Translation and Digital Spaces: Translating for the Online Target Reader

Vivian Lee

PDF(1094 KB)

Journal of Translation Studies ›› 2020, Vol. 4 ›› Issue (1) : 93-111.

Translation and Digital Spaces: Translating for the Online Target Reader

Vivian Lee

Author information +

History +

Abstract

Translators are increasingly seen as cultural mediators who negotiate various signals, contexts, and stances for the target readers (Katan 2009). Translators have an imagined or implied target for whom they are translating. As mediators between source and target text culture, translators may also have a role in an imagined community—they serve their roles as communicators between the imagined source and target communities, drawing upon their linguistic repertoires and background knowledge.
The current study examines how multimodal aspects, such as spatial aspects for an online target reader, can enable ample scope for developing awareness of the target reader and target text output and mode for student translators.
Findings from qualitative data indicate the usefulness of the translation brief and designating of an online target reader in the classroom to encourage students to take on roles as translators and mediators in the online space and take into consideration spatial aspects.

Key words

translation / multimodality / target reader / Korean into English translation / digital space

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Vivian Lee. Translation and Digital Spaces: Translating for the Online Target Reader[J]. Journal of Translation Studies. 2020, 4(1): 93-111

References

Archer, Arlene (2010). “Multimodal Texts in Higher Education and the Implications for Writing Pedagogy.” English in Education 44 (3): 200–213. https://doi.org/10.1111/j.1754-8845.2010.01073.x.It.
Assis Rosa, Alexandra (2006). “Defining Target Text Reader: Translation Studies and Literary Theory.” In Translation Studies at the Interface of Disciplines, ed. by Joao Ferreira Duarte, Alexandra Assis Rosa, and Teresa Seruya, 99-109. Amsterdam/Philadelphia: John Benjamins.
Damaskinidis, George (2016). “The Visual Aspect of Translation Training in Multimodal Texts.” Meta: Journal Des Traducteurs 61 (2): 299-319. https://doi.org/doi.org/10.7202/1037761ar.
Jewitt, Carey (2008). “Multimodal Discourses across the Curriculum.” In Encyclopedia of Language and Education, ed. by Nancy H. Hornberger, 357-367. Boston, MA: Springer. https://doi.org/10.1007/978-0-387-30424-3.
Jewitt, Carey, Jeff Bezemer,Kay O’Halloran (2016). Introducing Multimodality. Oxon, UK: Routledge.
Kanno, Yasuko,Bonny Norton (2003). “Imagined Communities and Educational Possibilities: Introduction.”Journal of Language, Identity, and Education 2(4): 241-249.
Katan, David (2009). “Translation as Intercultural Communication.” In The Routledge Companion to Translation Studies, ed. by Jeremy Munday, 74-92. London: Routledge.
Kress, Gunther (2000). “Multimodality: Challenges to Thinking about Language.”TESOL Quarterly 34(2): 337-340.
—(2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. New York: Routledge.
Kress, Gunther,Theo van Leeuwen (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
—(2006). Reading Images: The Grammar of Visual Design (2nd ed.). Oxon, UK: Routledge.
Kußmaul, Paul (2005). “Translation through Visualization.” Meta: Journal Des Traducteurs 50 (2): 378-391. https://doi.org/10.7202/010943ar.
Lee, Tong-King (2013). “Performing Multimodality: Literary Translation, Intersemioticity and Technology.” Perspectives 21 (2): 241-256. https://doi.org/10.1080/0907676X.2012.693107.
Li, Saihong (2019). “A Corpus-based Multimodal Approach to the Translation of Restaurant Menus.” Perspectives 27 (1): 1-19. https://doi.org/10.1080/090 7676X.2018.1483408.
Nord, Christiane (1997). Translating as a Purposeful Activity: Functionalist Approaches Explained. Manchester: St. Jerome.
Norton, Bonny (2000). “Investment, Acculturation, and Language Loss.” In New Immigrants in the United States: Readings for Second Language Educators, ed. by Sandra Lee McKay, and Sau-ling Wong, 443-461. Cambridge: Cambridge University Press.
— (2001). “Non-participation, Imagined Communities and the Language Classroom.” In Learner Contributions to Language Learning, ed. by Michael P. Breen, 159-171. Harlow: Longman.
Norton, Bonny,Farah Kamal (2003). “The Imagined Communities of English Language Learners in a Pakistani School.”Journal of Language, Identity, and Education 2(4): 301-317.
Norton, Bonny,Kelleen Toohey (2002). “Identity and Language Learning.” In The Oxford Handbook of Applied Linguistics, ed. by Robert B. Kaplan, 115-123. Oxford: Oxford University Press.
Risku, Hanna,Richard Pircher (2008). “Visual Aspects of Intercultural Technical Communication: A Cognitive Scientific and Semiotic Point of View.” Meta: Journal Des Traducteurs 53 (1): 154-166. https://doi.org/10.7202/017980ar.
Royce, Terry (2002). “Multimodality in the TESOL Classroom: Exploring Visual-verbal Synergy.”TESOL Quarterly 36(2): 191-205.
Ryan, Stephen (2006). “Language Learning Motivation within the Context of Globalisation: An L2 Self within an Imagined Global Community.”Critical Inquiry in Language Studies 3(1): 23-45. doi: 10.1207/s15427595cils0301_2.
Torresi, Ira (2008). “Advertising: A Case for Intersemiotic Translation Advertising.” Meta: Journal Des Traducteurs 53 (1): 62-75. https://doi.org/10.7202/017974ar.
The New London Group (1996). “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66 (1): 60-93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u.