]) e nos Estudos Descritivos da
Tradução, com especial destaque para os conceitos de norma, de Gideon Toury
(1995), e patronagem, de André Lefevere (1992). Além disso, levando em conta essas
características, será discutida a noção de tradução, bem como a possibilidade de
atribuir tal estatuto à legenda fechada. / [en] Closed captions are a type of subtitling created to allow people with hearing
impairments to understand shows, commercials and movies on television, video or
DVD. Created in the US, it has also helped other segments of the population, such as
the elderly, foreigners learning a new language, semi-illiterate people and children
that are learning to read. It is also a solution for places in which the TV sound is
inaudible. In Brazil, the first TV show broadcast with closed captions was Jornal
Nacional, on Rede Globo, in 1997. Since then, the number of programs broadcast
with this resource has been increasing and it is expected to grow even further after the
law known as the Accessibility Bid, voted in 2006, is made effective. This law
establishes that the use of closed captions in Brazilian TV shows is obligatory and
that, by 2019, all shows aired on Brazilian television must be broadcast with closed
captions. Considering the expansion of the technology in Brazil, this dissertation aims
to present an overall view of the way closed captions are being used in Brazil, the
difference from other types of captions and the main resources used, based on Even-
Zohar s Polysystem Theory (1997 [1990]) and the concepts of norm (Toury, 1995),
and patronage (Lefevere, 1992) from Descriptive Translation Studies. Furthermore,
taking into consideration the characteristics of closed caption, we intend to discuss
the status of translation that is being given to the technology.
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"The Three Amigos": Subtitling Health Communication for the Deaf and Hard of HearingSukharukava, Yauheniya January 2014 (has links)
Contemporary scholars have been studying audiovisual translation for the past twenty years. However, health communication has never yet been included as a part of the audiovisual material under discussion.
The goal of this thesis is to create Russian subtitles for the deaf and hard of hearing from the original English version of The Three Amigos, a series of PSAs (Public service announcements) regarding the prevention of HIV/AIDS, and to analyse and discuss the theoretical and practical aspects of this work. After analysing the current situation on HIV/AIDS in Russia and Belarus, I use this series entitled The Three Amigos as an example of health communication that works, and therefore, should be accessible to more viewers.
The thesis is organised into three chapters. Following a general introduction, Chapter 1 discusses health communication, presents statistics on HIV/AIDS in Russia and Belarus, and provides an example of health communication that fulfills its functions – public service announcements on HIV/AIDS prevention in the form of The Three Amigos. Chapter 2 discusses the necessity of subtitling for the target audience, and emphasises the fact that people with hearing impairment need special subtitles that differ from the ones that are suitable for viewers without hearing impairment. Chapter 3 contains the analysis of the subtitles for the deaf and hard of hearing that I created for this project. Finally, the conclusion summarises the findings of this research, and addresses possible directions for future projects on this topic.
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Independent Project with Specialization in English Studiesand Education 15 Credits, First Cycle / The use of assistive technology in teaching students with autism spectrum disorder: a reviewAbduljabar, Fatima January 2021 (has links)
In this survey, a number of recent studies were reviewed to assess the impact of using assistive technology in teaching students diagnosed with Autism Spectrum Disorder. The survey investigates the possible beneficial effects of such technology in terms of academic learning as well as in terms of social integration of students in the years 4-6 (ages 9 -13). The role of Autism Spectrum Disorder in limiting the learning abilities and social skills of diagnosed students is covered, explaining the factors most relevant within this context. Recent studies were chosen as they dealt with more recent technological tools that are relevant today, with the exclusion of older forms of technology that are deemed obsolete. The different forms of technology used in these studies are taken into consideration, both simple and advanced forms were reviewed, and the results were examined critically. In addition, different sample sizes were also considered, ranging from single cases to relatively bigger samples. The findings do confirm that the use of assistive technology does help improve the social and academic performance of autistic students to varying degrees and that improvements are felt by the educators as well as parents and caregivers. Attention was given to the factors influencing the choice of the technological tools used in assisting autistic students. The survey further considers the limitations and setbacks that can occur with the use of technology
