scholarly journals Exploring Applied Strategies for English-Language Dubbing

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Giselle Spiteri Miggiani
Keyword(s):  
Professional Practice ◽  
English Language ◽  
Theoretical Study ◽  
Quality Standards ◽  
Target Language ◽  
Special Focus ◽  
Adaptation Process ◽  
Academic Setting ◽  
Language Content ◽  
Point Of Reference

The sudden boom of non-English language content on popular streaming platforms has obliged media localisation companies to react and adapt quickly to provide the market with English dubbing lip-synch services. This comes with several challenges due to the absence of a long-established English dubbing tradition and professional practice, as well as the lack of consolidated norms and conventions, or a textual repertoire to act as a point of reference. This paper builds on a prior theoretical study (Spiteri Miggiani, 2021) that seeks to identify potential norms as well as challenges in English-language dubbing. It goes a step further by exploring strategies and techniques that could address the identified challenges while aiming to satisfy the generally accepted quality standards that govern dubbing globally. The proposed strategies apply to the dubbing workflow as a whole with a special focus on the dubbing text adaptation process. The study aims to set the grounds for further research required to corroborate these strategies through applied studies in an academic setting, or through collaboration with localisation companies where they can be tested and observed in professional practice. Lay Summary We are currently experiencing a boom in films and TV series in a variety of languages other than English, mostly thanks to the popularity of streaming platforms such as Netflix and Amazon Prime Video. These productions need to be subtitled and dubbed into English. Dubbing in English is not a consolidated tradition and therefore it lacks its own set of patterns. To this end, I have already conducted a study to try to pinpoint the main challenges of English language dubbing and the patterns that have emerged so far. This enables me to take a step further, especially since it seems that viewers do not always react positively to dubbed content in English. This not-so-favourable response may also depend on the fact that they are not accustomed to dubbing. Having already identified some of the challenges related to lip-synching, rhythmic synchrony, natural sounding language, intonation, sound mixing, voice variety, and so on, in this paper, I propose practical strategies that can possibly help to deal with such issues. The main goal is to explore ways and means to enhance quality, especially in the translation and adaptation of these works. The ultimate aim is to obtain a credible product that engages the viewers and encourages them to binge on the next episode. We want the audience to forget or lose awareness of the fact that they are listening to newly recorded voices and a new target language.

scholarly journals From šećerna tabla to čoCROlada

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (1) ◽  
pp. 119-146
Author(s):  
Emilija Mustapić
Keyword(s):  
Large Scale ◽  
English Language ◽  
Geographical Location ◽  
Dual Function ◽  
Special Focus ◽  
Linguistic Landscape ◽  
Food Labels ◽  
Quantitative Examination ◽  
The 1960S ◽  
Language Content

The study of linguistic landscape (LL) encompasses the language of public signs, commercial billboards, and other forms of written texts displayed in public (mostly urban) spaces of a particular geographical location. Its dual function, informational and symbolic, provides fertile ground for research into multilingualism, a phenomenon prevalent in today’s society. LL is made up of both large-scale entities such as billboards, and smaller everyday items such as leaflets, posters, and food labels. The aim of this paper is to explore the multilingual discourse on Croatian food labels with a special focus on the advent of words and expressions from the English language. Our quantitative examination of chocolate labels from the 1960s until 2010, presented in the first part of the paper, suggests that the Croatian LL has indeed embraced English (and other languages to some extent) and shifted from primarily monolingual to multilingual practice. Our qualitative analysis of contemporary Croatian chocolate labels in terms of language content relationship and visual arrangement, presented in the second part, indicates a strong English influence on shaping the Croatian LL in the realm of food labelling. It, therefore, confirms the widely held idea that English has become a key component of product marketing.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States

2018 ◽  
Vol 19 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Zachary W. Taylor
Keyword(s):  
English Language ◽  
The United States ◽  
Reading Level ◽  
Spanish Language ◽  
First Year ◽  
Linguistic Capital ◽  
Undergraduate Admissions ◽  
Research And Practice ◽  
Grade Reading Level ◽  
Language Content

This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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