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Editing machine-generated subtitle templates: A situated subtitler training experience
dc.contributor.author | Bolaños García-Escribano, Alejandro | |
dc.date.accessioned | 2023-06-26T10:36:40Z | |
dc.date.available | 2023-06-26T10:36:40Z | |
dc.date.issued | 2023-05-25 | |
dc.identifier.citation | BOLANOS-GARCIA-ESCRIBANO, Alejandro. Editing machine-generated subtitle templates: A situated subtitler training experience. Cadernos de Tradução, 2023, vol. 43, no 1. | ca_CA |
dc.identifier.uri | http://hdl.handle.net/10234/202947 | |
dc.description.abstract | Automation technologies have altered media localisation workflows as much as practitioners’ workstations and habits. Subtitling systems and streaming services now often integrate built-in automatic speech recognition (ASR) engines, sometimes even combined with machine translation engines, to produce subtitles from audio tracks. The rise of post-editors in the audiovisual translation (AVT) sector, specifically subtitling, has been a reality for some time, thus triggering the need for up-to-date training methods and academic curricula. This article examines the uses and applications of editing practices for machine-generated timed transcriptions in subtitler training environments. A situated learning experience was designed for an international team of eight AVT trainees and three educators to edit raw machine-generated subtitles (both inter- and intra-lingually) for educational videos. The publication of an accessible video book by a publishing house was the ultimate objective of this project, undertaken by an international team of English- and Spanish-speaking postgraduate students and graduates. The feedback collated after this experience through an online questionnaire proved paramount to understanding the use of subtitle post-editing for ASR-produced templates in AVT education. Interestingly, most respondents believed that subtitle post-editing training, be it intralingual or interlingual, should be further embedded in translation curricula while also identifying bottlenecks that AVT educators may find useful when developing activities of this nature. | ca_CA |
dc.format.extent | 30 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | Universidade Federal de Santa Catarina (Brasil) | ca_CA |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | ca_CA |
dc.subject | audiovisual translation | ca_CA |
dc.subject | subtitling | ca_CA |
dc.subject | automation technologies | ca_CA |
dc.subject | automatic speech recognition | ca_CA |
dc.subject | post-editing | ca_CA |
dc.title | Editing machine-generated subtitle templates: A situated subtitler training experience | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | https://doi.org/10.5007/2175-7968.2023.e93050 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
project.funder.name | UCL ChangeMakers | ca_CA |
project.funder.name | European Union - NextGenerationEU “NextGenerationEU” | ca_CA |
project.funder.name | Universitat Jaume I | ca_CA |
project.funder.name | research group TRAMA | ca_CA |
oaire.awardNumber | PGR Grants, 2021–2022 | ca_CA |
oaire.awardNumber | MGS/2022/03 | ca_CA |
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