Fan Translation and Language Learning
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Questions and Answers

What was a primary reason Test 3 was often discussed?

  • The applicant's translation errors were primarily focused on.
  • It had the highest number of primary acts compared to others. (correct)
  • The applicant provided too many onomatopoeic expressions.
  • It was one of the tests that received unanimous acceptance.

    • What misunderstanding did the applicant from Test 5 have regarding the expression 'that won't work'?

  • The applicant translated it correctly yet failed to provide context.
  • The applicant used a tense that altered its original meaning. (correct)
  • The applicant perceived it as a definitive statement rather than sarcastic.
  • The applicant omitted the expression altogether from their response.

    • Which secondary act type was NOT mentioned as part of the evaluation process?

  • Quote
  • Clarify (correct)
  • Preface
  • React

    • What was the general reception of Test 5 among reviewers?

    <p>It drew significant attention due to the applicant's translation mistakes.</p> Signup and view all the answers

    Which statement best describes the applicant's performance in Test 5 regarding the phrase 'massa heavy'?

    <p>It was considered a subtle critique of the original error.</p> Signup and view all the answers

    What does Link imply by stating 'I no hi veig res més'?

    <p>Link feels nothing additional can be added to the discussion.</p> Signup and view all the answers

    What does MHC's statement indicate about their perception of Gea's opinion?

    <p>MHC questions the credibility of others based on Gea's endorsement.</p> Signup and view all the answers

    What role does Link's comment 'LOL La Gea és la final boss' serve in the exchange?

    <p>To compare Gea's authority to a gaming concept.</p> Signup and view all the answers

    How does Gea's response 'M’agrada' impact the conversation?

    <p>It reinforces a positive stance towards the translation.</p> Signup and view all the answers

    What can be inferred about Link's opinion based on their emphasis in 'Per a mi és un sí com una catedral'?

    <p>Link views the translation as significantly positive.</p> Signup and view all the answers

    Which secondary act was used to modulate assertive talk in the evaluation process?

    <p>React</p> Signup and view all the answers

    What was a common reaction to tests that were not accepted during the evaluation?

    <p>They generated the most comments.</p> Signup and view all the answers

    In what way did the misunderstanding of the phrase 'that won't work' affect Test 5?

    <p>It resulted from a grammar issue in Catalan.</p> Signup and view all the answers

    What was the main issue regarding the translation of the term 'résumé' in Test 5?

    <p>It was too literal.</p> Signup and view all the answers

    What aspect of the protagonist's statement was particularly problematic in Test 5?

    <p>The use of conditional tense in expressing certainty.</p> Signup and view all the answers

    What is the sentiment expressed by Link towards the translation discussed in the exchange?

    <p>Strong approval of the translation</p> Signup and view all the answers

    What does MHC imply by questioning if anyone still has doubt about Gea's preference?

    <p>MHC believes Gea's opinion is definitive.</p> Signup and view all the answers

    Which statement best summarizes Gea's contribution to the discussion?

    <p>Gea simply agreed with others without clear reasoning.</p> Signup and view all the answers

    What kind of reaction does Link's comment 'LOL' convey in the context of the discussion?

    <p>Genuine humor about the situation.</p> Signup and view all the answers

    What does the comment 'Una anàlisi molt correcte' suggest about the standards of analysis in the discussion?

    <p>High standards for accuracy are upheld.</p> Signup and view all the answers

    Study Notes

    Fan Translation and Language Learning

    • Study examines how a Catalan-speaking gamer community (Traduccions Gaming.cat) translated video games from English into Catalan.
    • This community-driven practice is seen as a form of language learning in "digital wilds" outside of formal lessons.
    • The study analyzes how fan translators organize, metalinguistic discussions, and how language learning occurs in their practice.
    • Fan translators create a hierarchical structure with roles (e.g., senior translators, promoters).
    • Language learning in this context occurs incidentally while translating, through group discussion, and with reaction to translation tests from new members.
    • The study highlights the importance of metalinguistic discussions in facilitating the language learning process.
    • Finds that fan translation can effectively be integrated into classrooms, acting as a bridge between casual and pedagogic/formal translation.
    • The research focuses on a Catalan-speaking gamer community.
    • Fan translation in this community resulted in official translations, not romhacking (non-official translations).
    • This approach reflects a desire for the legitimization and promotion of Catalan.

    Theoretical Framework

    • Draws upon New Literacy Studies (NLS), participatory culture, and affinity spaces to analyze language learning within a digital environment.
    • NLS views literacy and language use as a sociocultural process.
    • Affinity spaces are online communities centered around a shared interest, fostering informal learning.
    • Fans are seen as prosumers, actively creating and consuming cultural content.
    • Fan practices, specifically translation, are an emerging topic in language education.

    Methodology

    • Employs a virtual ethnography approach (online interviews and observation) to collect data from Traduccions Gaming.cat.
    • The study focuses on the experiences of Link, a 28-year-old gamer from Catalonia.
    • Data analysis includes both content analysis (looking for recurring patterns) and focused analysis of internal language discussions.
    • The study involves a period of online observation (April-October 2018).
    • Data includes transcripts of interviews, comments, and screenshots of discussions with participants.
    • A semi-structured interview with Link was conducted via Telegram.
    • Participants maintained close contact with research team regarding translation processes.

    Findings

    • The community of translators was created through a "snowball sampling" method.
    • Fan translators had varying levels of experience, but established roles (e.g., senior translators, junior translators, promoters).
    • The community consciously decided not to focus on romhacking (non-official translations).
    • Fan translators utilized online resources like Google Translate to support their work and demonstrated meticulous attention to detail.
    • Translation challenges included achieving similar wordplay or humor, creating precise translations, and conforming to character limitations from crowd-translation software.
    • Language learning occurred through sharing of translation doubts, peer-feedback, the creation of in-group glossaries, and critical evaluation of translation tests.
    • The community established specific standards for determining the acceptability of translated products, and new members were subject to testing.
    • The community used a glossary to maintain consistency in translation terms.

    Discussion

    • Fan translation can serve as a model for language learning, bridging vernacular and pedagogic/formal practices.
    • The study recommends further analysis into language learning in informal online communities.

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    Related Documents

    Guerrilla Fan Translation PDF

    Description

    This study explores how the Catalan-speaking gamer community of Traduccions Gaming.cat approaches fan translation as a method of language learning. It highlights how translators engage in metalinguistic discussions and create a structured environment that aids in acquiring language skills. The findings suggest that fan translation can serve as a valuable tool for both casual and formal education.

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