- Translation Studies, Subtitle, Screen Translation, AVT (Translation Studies), Computer Assisted Language Learning, Metodología de investigación en traducción audiovisual, and 25 moreTemas De Audiovisuales, Investigacion En Traduccion, Textos Audiovisuales Definicion, Texto De Investigacion Ejemplo, Texto Audiovisual, Audiovisual Translation, Using Captions & Subtitling to Acquire a Foreign Language, Concepto De Traduccion Audiovisual, Que Son Los Textos Audiovisuales, Que Es Un Texto Audiovisual, Languages and Linguistics, Social Media, Discourse Analysis, Educational Technology, Second Language Acquisition, Teaching English as a Second Language, Traducción Audiovisual, Dubbing, Audiodescription, Subtitling, Multimodality, Translation theory, Multiliteracies, Audiovisual Translation (subtitling), and Translation Technologyedit
- Researcher in Audiovisual Translation and Language Learning, Project Manager and Teacher of Spanish. PhD in Transl... moreResearcher in Audiovisual Translation and Language Learning, Project Manager and Teacher of Spanish.
PhD in Translation Studies, Universitat Autonoma de Barcelona, 2011. Thesis: Subtitling Norms in Greece and Spain. A comparative descriptive study on film subtitle omission and distritubion.
MA in Translation Studies, Universitat Autonoma de Barcelona, 2000. Thesis: Research issues in Audiovisual Translation. Aspects of subtitling in Greece.
BA in English Language and Literature, Aristotle University of Thessaloniki, 1993.
Coordinator of the European funded project ClipFlair: Foreign language learning through interactive captioning and revoicing of clips. http://clipflair.net (LLP, KA2 Languages, 2011-2014).
Coordinator of the European funded project “Learning via Subtitling” http://levis.cti.gr (Socrates/Lingua II, 2006-2008)
Teaching experience:
-undergraduate course, Hispanic Language and Civilization, Hellenic Open University (2006-present)
-postgraduate course “Tradumatica: Translation and Localization” Universitat Autonoma de Barcelona (2001-present)
-postgraduate course Universitat Pompeu Fabra (2010-present)
-subtitling courses, Metafrasis School of Translation in Athens (2004-2008)
Author of more than 20 papers on audiovisual translation, subtitling and language learning.
Professional freelance translator, subtitler and interpreter.
Member of SETAM (Seminari d’ Estudis de Traduccio Audiovisual i Multimedia) and Tradumatica.edit
Are subtitling practices different in Greece and Spain? And if so, how and why? These are the questions that instigated this study in the first place. In the attempt to answer them, first a theoretical framework is established and... more
Are subtitling practices different in Greece and Spain? And if so, how and why? These are the questions that instigated this study in the first place. In the attempt to answer them, first a theoretical framework is established and conceptual tools are provided, including the notion of recoverability, categories of temporal relations between subtitles and utterances, as well as subtitle types, most notably the type termed “zero-liner”.
This research is based on three general hypotheses: that the most suitable approach for such a query is a descriptive product-focused methodology based on norm theory; that there are regularities in the subtitling practice; and that subtitling norms are of a different nature in Spain, a dubbing country, and Greece, a subtitling country.
Methods include the use of a questionnaire directed to subtitlers in both countries and a quantitative analysis of the Greek and Spanish subtitles aligned with the utterances from ten US blockbusters produced from 1993 to 2003. The quantitative study analyses differences in subtitle numbers, subtitle distribution and duration, number of characters per subtitle, number of subtitles consisting of full-sentences and temporal relationships between utterances and their respective subtitles.
Regularities revealed by quantitative results point to norms whose operation is investigated through sample analysis. This qualitative analysis aims: to exemplify the recoverability hypothesis and how it seems to affect subtitlers’ decisions to use omissions; to illustrate how pauses and shot changes may influence the distribution of subtitles; and to answer some of the questions raised in the quantitative analysis. Combining textual (subtitled film analysis) with extratextual (questionnaire results and literature review) sources of norms enables arriving at safer conclusions.
Overall, the number of subtitles is recurrently higher in Spanish but this does not necessarily mean that Greek versions translate less. This phenomenon is caused by differences both in subtitle distribution and in the use of omissions. The consistency of regularities in all ten of them seems to point that norms revealed in this study operate in most movies that have been subtitled in Greece and Spain at the turn of the millennium.
The findings contribute to the advance of AVT studies by foregrounding two national subtitling practices. Besides, the theoretical results could have some bearing on general translation studies. The findings could be used in applied translation studies not only for the explanation and prediction of the way subtitles are manifested, but also in the training of subtitlers. What can be considered a further contribution of this study is the corpus itself which could be used in future qualitative or quantitative analyses.
This research is based on three general hypotheses: that the most suitable approach for such a query is a descriptive product-focused methodology based on norm theory; that there are regularities in the subtitling practice; and that subtitling norms are of a different nature in Spain, a dubbing country, and Greece, a subtitling country.
