Online viewers’ paratextual activities when watching video content include rating, commenting and reviewing. These have received greater attention in audiovisual translation studies, since viewers’ paratexts can provide clues as to how the subtitled product is understood and what elements capture viewers’ attention. This paper examines the English fansubs of a Chinese period drama, to explore Chinese viewers’ motives for watching the show with English subtitles. Special attention is paid to the roles they play in the meaning-making processes of the online community. The paratextual elements include selected timed comments (comments synchronised to the video timeline), forum comments and reviews. The results show that although Chinese viewers are critical of the subtitles, they are highly aware of the fansubbers’ efforts and are enthusiastic about promoting Chinese culture to the wider world. Further, Chinese viewers participate in conversations with non-Chinese online viewers, bringing novel interpretations and circulating creative pleasure.
{"title":"The presence of source viewership in fansub paratexts","authors":"Juerong Qiu","doi":"10.1075/ttmc.00126.qiu","DOIUrl":"https://doi.org/10.1075/ttmc.00126.qiu","url":null,"abstract":"\u0000Online viewers’ paratextual activities when watching video content include rating, commenting and reviewing. These have received greater attention in audiovisual translation studies, since viewers’ paratexts can provide clues as to how the subtitled product is understood and what elements capture viewers’ attention. This paper examines the English fansubs of a Chinese period drama, to explore Chinese viewers’ motives for watching the show with English subtitles. Special attention is paid to the roles they play in the meaning-making processes of the online community. The paratextual elements include selected timed comments (comments synchronised to the video timeline), forum comments and reviews. The results show that although Chinese viewers are critical of the subtitles, they are highly aware of the fansubbers’ efforts and are enthusiastic about promoting Chinese culture to the wider world. Further, Chinese viewers participate in conversations with non-Chinese online viewers, bringing novel interpretations and circulating creative pleasure.","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"49 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of (2023): Discourses of Borders and the Nation in the USA. A Discourse-Historical Analysis","authors":"Albert Martí Ferrer","doi":"10.1075/ttmc.00129.fer","DOIUrl":"https://doi.org/10.1075/ttmc.00129.fer","url":null,"abstract":"","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"38 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper reports on the progress made by second-year language degree university students as regards their use of online corpus construction, annotation and search tools when exploring video genres (Baldry and Thibault 2010, 2020; Jablonkai and Csomay 2022). Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020; http://mws.pa.itd.cnr.it/ ), the paper describes the ways in which, through the creation of new interactive communities, participation in the Messina OVP (Online Video Project) has empowered these students with regard to their acquisition of textual competences and, above all, their preparation for more intensive AVT studies in their third and final year. As such, the paper is a first-step towards online audiovisual translation that lays the bases for subsequent translation work and which is thus concerned with the underlying cohesion and coherence of the overall text as well as the analysis of specific textual formations in these videos.
{"title":"Towards online audiovisual translation of videos","authors":"Mariavita Cambria","doi":"10.1075/ttmc.00125.cam","DOIUrl":"https://doi.org/10.1075/ttmc.00125.cam","url":null,"abstract":"\u0000 The paper reports on the progress made by second-year language degree university students as regards their use of\u0000 online corpus construction, annotation and search tools when exploring video genres (Baldry\u0000 and Thibault 2010, 2020; Jablonkai and\u0000 Csomay 2022). Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020; \u0000 http://mws.pa.itd.cnr.it/\u0000 ), the paper describes the ways in which, through the creation of new interactive\u0000 communities, participation in the Messina OVP (Online Video Project) has empowered these students with regard to their acquisition\u0000 of textual competences and, above all, their preparation for more intensive AVT studies in their third and final year. As such,\u0000 the paper is a first-step towards online audiovisual translation that lays the bases for subsequent translation work and which is\u0000 thus concerned with the underlying cohesion and coherence of the overall text as well as the analysis of specific textual\u0000 formations in these videos.","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"56 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the Covid-19 pandemic, the concurrent infodemic highlighted the urgent need to develop autonomous and advanced reading skills for an increasingly complex and ambiguous world. Particularly, in this context, there appears to be a tension between people seeking clear, authoritative information and advice on the internet, and health experts giving recommendations, actively defining the boundaries of their (in)expertise by formulating (un)certainty that is such a prevalent feature of this novel virus. Our claim is that possible evidence of a creditable source online emerges when the healthcare professional describes their (in)expertise through a systematic deployment of a wide range of warranting strategies, while claiming authority in a limited field of knowledge (Richardson 2003). Our analysis addresses the expert online formulation of (un)certainty focusing on a daily coronavirus podcast, i.e., Coronacast. Through a corpus-assisted discourse analysis, this study uncovers the major types of warranting strategies used by the health hosts in a corpus containing only episodes where there is an expert guest and/or a link to scientific sources. Deeper understanding of how healthcare providers/health podcasters use warranting strategies may make a meaningful contribution to the repertoire of tools useful for identifying un/reliable messages in an increasingly digitalized world.
