Abstract
Information technology has changed the professional environment of scientific and technical translators, who must work with new formats and channels of information. To meet these new challenges, translation teachers must place special emphasis on the importance of the non-textual information evolving around multimedia texts and adopt a more dynamic approach towards audiovisual translation (A VT). In this paper, we argue for the inclusion of graphic information as a new focus for A VT, and present the results of a research project aimed at designing teaching materials for audiovisual, scientific and technical translation. These materials highlight the potential benefits of audiovisual resources for all users in the acquisition of subject field knowledge and terminology and the constraints imposed on translation by visual and acoustic material.
Highlights
A process-oriented Frame Semantics’ approach to knowledge representationThe research carried out under the MarcoCosta project revealed the multidimensionality and dynamism of the Coastal Management and Coastal Engineering domains on the base of a global representation developed in a previous R&D project, the Coastal Engineering Event
Information technology has changed the professional environment of scientific and technical translators, who must work with new formats and channels of information
We argue for the inclusion of multimedia material in the audiovisual translation classroom (AVT) as a valuable means for students to become familiar with emerging forms of translation which highlight the knowledge of the subject field and its conventions, combined with some knowledge of audiovisual formats
Summary
The research carried out under the MarcoCosta project revealed the multidimensionality and dynamism of the Coastal Management and Coastal Engineering domains on the base of a global representation developed in a previous R&D project, the Coastal Engineering Event This structure is based on dynamic conceptual macrocategories which entail becoming aware of the actions and the participants described in specialized texts (Faber, Márquez and Vega 2005). Márquez and Vega (ibid.), in line with Barsalou (2003), claim that any representation of specialized knowledge must be dynamic and process-oriented with goal-derived categories that provide mappings from roles in action sequences to situated representations in real environments. These conceptual mappings will only occur in the minds of our students, if we conveniently exploit audiovisual material in the classroom. We provide students with a conceptual frame representing the main processes involved in coastal engineering: the Coastal Engineering Event (Faber, Márquez & Vega 2005)
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