Methods include the use of a questionnaire directed to subtitlers in both countries and a quantitative analysis of the Greek and Spanish subtitles aligned with the utterances from ten US blockbusters produced from 1993 to 2003. The quantitative study analyses differences in subtitle numbers, subtitle distribution and duration, number of characters per subtitle, number of subtitles consisting of full-sentences and temporal relationships between utterances and their respective subtitles.
Regularities revealed by quantitative results point to norms whose operation is investigated through sample analysis. This qualitative analysis aims: to exemplify the recoverability hypothesis and how it seems to affect subtitlers’ decisions to use omissions; to illustrate how pauses and shot changes may influence the distribution of subtitles; and to answer some of the questions raised in the quantitative analysis. Combining textual (subtitled film analysis) with extratextual (questionnaire results and literature review) sources of norms enables arriving at safer conclusions.
Overall, the number of subtitles is recurrently higher in Spanish but this does not necessarily mean that Greek versions translate less. This phenomenon is caused by differences both in subtitle distribution and in the use of omissions. The consistency of regularities in all ten of them seems to point that norms revealed in this study operate in most movies that have been subtitled in Greece and Spain at the turn of the millennium.
The findings contribute to the advance of AVT studies by foregrounding two national subtitling practices. Besides, the theoretical results could have some bearing on general translation studies. The findings could be used in applied translation studies not only for the explanation and prediction of the way subtitles are manifested, but also in the training of subtitlers. What can be considered a further contribution of this study is the corpus itself which could be used in future qualitative or quantitative analyses.
Research Interests:
Στις 22 Μαΐου 2004, το Διδασκαλείο Ξένων Γλωσσών του Πανεπιστημίου Αθηνών και ο Σύνδεσμος Φιλίας Εθνών οργάνωσαν ταυτόχρονες Ημερίδες με τίτλο «Αφιέρωμα στη γερμανική, ιταλική και ισπανική γλώσσα». Ο κοινός τόμος Πρακτικών (την επιμέλεια... more
Στις 22 Μαΐου 2004, το Διδασκαλείο Ξένων Γλωσσών του Πανεπιστημίου Αθηνών και ο Σύνδεσμος Φιλίας Εθνών οργάνωσαν ταυτόχρονες Ημερίδες με τίτλο «Αφιέρωμα στη γερμανική, ιταλική και ισπανική γλώσσα». Ο κοινός τόμος Πρακτικών (την επιμέλεια έκδοσης του οποίου ανέλαβαν η Ε. Μπαλάση, η Ε. Λεονταρίδη και η Κ. Σπανοπούλου για τη γερμανική, ισπανική και ιταλική γλώσσα αντίστοιχα), συμπεριέλαβε 47 ανακοινώσεις. Συγκεκριμένα για την ισπανική, επιλέχθηκαν να δημοσιευθούν 16 εργασίες.
El 22 de mayo de 2004, el Centro de Lenguas Extranjeras de la Universidad de Atenas y la Asociación de Amistad entre las Naciones organizaron Jornadas paralelas con el título «Jornada dedicada a la lengua alemana, italiana y española». El volumen común de las Actas de la Jornada (cuya edición corrió a cargo de E. Balassi, K. Spanopoulou y E. Leontaridi para la lengua alemana, italiana y española respectivamente), incluyó 47 comunicaciones. Para la lengua española en concreto fueron elegidos a publicarse 16 trabajos.
El 22 de mayo de 2004, el Centro de Lenguas Extranjeras de la Universidad de Atenas y la Asociación de Amistad entre las Naciones organizaron Jornadas paralelas con el título «Jornada dedicada a la lengua alemana, italiana y española». El volumen común de las Actas de la Jornada (cuya edición corrió a cargo de E. Balassi, K. Spanopoulou y E. Leontaridi para la lengua alemana, italiana y española respectivamente), incluyó 47 comunicaciones. Para la lengua española en concreto fueron elegidos a publicarse 16 trabajos.
Research Interests: German Studies, Spanish Literature, Spanish Studies, Spanish, Germanic linguistics, and 11 moreLanguage Testing, German Language, Spanish Theatre, Italian Literature, Teaching of Foreign Languages, Spanish Linguistics, Spanish Grammar, Spanish as a Foreign Language, German Literature and Culture, Italian, and Foreign languages
Research Interests:
Research Interests:
"Los textos audiovisuales se caracterizan por la sincronía entre los elementos verbales y no verbales, denominada por Mayoral (1988: 359) sincronía de carácter, “the harmony between the image of the character... more
"Los textos audiovisuales se caracterizan por la sincronía entre los elementos verbales y no verbales, denominada por Mayoral (1988: 359) sincronía de carácter, “the harmony between the image of the character and his or her voice and words”. Esta sincronía se refiere a la interacción entre los elementos verbales y no verbales, sean acústicos (ej. palabras y sonidos) o visuales (ej. subtítulos, imágenes) y se representa en el siguiente esquema: Las características que diferencian el texto audiovisual de otros textos se pueden resumir así: - Recepción por dos canales: acústico y visual - Presencia significativa de elementos no verbales. - Sincronía entre elementos verbales y no verbales. - Transmisión por pantalla – Reproducibilidad - Secuencia predeterminada de imágenes y sonido – Material grabado. Estas características del texto audiovisual condicionan su traducción."