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Vergelyking en evaluering van onderskrifte oor verskillende genresVan Wyngaardt, Lizanie January 2019 (has links)
Hierdie studie handel oor die Engelse onderskrifte in Afrikaanse televisieprogramme oor verskillende genres. Dit ondersoek die verskynsels asook die gehalte in en van die intertalige onderskrifte. Dit is _ vergelykende teksstudie met die doel om aanbevelings vir verbeterde onderskrifte te gee. Daar word _ deeglike literatuurstudie gedoen om agtergrond vir die navorsing te skep. Die data word ingesamel en gekategoriseer om geanaliseer te word sodat ingeligte gevolgtrekkings gemaak kan word. Daar is bevind dat die Afrikaanse televisieprogramme wat ondersoek is, substandaard Engelse onderskrifte het en dat die meeste foute is as gevolg van die minagting van die onderskrifskeppingsreëls. Die verhandeling sluit af deur aanbevelings te maak oor hoe dit verbeter kan word. / This study considers English subtitles in Afrikaans television programs in different genres. It researches the phenomena, as well as the standard of the interlingual subtitles. It is a comparative text study and has the goal of creating recommendations for better subtitles. A thorough literature study was done to provide background for the coming research. The data was collected and categorised to be analysed to reach an informed conclusion. The study found that the researched Afrikaans television programs have substandard subtitles and that the most mistakes were because of ignoring the subtitling rules. The dissertation concludes by making suggestions on how to better it. / Dissertation (MA)--University of Pretoria, 2019. / Afrikaans / MA / Unrestricted
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User-centered Visualizations of Transcription Uncertainty in AI-generated Subtitles of News BroadcastKarlsson, Fredrik January 2020 (has links)
AI-generated subtitles have recently started to automate the process of subtitling with automatic speech recognition. However, people may not perceive that the transcription is based on probabilities and may entail errors. For news that is broadcast live may this be controversial and cause misinterpretation. A user-centered design approach was performed investigating three possible solutions towards visualizing transcription uncertainties in real-time presentation. Based on the user needs, one proposed solution was used in a qualitative comparison with AI- generated subtitles without visualizations. The results suggest that visualization of uncertainties support users’ interpretation of AI-generated subtitles and helps to identify possible errors. However, it does not improve the transcription intelligibility. The result also suggests that unnoticed transcription errors during news broadcast is perceived as critical and decrease trust towards the news. Uncertainty visualizations may increase trust and prevent the risk of misinterpretation with important information.
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Evaluating and Addressing the Information Needs and Habits of Turkish English MajorsFry, Leanna C 07 December 2019 (has links)
Information literacy is a relatively new concept in Turkey and is most accessible to English Language Learners. This article-format dissertation identifies the information needs and habits of English Language and Literature majors at a major Turkish university, discusses the development of an online intervention to teach information literacy to these students, and tests the efficacy of using Turkish subtitles to teach information literacy skills to these English majors. Article 1 surveyed students majoring in English Language and Literature about their attitudes towards library usage and sources. Student attitudes revealed a preference for internet sources over library sources and a belief that internet sources are more likely than library sources to provide students with the information they need. In response to the need for increased information literacy instruction, an online tutorial was developed to teach information literacy skills that focus on the Framework for Information Literacy for Higher Education. Article 2 discusses the design and development of this tutorial. Article 3 tests the most effective language configuration for students to learn these information literacy skills, finding that students that completed the tutorial with an English-language soundtrack and Turkish subtitles finished tasks at a statistically significant faster pace than other groups and with statistically significant more success. Overall, Turkish English majors showed a need for increased information literacy skills. A subtitled tutorial is one way to provide this information literacy training.
