‘To What Extent the Strategies that Gottlieb Offered in his Subtitling Typology Are Applicable into the Persian-to-English Subtitling?’ by Forouzan Dehbashi Sharif & Alireza Sohrabi

Abstract

This article aimed to investigate to what extent the Gottlieb model of translation strategies for subtitling was applicable to Persian into English subtitling of TV series ”Madar-e Sefr Darajeh” and if there was any significant difference between the strategies that different Iranian translators applied in English subtitling of TV series ””Madar-e Sefr Darajeh”. According to typology of subtitling strategies proposed by Gottlieb (1992) including transfer, imitation, transcription, expansion, paraphrase, dislocation, condensation, deletion, decimation and resignation, the researchers compared, contrasted, and analyzed the Persian and English subtitles frame by frame and based on the obtained data of this research, found out that all the Gottlieb’s (1992) proposed strategies except ‘’Transcription’’ and ‘’Expansion” were used in the Persian to English translation of subtitles. ‘’Transfer’’ was the first most common strategy and ‘’Paraphrase” strategy was the next common. In finding out the difference between the percentages of the strategies which were used for translating subtitles, the chi-square test showed that there was no significant difference among the applied strategies of Gottlieb’s (1992) model in English translation of the Persian subtitles at the probability levels of 95% and 99%.

Index Terms: Audiovisual Translation, Subtitle, Subtitling

Access full paper.

‘Soft Skills Training – Necessity or Hype’ by Alireza Sohrabi, Fatemeh Alipanahi & Mohammad Reza Orouji

Abstract

Lecturing as a subcategory of speaking performance is one of the essential and inevitable needs of students in various academic fields, particularly for EFL students. There are multiple determinant factors which can affect lecturing and speaking performances. In this study, two important factors such as self-esteem and lexical knowledge were investigated. The current study aimed to compare the relationship among the three variables of self-esteem, lexical knowledge, and lecturing. Our purpose was to observe how students with different levels of self-esteem and with varying mastery in lexical knowledge would deliver their lectures and to know if these two factors really affect lecturing.  In so doing, a standard Cambridge lexical knowledge test as well as Sorensen self-esteem test were conducted. Accordingly, the students were divided into four groups. The analyses of the obtained data indicated a statistically significant differences among the students with: 1) high lexical knowledge – high self-esteem and students with 2) high lexical knowledge-low-esteem and students with 3) low lexical knowledge-low self-esteem and students with 4) low lexical knowledge-high self-esteem. The groups with high lexical knowledge outperformed the low lexical knowledge group. The findings of the current study can have beneficial conceptions for both second language students and teachers particularly those who fail to find out the defects in the requirements of oral performances such as inadequate lexical knowledge.

Key words: Self-esteem, Lexical Knowledge, Lecturing

Access full paper.