Research Interests:
Resum La traducción de software y de páginas web, conocida con el término de localización, requiere herramientas especiales para que se puedan realizar las actividades especificas de este trabajo. En este catálogo se presentan y se... more
Resum La traducción de software y de páginas web, conocida con el término de localización, requiere herramientas especiales para que se puedan realizar las actividades especificas de este trabajo. En este catálogo se presentan y se describen brevemente las ...
Research Interests:
LvS (Learning via Subtitling) is a subtitling tool for language teaching. The main objective of LvS is to provide educational material for the active learning of foreign languages through subtitled video clips. Using this tool and the... more
LvS (Learning via Subtitling) is a subtitling tool for language teaching. The main objective of LvS is to provide educational material for the active learning of foreign languages through subtitled video clips. Using this tool and the specific activities created by the teacher, students can add subtitles to video clips, thus participating in active writing and listening comprehension activities. LvS is a subtitle simulator for specific purposes.<p>This paper presents the possibilities offered by an environment such as LvS for learning languages through subtitling and the effectiveness of the use of news videos in L2 teaching. It describes the different stages of a LvS activity involving teaching Italian for translators.<p>
Research Interests:
One of the main objectives of the project is to establish a methodological framework for Foreign Language Learning through the interaction of text (written and spoken), image (still or moving) and sound.
Research Interests:
Learning a new language can be tedious –except in the environment actually used, in which case it is most exciting. Active learning and engaging learning activities are prominent among the –often not realized in practice– promises of... more
Learning a new language can be tedious –except in the environment actually used, in which case it is most exciting. Active learning and engaging learning activities are prominent among the –often not realized in practice– promises of ICTE. Giving learners a special version of a professional environment, not for the purposes of training a professional but for the side benefits of fundamental skills associated is widely practiced in education. In this paper we present a special learning/exercising environment for foreign languages, mimicking a highly specialized professional activity: film/video subtitling. The learner combines listening (to speech, music and other sounds) with viewing (thus incorporating cultural aspects in her learning) in order to come to an understanding which she must then render by suitable translation into subtitles: they will appear as a subtitled film clip and be stored for the student’s, the teacher’s and peers’ later review. 1. Pre-view (Introduction) The e...
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This article aims to portray LvS (Learning via Subt itling), a tool developed by the Laboratory of Educational Material of the Hellenic Open Universit y, which is based on the simulation of a professional activity, that of film... more
This article aims to portray LvS (Learning via Subt itling), a tool developed by the Laboratory of Educational Material of the Hellenic Open Universit y, which is based on the simulation of a professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elem nts are involved in an authentic and motivating way and which expose the FL learners to highly cont extualized language input. Multimedia is used as the core of an activity and not as a "nice" ad d-on which even when presented as a learning exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished o nes for a film scene selected according to the teacher's specific pedagogical goals. The outcome o f this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and c...
This paper presents ClipFlair, a web platform which provides captioning and revoicing tools and activities specifically designed for foreign language learning. It proposes a productive and motivating way of working with AV material: by... more
This paper presents ClipFlair, a web platform which provides captioning and revoicing tools and activities specifically designed for foreign language learning. It proposes a productive and motivating way of working with AV material: by asking learners to flair a clip, i.e. to revoice or caption a video. The ClipFlair Studio (http://studio.clipflair.net) offers the captioning and revoicing tools needed by activity authors to create activities. This is also where learners can practise and learn their target language(s) by carrying out these activities. It is basically a zoomable area, containing the activity components: the clips, texts (e.g. instructions, clues or scripts), captions, voice-recordings, images and maps. Each component is editable for size, zoom and features to suit the pedagogical rationale of each activity, depending on each learner's level and needs. Users can collaborate, interact, share materials, provide feedback, watch tutorials and study guidelines for activ...
... | Ayuda. Omisión y distribución de los subtítulos en España y Grecia: cómo y por qué. Autores: Stavroula Sokoli; Localización: Trasvases culturales : Literatura, cine y traducción 4 / coord. por Raquel Merino Alvarez, Eterio Pajares ...
Research Interests:
Research Interests:
... | Ayuda. El uso de cuestionarios como método para la búsqueda de normas de traducción. Autores: Stavroula Sokoli; Localización: Ultimas corrientes teóricas en los estudios de traducción y sus aplicaciones / coord. por Anne ...
