Görsel-işitsel çeviri eğitiminde mizah modülü önerisi

Year 2023, Issue: 32, 1538 - 1557, 21.02.2023

Elif Ersözlü Ayşe Şirin Okyayuz

https://doi.org/10.29000/rumelide.1253004

Abstract

Bu çalışmada, görsel-işitsel çeviri eğitimi içerisinde verilebilecek bir mizah çevirisi modülünde kullanılabilecek ders materyali ve yöntemi önermek amaçlanmıştır. Bu amaç doğrultusunda, çeviribilim bölümlerinde lisans eğitiminde görsel-işitsel çeviri derslerinde öncelenen dublaj ve altyazı çevirisi türlerinden yola çıkarak durum komedileri ele alınmıştır. Makalenin giriş bölümünde mizah, çeviri, görsel-işitsel ürün ve benzeri alanların birbiri ile iç içe geçişleri tartışılmıştır. Bu girişi takiben kısaca mizah çalışmaları, mizahın tanımı ve farklı mizah türleri açıklanmıştır. Bir sonraki bölümde ise, görsel- işitsel çeviriye odaklanılmış ve tanımı yapıldıktan sonra kısaca çalışma kapsamında ele alınacak iki çeviri türü anlatılmış, çalışmanın bakış açısı ortaya konmuştur. Yöntem bölümünde ise çalışmanın dayandığı kuramsal çerçeve ve özellikle çalışmada benimsenen Wallace modeli açıklanmıştır. Çalışmanın lisans düzeyinde görsel-işitsel çeviri derslerinde mizah çevirisi konusuna odaklanılacak bir ders içi modül için bir öneri olduğu ve neden önerildiği anlatılmıştır. Araştırma ve örnekler bölümü altında sınıf içinde kullanılabilecek birçok farklı boyutu ortaya koyan mizah içerikli görsel-işitsel çeviri zorlukları ele alınmış ve bir ders materyali bütüncesi örneği sunulmuştur. Sonuç bölümünde ise tüm bu veriler değerlendirilmiş, ortaya konan model ve model içinde kullanılabilecek örneklerden yola çıkarak önerinin eğitim açısından verimliliği tartışılmıştır.

Keywords

Görsel-işitsel çeviri, çeviri eğitimi, mizah, kültür, dil.

A suggestion for a module on humor in audio visual translation training

Abstract

The aim of the study is to propose course material and a method that can be used in a humor translation module within the audio-visual translation (AVT) education. Situation comedies form the examples in the study. The scope includes dubbing and subtitling which are prioritized in AVT courses in undergraduate education. Initially, the interconnectedness of humor, translation, AV products and similar fields is discussed. A overview of humor including various defintions and types of humor is provided. In the next section, the focus is on AVT and the perspective of the study. In the section on the method, pragmatics, the theoretical framework on which the study is based, and the Wallace model adopted in the study are explained. The necessity for such a module and its’ aims are presented. Under the analysis, challanges of translating humorous content in AV products, is presented through examples that can be used in the classroom to reveal different dimensions of the subject. These are discussed and explained under headings. An example of a course material corpus is presented. In the conclusion, the efficiency of the proposed module in terms of translation training is discussed based on the model and the examples provided.

Keywords

Audio-visual translation, translation training, humor, culture, language.

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