Introduction

An increasing number of contributions have appeared, over recent years, on the subject of Audiovisual Translation (AVT), particularly in relation to dubbing and subtitling, to the extent that this has become one of the fastest growing areas in the field ofTranslation Studies (Daz-Cintas, 2008: 1). Many international conferences have been dedicated to this topic and several undergraduate and postgraduate courses have been developed in third level institutions across Europe, some entirely devoted to subtitling and training of subtitlers whilst others use subtitling as an effective pedagogical tool for foreign language (FL) teaching and learning. The broad scope ofthis branch ofTranslation Studies is challenging, an AV text being a truly multidimensional space in the sense intended by Barthes (1977: 176), which transcends and links several sensory dimensions. Audiovisual Translation amalgamates diverse disciplines including film studies, translatology, semiotics, linguistics, applied linguistics, cognitive psychology, to name but a few, not forgetting, of course, technology and ICT. However, as Orero (2004: viii) writes, though much work has been done over the years by scholars such as Yves Gambier and Henrik Gottlieb, there is still plenty of scope at both academic levels: teaching and researching. This publication is primarily intended for both academic levels. The first section is dedicated to theoretical issues, which, it is hoped, will stimulate further debate and encourage exciting progress in research informed teaching. The second section lends itself to a perhaps less developed area of research in the field of AVT and its potential in foreign language pedagogy. The sequence of articles in this volume is intended to create a discourse which, beginning with reflections on wider methodological issues, advances to a proposed model of analysis for colloquial speech, touches on more niche aspects of AVT (e.g. surtitling) and progresses to didactic

Introduction

applications in foreign language pedagogy and learning at both linguistic and cultural levels and concludes with a practical proposal for use ofAVT in FL classes. An interview with a professional subtitler (who is also an academic and a researcher) draws the volume to a close, providing us with an insiders view of the world of subtitles. In Part One, ukasz Boguckis article outlines familiar approaches to Translation Studies (comparative, process and causal models) and discusses their applicability to AVT research. Special attention is given to a methodology which has already been applied to AVT, namely Action Research. The objective of this paper is to examine whether a universal methodological approach is feasible in the case of a discipline as complex and non-homogeneous as AVT and whether similar tools can be used in studying intra- and interlingual translation, addressing the requirements of diverse audiences. Lupe Romero discusses issues concerned with the (audiovisual) translation of colloquial speech, with particular reference to cinematographic productions with a high degree of orality (author or independent films). The author proposes a set of categories for analysing colloquial speech and therefore a model, applicable to both dubbing and subtitling, for describing and quantifying the oral features present both in the source and target texts. Maria Freddi and Silvia Luraghi, followed by Eduard Bartoll, guide us into the world of surtitling: translations or transcriptions projected above the stage or displayed on a screen. Freddi and Luraghi question whether translation universals utilized in subtitling can also be applied to surtitling. With an in-depth analysis ofthe English translation ofSalvatore Cammaranos libretto for Giuseppe Verdis Luisa Miller and a study oftranslation strategies used therein, the authors propose an interesting avenue of research for universals in translation. Bartolls article explores surtitling in an alternative setting the theatre and focuses on a Catalan version ofMacbeth. The author raises awareness ofthis highly specialized technique and discusses the difficulties of providing surtitles for live performances, which are, of course, subject to changes of rhythm, speed of enunciation and reformulation of dialogue. Bartoll argues that the translators vulnerability is heightened in this context.

Introduction

Part Two opens with Claudia Borghettis contribution, which examines AVT within the framework ofIntercultural Foreign Language Education and explores the complex critical-interpretative process that FL students must negotiate in order to translate an AV text. Since this process includes identifying cultural data present in the ST, reflecting on the cultural context of the TT, and deciding if and how to render cultural data on a linguistic level, Borghetti suggests that audiovisual translation can be used effectively in the FL classroom to stimulate students intercultural awareness. Continuing along the lines of cultural awareness raised by AVT, Marcella De Marcos contribution offers a different perspective on the utilization of subtitles in academic environments: the author illustrates how gender and identity issues can be integrated in the curriculum design of a subtitling module. The paper presents a subtitling module which constitutes part of the MA in Applied Translation Studies at London Metropolitan University and discusses teaching methodologies and students reactions. Moving on to language acquisition per se, Eithne OConnell gives us an overview ofthe use ofAV in language learning and of research into the positive effects that can be derived from this practice. The author then discusses the relevance of such research for minority languages, the Irish language being the case study in question, and how Irish language learners can improve their linguistic skills through the use of subtitled material. Elisa Perego and Elisa Ghia concentrate on how eye-tracking can be employed to gauge visual attention and reading behaviour of audiences exposed to captions and subtitles. The article reports on experiments showing the impact of different translation strategies and layout format on visual activity and reflects on how results from eye-tracking tests can prove beneficial in FL acquisitional contexts. Noa Talavn Zann assesses the benefits ofboth the creation of interlingual subtitles by the students themselves and the use of ready-made materials. Experiments carried out by the author prove that subtitles are a valid support for enhancing listening comprehension skills in communicative, task-based FL learning contexts. Expanding on the topic of pedagogical applications of subtitling, Stavroula Sokoli, Patrick Zabalbeascoa and Maria Fountana present the

Introduction

results of an EU-funded project, Learning via Subtitling, and discuss the implementation of subtitling activities in third level FL courses. Learners feedback is analysed and participative learning, through subtitling, is shown to increase students motivation and attainment. Finally, after discussions on the validity of using subtitling in FL classes, the closing contribution by Laura Incalcaterra McLoughlin and Jennifer Lertola provides practical guidelines for the implementation of such practice. Whilst examples provided relate to the teaching of Italian, the model can be easily applied to other languages, as the article contains detailed step-by-step descriptions of a typical teaching module unit and required software. The book concludes with an interview by Carlo Eugeni, an academic and professional subtitler, who gives us an insight into the world of subtitlers and their work. He answers questions on subtitling procedure, standards, mistakes, and the positive impact of subtitling on translation skills. Laura Incalcaterra McLoughlin

References
Barthes, R. (1977), Image-Music-Text, London: Fontana. Daz-Cintas, J. (ed.) (2008), The Didactics of Audiovisual Translation. Amsterdam: John Benjamins. Orero, P. (ed.), Topics in Audiovisual Translation. Amsterdam: John Benjamins.