Research Interests:
Are subtitling practices different in Greece and Spain? And if so, how and why? These are the questions that instigated this study in the first place. In the attempt to answer them, first a theoretical framework is established and... more
Are subtitling practices different in Greece and Spain? And if so, how and why? These are the questions that instigated this study in the first place. In the attempt to answer them, first a theoretical framework is established and conceptual tools are provided, including the notion of recoverability, categories of temporal relations between subtitles and utterances, as well as subtitle types, most notably the type termed 'zero-liner'. This research is based on three general hypotheses: that the most suitable approach for such a query is a descriptive product-focused methodology based on norm theory; that there are regularities in the subtitling practice; and that subtitling norms are of a different nature in Spain, a dubbing country, and Greece, a subtitling country. Methods include the use of a questionnaire directed to subtitlers in both countries and a quantitative analysis of the Greek and Spanish subtitles aligned with the utterances from ten US blockbusters produced fr...
Research Interests:
TRAFILM – Translation of multilingual films The project is funded by the Spanish Ministry of Economy and Competitiveness FFI2014-55952-P 2015-2017
Language teachers often resort to video to familiarise their students with contextualised linguistic and cultural aspects of communication. Since they tend to consider learning-by-doing more effective than learning-by-viewing, they try to... more
Language teachers often resort to video to familiarise their students with contextualised linguistic and cultural aspects of communication. Since they tend to consider learning-by-doing more effective than learning-by-viewing, they try to further exploit this valuable asset through active tasks, such as taking notes or answering comprehension questions, silent viewing and predicting, ordering sentences, role-playing, analysing, summarising and describing (Zabalbeascoa et al. 2015). Advances in ICT have enabled more interactive options, with a view to expanding the range of available activities to include audiovisual translation (AVT) activities, such as subtitling and dubbing. This is the focus of ClipFlair, a project which developed a platform for creating and hosting such activities and a pedagogical proposal based on the idea that language learning can be enhanced with the use of activities asking learners to work from a video by inserting their own writing (captioning) or speech...
... | Ayuda. El uso de cuestionarios como método para la búsqueda de normas de traducción. Autores: Stavroula Sokoli; Localización: Ultimas corrientes teóricas en los estudios de traducción y sus aplicaciones / coord. por Anne ...
Research Interests:
Información del artículo Omisión y distribución de los subtítulos en España y Grecia: cómo y por qué.
Research Interests:
How the trafilm database works and how to feed in more metadata into the system, with basic Trafilm concepts.
https://repositori.upf.edu/bitstream/handle/10230/28223/TrafilmFormsGuide-v21.pdf?sequence=9&isAllowed=y
https://repositori.upf.edu/bitstream/handle/10230/28223/TrafilmFormsGuide-v21.pdf?sequence=9&isAllowed=y
Research Interests:
This paper draws on research conducted as part of the EU-funded project RADAR (Regulating AntiDiscrimination and AntiRacism, JUST/2013/FRAC/AG/6271). It rejects the concept of ‘race’, hence the inverted commas, and sees it as a social... more
This paper draws on research conducted as part of the EU-funded project RADAR (Regulating AntiDiscrimination and AntiRacism, JUST/2013/FRAC/AG/6271). It rejects the concept of ‘race’, hence the inverted commas, and sees it as a social construct aimed at dividing people into unequal, static, unchangeable categories (Witzig, 1996, and others). From this starting point, it presents selected examples of attitudes to ‘race’ in the media in Greece and the UK, based on a sample analysis of authentic material specifically collected for use in the RADAR training workshops. The material was analysed using Membership Categorisation Analysis (MCA), a sub-section of Conversation Analysis originally developed by Sacks (1966; 1992). These examples highlight similarities of some mechanisms of hate communication, not only between genres, but also between countries (UK and Greece), despite clear historical, social and demographic differences. Overall, this reflection paper aims at highlighting certain ways in which ‘race’ is thematised and depicted in the media in these two countries, as well as raise awareness and initiate a discussion on hate communication, whether intentional (hate-motivated) or not.
Research Interests:
Los textos audiovisuales se caracterizan por la sincronía entre los elementos verbales y no verbales, denominada por Mayoral (1988: 359) sincronía de carácter, “the harmony between the image of the character and his or her voice and... more
Los textos audiovisuales se caracterizan por la sincronía entre los elementos verbales y no verbales, denominada por Mayoral (1988: 359) sincronía de carácter, “the harmony between the image of the character and his or her voice and words”. Esta sincronía se refiere a la interacción entre los elementos verbales y no verbales, sean acústicos (ej. palabras y sonidos) o visuales (ej. subtítulos, imágenes) y se representa en el siguiente esquema:
Las características que diferencian el texto audiovisual de otros textos se pueden resumir así:
- Recepción por dos canales: acústico y visual
- Presencia significativa de elementos no verbales.
- Sincronía entre elementos verbales y no verbales.
- Transmisión por pantalla – Reproducibilidad
- Secuencia predeterminada de imágenes y sonido – Material grabado.
Estas características del texto audiovisual condicionan su traducción.
Las características que diferencian el texto audiovisual de otros textos se pueden resumir así:
- Recepción por dos canales: acústico y visual
- Presencia significativa de elementos no verbales.