{"title":"Developing digital health literacy amidst the Covid-19 infodemic","authors":"Rosita Maglie, Matthew Groicher","doi":"10.1075/ttmc.00128.mag","DOIUrl":"https://doi.org/10.1075/ttmc.00128.mag","url":null,"abstract":"\u0000During the Covid-19 pandemic, the concurrent infodemic highlighted the urgent need to develop autonomous and advanced reading skills for an increasingly complex and ambiguous world. Particularly, in this context, there appears to be a tension between people seeking clear, authoritative information and advice on the internet, and health experts giving recommendations, actively defining the boundaries of their (in)expertise by formulating (un)certainty that is such a prevalent feature of this novel virus. Our claim is that possible evidence of a creditable source online emerges when the healthcare professional describes their (in)expertise through a systematic deployment of a wide range of warranting strategies, while claiming authority in a limited field of knowledge (Richardson 2003). Our analysis addresses the expert online formulation of (un)certainty focusing on a daily coronavirus podcast, i.e., Coronacast. Through a corpus-assisted discourse analysis, this study uncovers the major types of warranting strategies used by the health hosts in a corpus containing only episodes where there is an expert guest and/or a link to scientific sources. Deeper understanding of how healthcare providers/health podcasters use warranting strategies may make a meaningful contribution to the repertoire of tools useful for identifying un/reliable messages in an increasingly digitalized world.","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"113 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the essay is to conduct an analysis of plantation tourism websites in the USA South, measuring the degree to which the history of slavery remains (in)visible or is explained within online promotional texts like websites, and to outline if today the digital space can become a space for inclusivity and equality. The essay will be divided in two parts: the analysis of a corpus of 10 major Historical Plantations websites in order to outline the principal verbal and visual strategies used to portray the history of slavery in the American South, and a comparison of 3 websites which offer translations in Italian and/or French in order to outline differences, adaptations, omissions, changes in the target texts. The methodology used will refer to CDA, Social Semiotics and Tourism Translation with the primary aim of outlining all the aspects of a website as a multimodal text. The essay will offer the results of both a quantitative and qualitative analysis trying to show how plantations as tourist attractions are represented through linguistic, cultural, and visual choices that represent the tourist experience in a highly codified way, and to demonstrate how this representation is adapted into different languages/cultural contexts, often reducing information and useful data to attract international tourists, and simplifying the message.
{"title":"Narrating/translating online plantation tourism","authors":"Eleonora Federici","doi":"10.1075/ttmc.00127.fed","DOIUrl":"https://doi.org/10.1075/ttmc.00127.fed","url":null,"abstract":"\u0000The purpose of the essay is to conduct an analysis of plantation tourism websites in the USA South, measuring the degree to which the history of slavery remains (in)visible or is explained within online promotional texts like websites, and to outline if today the digital space can become a space for inclusivity and equality. The essay will be divided in two parts: the analysis of a corpus of 10 major Historical Plantations websites in order to outline the principal verbal and visual strategies used to portray the history of slavery in the American South, and a comparison of 3 websites which offer translations in Italian and/or French in order to outline differences, adaptations, omissions, changes in the target texts. The methodology used will refer to CDA, Social Semiotics and Tourism Translation with the primary aim of outlining all the aspects of a website as a multimodal text. The essay will offer the results of both a quantitative and qualitative analysis trying to show how plantations as tourist attractions are represented through linguistic, cultural, and visual choices that represent the tourist experience in a highly codified way, and to demonstrate how this representation is adapted into different languages/cultural contexts, often reducing information and useful data to attract international tourists, and simplifying the message.","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"21 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study intends to contribute to the analysis of digital instructional discourse in order to gain an insight into how the EFL classroom has in some sense shifted online in the hands of amateur experts (Tolson 2010; Bhatia 2018), who create an informal learning environment by drawing on their discursive competence, disciplinary knowledge and professional practice. By incorporating quantitative, qualitative, and case study data, this article considers the value of genre analysis in educational social media research. It focuses, particularly, on the rhetorical and lexico-grammatical features of a selection of TikTok video mini-lessons targeting Italian speakers of English as a foreign language. Analysis of the data reveals that digital language teaching discourse on TikTok is a structured event with recurrent rhetorical patterns and linguistic features for achieving both pedagogical and promotional communicative purposes. The research bears considerable relevance given the need for the analysis of transformation processes in instructional discourse amid the widespread use of information and communication technologies and the advance of online learning.
{"title":"A genre-oriented analysis of TikTok instructional discourse","authors":"Laura Tommaso","doi":"10.1075/ttmc.00124.tom","DOIUrl":"https://doi.org/10.1075/ttmc.00124.tom","url":null,"abstract":"\u0000 This study intends to contribute to the analysis of digital instructional discourse in order to gain an insight\u0000 into how the EFL classroom has in some sense shifted online in the hands of amateur experts (Tolson 2010; Bhatia 2018), who create an\u0000 informal learning environment by drawing on their discursive competence, disciplinary knowledge and professional practice. By\u0000 incorporating quantitative, qualitative, and case study data, this article considers the value of genre analysis in educational\u0000 social media research. It focuses, particularly, on the rhetorical and lexico-grammatical features of a selection of\u0000 TikTok video mini-lessons targeting Italian speakers of English as a foreign language. Analysis of the data\u0000 reveals that digital language teaching discourse on TikTok is a structured event with recurrent rhetorical\u0000 patterns and linguistic features for achieving both pedagogical and promotional communicative purposes. The research bears\u0000 considerable relevance given the need for the analysis of transformation processes in instructional discourse amid the widespread\u0000 use of information and communication technologies and the advance of online learning.","PeriodicalId":517079,"journal":{"name":"Computer-mediated communication in class","volume":"223 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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