Image analysis for translating English multimodal texts into Greek : a multimodal semiotics approach to translation training in a Greek higher education context
This study explores the image analysis practices of undergraduate translation trainees in a Greek. university. The key research questions focused on the trainees' perception of the role of visual literacy in translation, the nature of their verbal and visual associations and activities effective for developing this role. Visual literacy, semiotics, and translation theories provided the conceptual framework for this multimodal semiotics approach to translation training, which guided my examination of the way the trainees described semiotic resources, how they used verbal and visual elements of Cl. translation task, and the extent to which they focused on the visual. Expanding on the concept of mediation, I developed a 'verbo-visual' mediation model that included visual semiotic elements to provide a detailed description of the ways in which the trainees intervened in the translation process. Through an action research study I gauged the extent to which the trainees had developed visual literacy skills. I planned a series of tasks centred on the translation of a multimodal text from English into Greek. I used direct and video observation of the students as they performed the tasks and afterwards evaluated their
Damaskinidis, George
Image analysis for translating English multimodal texts into Greek : a multimodal semiotics approach to translation training in a Greek higher education context. This study explores the image analysis practices of undergraduate translation trainees in a Greek. university. The key research questions focused on the trainees' perception of the role of visual literacy in translation, the nature of their verbal and visual associations and activities effective for developing this role. Visual literacy, semiotics, and translation theories provided the conceptual framework for this multimodal semiotics approach to translation training, which guided my examination of the way the trainees described semiotic resources, how they used verbal and visual elements of Cl. translation task, and the extent to which they focused on the visual. Expanding on the concept of mediation, I developed a 'verbo-visual' mediation model that included visual semiotic elements to provide a detailed description of the ways in which the trainees intervened in the translation process. Through an action research study I gauged the extent to which the trainees had developed visual literacy skills. I planned a series of tasks centred on the translation of a multimodal text from English into Greek. I used direct and video observation of the students as they performed the tasks and afterwards evaluated their
image_analysis translate_english multimodal text greek multimodal semiotics translation train greek high_education context study_explore image_analysis practice undergraduate translation trainee greek university key_question focus trainee perception_role visual literacy translation nature verbal visual association activity effective develop role visual literacy semiotics translation_theory provide conceptual_framework multimodal semiotics translation training guide examination way trainee describe semiotic resource use verbal visual element translation_task extent focus visual expanding concept mediation develop visual mediation model include visual semiotic element provide_detailed description way trainee intervene translation_process action study gauge extent trainee develop visual literacy skill plan series task centre translation multimodal text english_greek use direct video observation student perform_task afterwards evaluate