- Sincronía entre elementos verbales y no verbales.
- Transmisión por pantalla – Reproducibilidad
- Secuencia predeterminada de imágenes y sonido – Material grabado.
Estas características del texto audiovisual condicionan su traducción.
Research Interests:
By simply watching subtitled films in Greece, traditionally considered a subtitling country, and Spain, a dubbing country, certain differences in this professional practice audiovisual translation may easily be observed. In this chapter... more
By simply watching subtitled films in Greece, traditionally considered a subtitling country, and Spain, a dubbing country, certain differences in this professional practice audiovisual translation may easily be observed. In this chapter the aim is two-fold: first, to look into the factors that guide translators’ decisions in the process of subtitling in these two countries, by finding indications of norms; second, closely related to the first, to explore the relationship between the subtitles and the other elements of the audiovisual text. The main premises are that the use of descriptive tools can overcome the limitations posed by prescriptive approaches and that there are regularities in the practice of subtitling
Research Interests:
Language learners and teachers often resort to films to improve listening skills and benefit from the advantages of this engaging and entertaining resource. Since learning by doing is generally considered to be more effective than... more
Language learners and teachers often resort to films to improve listening skills and
benefit from the advantages of this engaging and entertaining resource. Since learning
by doing is generally considered to be more effective than learning by watching,
active tasks are necessary when using audiovisual material for language learning. The
ClipFlair project proposes interacting with video by adding text or voice-recordings
to it. Proposed tasks include simulating the work of a subtitler or dubber but are not
confined to it. The umbrella terms captioning and revoicing are used to include all
interaction of written and spoken words, moving image and sound. This paper presents
the ClipFlair web platform, with a short introduction to the methodological framework
that supports it, as well as examples of language learning activities based on captioning
and revoicing.
benefit from the advantages of this engaging and entertaining resource. Since learning
by doing is generally considered to be more effective than learning by watching,
active tasks are necessary when using audiovisual material for language learning. The
ClipFlair project proposes interacting with video by adding text or voice-recordings
to it. Proposed tasks include simulating the work of a subtitler or dubber but are not
confined to it. The umbrella terms captioning and revoicing are used to include all
interaction of written and spoken words, moving image and sound. This paper presents
the ClipFlair web platform, with a short introduction to the methodological framework
that supports it, as well as examples of language learning activities based on captioning
and revoicing.
Research Interests:
How to cite this chapter: Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens... more
How to cite this chapter: Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds), 10 years of the LLAS elearning symposium: Case studies in good practice (pp. 203-213). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015.000280
The purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This paper will reflect on what has been achieved throughout the project and the challenges encountered along the way, in order to share our experience and inspire other FLL tutors in secondary and tertiary education. The focus is on the main outputs of the project: a) ClipFlair Studio, an online platform where users (both tutors and learners) can create, upload and access revoicing and captioning activities to learn a foreign language; b) ClipFlair Gallery, a library of resources containing over 350 activities to learn the 15 languages targeted in the project; and c) ClipFlair Social, an online community where learners, teachers and activity authors can share information.
The purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This paper will reflect on what has been achieved throughout the project and the challenges encountered along the way, in order to share our experience and inspire other FLL tutors in secondary and tertiary education. The focus is on the main outputs of the project: a) ClipFlair Studio, an online platform where users (both tutors and learners) can create, upload and access revoicing and captioning activities to learn a foreign language; b) ClipFlair Gallery, a library of resources containing over 350 activities to learn the 15 languages targeted in the project; and c) ClipFlair Social, an online community where learners, teachers and activity authors can share information.
Research Interests:
Fundamental principles and factors involved in language learning and video awareness, including a synthesis of the latest specialised literature and relevant educational projects. Definition of terms. Educational specifications... more
Fundamental principles and factors involved in language learning and video awareness, including a synthesis of the latest specialised literature and relevant educational projects.
Definition of terms.
Educational specifications for the revoicing and captioning tool of the web platform, including: methodological distinctions between bilingual and monolingual clips and exercises, attention to all four skills (writing, reading, listening and speaking), as well as different levels of language knowledge and proficiency (CEFR A1-C2).
Use case scenarios.
Activity samples.
Clip selection criteria, and ideas and instructions for developing and personalizing one’s own video-clip library.
Activity and clip description forms.
Definition of terms.
Educational specifications for the revoicing and captioning tool of the web platform, including: methodological distinctions between bilingual and monolingual clips and exercises, attention to all four skills (writing, reading, listening and speaking), as well as different levels of language knowledge and proficiency (CEFR A1-C2).
Use case scenarios.
Activity samples.
Clip selection criteria, and ideas and instructions for developing and personalizing one’s own video-clip library.
Activity and clip description forms.