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Character voice in subtitles: a case study of the Japanese subtitles of The WitcherRusanen, Sirius January 2021 (has links)
In storytelling, one of the most important functions of dialogue is to create characterisation. Character voice is each character's unique style of speaking, which can impart explicit or implicit information about characters, such as their personality, age, or gender. Japanese language texts are known to use gendered language and role language (yakuwarigo) as a way of creating characterisation and character voice.This case study examines the English dialogue and the Japanese subtitles of four characters (Tissaia, Yennefer, Geralt, and Jaskier) from the series The Witcher. The aim was to categorize the strategies used to recreate the original character voice, to mark the differences in the character voices, and to examine their possible impact on the overall characterisations. The study concludes that the main strategy in creating character voice was gendered language and role language. Overall, the English and Japanese character voices were roughly equivalent with each other, and the used gendered language was supported by the characters’ personalities or appearance. The character Jaskier had the most differences between his English and Japanese dialogue, most likely due to the difficulties in recreating his brand of humorous tone in subtitle form.
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Development and Validation of Skill-Integrated Tasks in EAP Contexts: A Focus on Input Processing Facilitation / 学術英語を対象とした技能統合型タスクの開発と検証―インプット処理の促進に焦点をあてて―Hosogoshi, Kyoko 25 September 2017 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第20722号 / 人博第831号 / 新制||人||199(附属図書館) / 29||人博||831(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 田地野 彰, 教授 桂山 康司, 准教授 金丸 敏幸, 教授 植松 茂男 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM
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Translating Similes into Swedish and Finnish in the Subtitles of How I Met Your Mother / Liknelseöversättning till svenska och finska i undertexter från TV-serien ”How I Met Your Mother”Heikkinen, Emma January 2018 (has links)
Similes are present in all kinds of verbal communication as they can exemplify difficult concepts by comparing them to more familiar ones, create unique imagery by combining two unexpected topics or help a person express their thoughts more accurately. However, they can be problematic to translate, especially in subtitles, where both time and space are limited. This study reveals what kinds of strategies Swedish and Finnish translators use when they translate various types of similes in the subtitles of the American sitcom How I Met your Mother and compares the preferences between the two target languages. The results show the most frequent approach is to translate word-for-word, while a wide range of alternative translations also exists in spite of the differences between the two target texts. / <p>Författarens ORCiD: https://orcid.org/0000-0001-9999-9210</p>
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The Use of Dictionaries, Glosses, and Annotations to Facilitate Vocabulary Comprehension for L2 Learners of RussianTodd, Elizabeth Christel 16 June 2014 (has links) (PDF)
Technology is changing education. Just 30 years ago, instructors were using slow, inefficient technology such as projectors and reels of film, whereas today they have instant access to video from anywhere in the world. This capability has the potential to change the way that language is being taught and learned. Instead of students relying solely on their teacher and textbook for linguistic input, they have access to the Internet which holds a seemingly endless amount of information. This study was inspired by the belief that it is possible to maximize the potential benefit from that availability by implementing the theory that people learn language best when they have access to comprehensible input (Buri, 2012; Crossley, Allen, & McNamara, 2012; Krashen, 1985; Shintani, 2012; Zarei & Rashvand 2011). It also implements the belief of some second-language acquisitions theorists that subtitled video provides language learners with more comprehensible input than non-subtitled video alone (Borrás & Lafayette, 1994; Chun & Plass, 1996; Danan, 2004; Di Carlo, 1994). Thus, this study used interactive subtitled video to investigate the effects of three word definition types on participants' vocabulary comprehension and involved the selection of 120 Russian (L2)words of equal difficulty that were randomly sorted into one of four groups -- three treatments and a control group. Each treatment group contained 30 Russian words with a different type of definition in English (L1): dictionary definitions, which provided the viewers with the definition they would find in the bilingual dictionary; glosses which provided the viewers with the exact meaning of the word only as it pertains to the given context; and annotations which provided an explanation to clarify a word's use in different contexts or its non-traditional uses. Participants totaled 53 men and women ages 18-30 from 4 countries, US, Canada, Germany, and Sweden, who were advanced L2 learners of Russian. To control for the possible effects of a pretest, some of the subjects took a vocabulary pretest, and then all subjects watched a film in Russian with Russian subtitles, which was immediately followed by a vocabulary posttest. Results showed that annotations were most conducive to vocabulary gains, followed by glosses, dictionary definitions, and no definition, respectively. Although this was not the case for all participants, this outcome did hold for the majority, and several possible reasons for this outcome are discussed.
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