Research Interests:
LvS (Learning via Subtitling) is a subtitling tool for language teaching. The main objective of LvS is to provide educational material for the active learning of foreign languages through subtitled video clips. Using this tool and the... more
LvS (Learning via Subtitling) is a subtitling tool for language teaching. The main objective of LvS is to provide educational material for the active learning of foreign languages through subtitled video clips. Using this tool and the specific activities created by the teacher, students can add subtitles to video clips, thus participating in active writing and listening comprehension activities. LvS is a subtitle simulator for specific purposes. This paper presents the possibilities offered by an environment such as LvS for learning languages through subtitling and the effectiveness of the use of news videos in L2 teaching. It describes the different stages of a LvS activity involving teaching Italian for translators.
Keywords: language learning, subtitling, video, news, translators’ training
Keywords: language learning, subtitling, video, news, translators’ training
Research Interests:
En esta comunicación se investigarán las razones por la selección de la modalidad de traducción audiovisual en Grecia con el objetivo de ver relaciones posibles entre esta selección y el estatus de la lengua griega. Para reforzar este... more
En esta comunicación se investigarán las razones por la selección de la modalidad de traducción audiovisual en Grecia con el objetivo de ver relaciones posibles entre esta selección y el estatus de la lengua griega. Para reforzar este argumento se contemplarán también algunos ejemplos de las decisiones que se han tomado al respecto en otros países como España e Italia.
Research Interests:
La existencia de diferencias en las prácticas de subtitulación en Grecia, país considerado tradicionalmente “subtitulador” y en España, un país “doblador”, es fácil de constatar, viendo simplemente películas subtituladas en las dos... more
La existencia de diferencias en las prácticas de subtitulación en Grecia, país considerado tradicionalmente “subtitulador” y en España, un país “doblador”, es fácil de constatar, viendo simplemente películas subtituladas en las dos lenguas. Uno de los objetivos de este trabajo es, por un lado, examinar los factores que guían las decisiones de los traductores en el proceso de la subtitulación en estos dos países y encontrar indicios de normas. El otro objetivo, estrechamente relacionado con el primero, es explorar la relación entre los subtítulos y los otros componentes del texto audiovisual. El estudio se basa en dos premisas: que existe cierta regularidad en la práctica de la subtitulación, y que las normas de expectación (cf. Chesterman, 1997) se forman en base a la tradición en la traducción audiovisual y el visionado previo de películas traducidas. Por lo tanto, se desprende la hipótesis que las normas de expectación en España y en Grecia serán distintas, ya que su tradición en la traducción audiovisual es diferente.
Research Interests:
This article aims to portray LvS (Learning via Subtitling), a tool developed by the Laboratory of Educational Material of the Hellenic Open University, which is based on the simulation of a professional activity, that of film subtitling.... more
This article aims to portray LvS (Learning via Subtitling), a tool developed by the Laboratory of Educational Material of the Hellenic Open University, which is based on the simulation of a
professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elements are involved in an authentic and motivating
way and which expose the FL learners to highly contextualized language input. Multimedia is used as the core of an activity - and not as a "nice" add-on - which even when presented as a learning
exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished ones for a film scene selected according to the teacher's specific pedagogical goals. The outcome of this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and can be shared with other students and teachers.
professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elements are involved in an authentic and motivating
way and which expose the FL learners to highly contextualized language input. Multimedia is used as the core of an activity - and not as a "nice" add-on - which even when presented as a learning
exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished ones for a film scene selected according to the teacher's specific pedagogical goals. The outcome of this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and can be shared with other students and teachers.
Research Interests:
Hadzilacos, T., Papadakis, S. & Sokoli, S. (2004). Learner’s Version of a Professional Environment: Film Subtitling as an ICTE Tool for Foreign Language Learning. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on... more
Hadzilacos, T., Papadakis, S. & Sokoli, S. (2004). Learner’s Version of a Professional Environment: Film Subtitling as an ICTE Tool for Foreign Language Learning. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 680-685). Chesapeake, VA: AACE
Research Interests:
Research Interests:
Purpose - The purpose of this paper is to present a methodology combining experimental and inquiry methods used for software usability evaluation. The software product of LeViS project funded by the European Commission (Socrates/Lingua... more
Purpose - The purpose of this paper is to present a methodology combining experimental and
inquiry methods used for software usability evaluation. The software product of LeViS
project funded by the European Commission (Socrates/Lingua II) is used as an evaluation
paradigm. The aim of the paper is twofold: a) to present the results of the usability evaluation
using this software as an example and to suggest a number of improvements for the next
version of the software tool; and b) to portray the advantages of combining methods from
different evaluation approaches and the experiences from their application.
Design/methodology/approach - The evaluation for this experiment combined different
usability methods, both experimental and inquiry ones. More specifically the methods
employed were the Thinking Aloud Protocol and the User Logging, which were performed in
a usability evaluation laboratory, as well as the inquiry methods of Interview and Focus
Group.
Findings - In this study, usability problems regarding the LvS educational software were
revealed as well as issues regarding the use of Thinking Aloud Protocol method and involving
users with a specific profile. The research findings presented in this paper constitute an
innovative and effective methodology for software usability evaluation and are useful for
laboratories aiming to conduct similar evaluations.
Research limitations/implications - Although this methodology has been successfully
applied for over 20 software products, due to practical purposes related to this paper’s extent,
only one software is used as an example.
Originality/value - Through the evaluation process, apart from discovering certain usability
problems related to the software, there are a number of important conclusions drawn,
regarding the methods used and the methodology followed in software usability evaluation.
Keywords Software Quality, Usability Evaluation, Usability Evaluation Methods, Quality
Assessment Laboratory, Subtitling, Learning Activities
Paper type Research paper
inquiry methods used for software usability evaluation. The software product of LeViS
project funded by the European Commission (Socrates/Lingua II) is used as an evaluation
paradigm. The aim of the paper is twofold: a) to present the results of the usability evaluation
using this software as an example and to suggest a number of improvements for the next
version of the software tool; and b) to portray the advantages of combining methods from
different evaluation approaches and the experiences from their application.
Design/methodology/approach - The evaluation for this experiment combined different
usability methods, both experimental and inquiry ones. More specifically the methods
employed were the Thinking Aloud Protocol and the User Logging, which were performed in
a usability evaluation laboratory, as well as the inquiry methods of Interview and Focus
Group.
Findings - In this study, usability problems regarding the LvS educational software were
revealed as well as issues regarding the use of Thinking Aloud Protocol method and involving
users with a specific profile. The research findings presented in this paper constitute an
innovative and effective methodology for software usability evaluation and are useful for
laboratories aiming to conduct similar evaluations.
Research limitations/implications - Although this methodology has been successfully
applied for over 20 software products, due to practical purposes related to this paper’s extent,
only one software is used as an example.
Originality/value - Through the evaluation process, apart from discovering certain usability
problems related to the software, there are a number of important conclusions drawn,
regarding the methods used and the methodology followed in software usability evaluation.
Keywords Software Quality, Usability Evaluation, Usability Evaluation Methods, Quality
Assessment Laboratory, Subtitling, Learning Activities
Paper type Research paper
Research Interests:
... El uso de cuestionarios como método para la búsqueda de normas de traducción. Autores: Stavroula Sokoli; Localización: Ultimas corrientes teóricas en los estudios de traducción y sus aplicaciones / coord. por Anne Barr, Jesús ...
Research Interests:
Abstract: By simply watching subtitled films in Greece, considered one of the traditionally ‘subtitling countries’, and Spain, a ‘dubbing country’, one can easily observe certain differences in the practice of this mode of... more
Abstract:
By simply watching subtitled films in Greece, considered one of the traditionally ‘subtitling countries’,
and Spain, a ‘dubbing country’, one can easily observe certain differences in the practice of this mode of
audiovisual translation. In this research paper the aim is, on the one hand, to look into the factors that
guide translators’ decisions in the process of subtitling in these two countries, by finding indications of
norms. The other aim, closely related to the previous one, is to explore the relationship between the
subtitles and the other components of the audiovisual text. The main premises are i) that the use
descriptive tools can overcome the limitations posed by prescriptive approaches, ii) that there are
regularities in the practice of subtitling and iii) that norms are formed by the prevalent subtitling tradition
in the target culture and by the previous viewing of subtitled films.
Given that norms are not directly observable, a possible approach to them is through their manifestations,
whether textual or extratextual. The focus here is on textual sources of norms, that is, regularities in the
choices made by subtitlers, as manifested in ten Anglophone films subtitled in Spanish and Greek.
Keywords: Audiovisual Translation, Subtitling, Norm theory
By simply watching subtitled films in Greece, considered one of the traditionally ‘subtitling countries’,
and Spain, a ‘dubbing country’, one can easily observe certain differences in the practice of this mode of
audiovisual translation. In this research paper the aim is, on the one hand, to look into the factors that
guide translators’ decisions in the process of subtitling in these two countries, by finding indications of
norms. The other aim, closely related to the previous one, is to explore the relationship between the
subtitles and the other components of the audiovisual text. The main premises are i) that the use
descriptive tools can overcome the limitations posed by prescriptive approaches, ii) that there are
regularities in the practice of subtitling and iii) that norms are formed by the prevalent subtitling tradition
in the target culture and by the previous viewing of subtitled films.
Given that norms are not directly observable, a possible approach to them is through their manifestations,
whether textual or extratextual. The focus here is on textual sources of norms, that is, regularities in the
choices made by subtitlers, as manifested in ten Anglophone films subtitled in Spanish and Greek.
Keywords: Audiovisual Translation, Subtitling, Norm theory
Research Interests:
This document aims to provide a practical guide to help use the Trafilm gallery as well as add new information, samples, and metadata, and even audiovisual files (clips). The purpose is to build a database of metadata for as many... more
This document aims to provide a practical guide to help use the Trafilm gallery as well as add new information, samples, and metadata, and even audiovisual files (clips). The purpose is to build a database of metadata for as many instances of multilingualism as possible, as they appear in audiovisuals, basically, fictional feature films and TV series. The concept of multilingualism for Trafilm is broad enough to include sign language and dialects and language which is different from the main language of the AV text because the speaker is somehow impeded or conditioned (e.g. non-native speaker, or intoxicated or somehow conditioned) as well as more commonly accepted forms of language variation such as foreign languages, ancient languages and made-up, or constructed, languages. Translation options include dubbing, subtitling (standard or SDH) and audio description.
This document includes:
• Concepts and definitions, a glossary and abbreviations.
• A detailed, faithful representation of the online gallery and forms.
• Explanations and specifications to help newcomers become familiar with how the system works.
• Some screenshots and illustrations to help visualise what is being referred to.
• Instructions on how to fill in the forms.
The order of the forms is important as it reflects the dependency relationship that exists between them, whereby the metadata provided for the higher-level form is automatically shared by all lower-level forms.
The ultimate goal of Trafilm is to provide a database, as large as possible, that can be accessed, used and continually developed and made to grow by all of those who carry out research into audiovisual translation or have a stake in the profession.
This document includes:
• Concepts and definitions, a glossary and abbreviations.
• A detailed, faithful representation of the online gallery and forms.
• Explanations and specifications to help newcomers become familiar with how the system works.
• Some screenshots and illustrations to help visualise what is being referred to.
• Instructions on how to fill in the forms.
The order of the forms is important as it reflects the dependency relationship that exists between them, whereby the metadata provided for the higher-level form is automatically shared by all lower-level forms.
The ultimate goal of Trafilm is to provide a database, as large as possible, that can be accessed, used and continually developed and made to grow by all of those who carry out research into audiovisual translation or have a stake in the profession.
Research Interests: Multilingualism, Multimodality, Spanglish, Audiovisual Translation, Audiovisual Translation (subtitling), and 11 moreSubtitling for the Deaf and HoH (SDH), Code Switching, Multilingual Studies, Identity Studies, Border identities, hybridity, multilingualism, poetry, bilingual poetry, cultural studies, postcolonial studies, globalization studies, third culture kids, Dubbing Translation, Subtitulación, Traducción e interpretación, Film Dubbing, Traducción Audiovisual, Doblaje, Analyzing Multimodal Texts, and Foreign Language Film Versions (FLVs)
We invite proposals for papers on any of the following topics: • The translation of language combinations within the same film, TV product, or written work of fiction. • The translation (or nontranslation) of constructed languages, i.e.,... more
We invite proposals for papers on any of the following topics:
• The translation of language combinations within the same film, TV product, or written work of fiction.
• The translation (or nontranslation) of constructed languages, i.e., languages made up by the author within a work of fiction.
• The translation of conditioned language utterances within a work of fiction, i.e. when communication is conditioned by cognitive or articulatory hindrances, because of the effects of overexcitement, intoxication, exhaustion, psychological condition, speech impairment.
• The rendering of dialects and/or sociolects within a work of fiction or non-fiction, when they are used as distinct forms of communication from a standard language operating as the main language of the source text.
• Translation creativity when dealing with stylistic and/or linguistic varieties and language combinations
• Instances of code-switching, diglossia, bilingualism, heritage languages within works of fiction or as parts of translation of non-fiction.
• The stylistic and functional effects and implications of linguistic variety as explained in the previous points, above, e.g. humour, stereotyping, xenophobia, censorship, character portrayal, narrative and rhetorical devices.
• Reports of professional experiences and practices on translation and multilingualism.
Abstracts (up to 300 words), along with the author’s name, communication information, and short bio-bibliographical note should be sent to trafilmproject@gmail.com with the indication “Trafilm Conference Proposal” on the subject line.
• The translation of language combinations within the same film, TV product, or written work of fiction.
• The translation (or nontranslation) of constructed languages, i.e., languages made up by the author within a work of fiction.
• The translation of conditioned language utterances within a work of fiction, i.e. when communication is conditioned by cognitive or articulatory hindrances, because of the effects of overexcitement, intoxication, exhaustion, psychological condition, speech impairment.
• The rendering of dialects and/or sociolects within a work of fiction or non-fiction, when they are used as distinct forms of communication from a standard language operating as the main language of the source text.
• Translation creativity when dealing with stylistic and/or linguistic varieties and language combinations
• Instances of code-switching, diglossia, bilingualism, heritage languages within works of fiction or as parts of translation of non-fiction.
• The stylistic and functional effects and implications of linguistic variety as explained in the previous points, above, e.g. humour, stereotyping, xenophobia, censorship, character portrayal, narrative and rhetorical devices.
• Reports of professional experiences and practices on translation and multilingualism.
Abstracts (up to 300 words), along with the author’s name, communication information, and short bio-bibliographical note should be sent to trafilmproject@gmail.com with the indication “Trafilm Conference Proposal” on the subject line.