Prof Sabine Braun

Professor of Translation Studies, Director of the Centre for Translation Studies, Deputy Head of the School of Literature and Languages, Associate Dean (Research)
MA (Heidelberg), Dr Phil (Tuebingen)
13 LC 03
Personal Assistant: Laura Green
+44(0)1483 684288


Areas of specialism

Interpreting technologies; Video-mediated interpreting; Intersemiotic and audiovisual translation; Audio description; Corpus-based interpreting studies; Educational technologies

University roles and responsibilities

  • Professor of Translation Studies
  • Director of the Centre for Translation Studies
  • Deputy Head of the School of Literature and Languages
  • Associate Dean (Research)

My qualifications

MA Translation
University of Heidelberg
Dr Phil in Applied English Linguisics
University of Tübingen
Media Contacts

Contact the press team


Phone: +44 (0)1483 684380 / 688914 / 684378
Out-of-hours: +44 (0)7773 479911
Senate House, University of Surrey
Guildford, Surrey GU2 7XH


Research interests

Research collaborations

My teaching


Postgraduate research supervision

Completed postgraduate research projects I have supervised

My publications


Braun S (2010) ?These people I was taking care of their horses for, they owned Tennessee Walkers?: on ?spokenness? in English, its acceptance and pedagogical implications.
Spoken language is often perceived as a deviation from the norm. This chapter highlights some of the characteristic features of ?spokenness? and the rationale behind them. Using English as the exemplar case, it then reports the findings of a study that investigated how the perception and acceptance of such features is influenced by the medium and mode in which spoken language is encountered (face-to-face, video, transcript) and how this differs between native speakers and non-native speakers. At the end, the pedagogical implications of the study will be discussed.
Braun S (2015) Videoconference Interpreting
Braun S, Kohn K (2005) Sprache(n) in der Wissensgesellschaft.
Braun S (2008) Audiodescription Research: State of the Art and Beyond Translation Studies in the New Millennium 6 pp. 14-30
Audiodescription (AD) is a growing arts and media access service for visually impaired people. As a practice rooted in intermodal mediation, i.e. ?translating? visual images into verbal descriptions, it is in urgent need of interdisciplinary research-led grounding. Seeking to stimulate further research in this field, this paper aims to discuss the major dimensions of AD, give an overview of completed an ongoing research relating to each of these dimensions and outline questions for further academic study.
Braun S (2016) The importance of being relevant? A cognitive-pragmatic framework for conceptualising audiovisual translation Target: international journal on translation studies 28 (2) pp. 302-313
Inspired by the belief that cognitive and pragmatic models of communication and discourse processing offer great potential for the study of Audiovisual Translation (AVT), this paper will review such models and discuss their contribution to conceptualising the three inter-related sub-processes underlying all forms of AVT: the comprehension of the multimodal discourse by the translator; the translation of selected elements of this discourse; and the comprehension of the newly formed multimodal discourse by the target audience. The focus will be on two models, Relevance Theory, which presents the most comprehensive pragmatic model of communication and Mental Model Theory, which underlies cognitive models of discourse processing. The two approaches will be used to discuss and question common perceptions of AVT as being ?constrained? and ?partial? translation.
Braun S, Slater, C, Botfield, N (2014) Evaluating the pedagogical affordances of a bespoke 3D virtual learning environment for interpreters and their clients
Computer-generated 3D virtual worlds offer a number of affordances that make them attractive and engaging sites for learning, such as providing learners with a sense of presence, opportunities for synchronous and asynchronous interaction (e.g. in the form of voice or text chat, document viewing and sharing), and possibilities for collaborative work. Some of the research into educational uses of 3D virtual environments has engaged with how the learning opportunities they offer can be evaluated and has thus been experimenting with what needs to be evaluated to explore how learning takes place in virtual worlds and what methods can be used for the evaluation. Whilst some studies evaluate the design of the virtual world, its usability and its link to learning tasks (e.g. Chang et al. 2009, Deutschmann et al. 2009, Wiecha et al. 2010), others have sought to find out more about the interaction that takes place within virtual worlds. Peterson (2010), for example, focuses on learner participation patterns and interaction strategies in a language learning context, using qualitative methods including discourse analysis of learner transcripts (of text chat output in the target language) as the main research instrument, complemented by observation, field notes, pre- and post-study questionnaires and interviews. Alternatively, Lorenzo et al. (2012) compare collaborative work on a learning object in a virtual world with the same task in a conventional learning content management system. Other studies have sought to look more specifically at the learning processes that take place in virtual environments and in so doing have started to bring together theoretical frameworks from virtual world education with the psychological or cognitive aspects involved in learning (Henderson et al. 2012, Jarmon et al. (2009). Based on such approaches, especially the mixed methods approach adopted by Jarmon et al., this chapter reports on the pedagogical evaluation of the learning processes of trainee interpreters and clients of interpreting services (i.e. professionals who (may) communicate through interpreters in their everyday working lives) using a bespoke 3D Virtual Learning Environment.
Ritsos PD, Gittins R, Roberts JC, Braun S, Slater C (2012) Using virtual reality for interpreter-mediated communication and training Proceedings of the 2012 International Conference on Cyberworlds, Cyberworlds 2012 pp. 191-198
As international businesses adopt social media and virtual worlds as mediums for conducting international business, so there is an increasing need for interpreters who can bridge the language barriers, and work within these new spheres. The recent rise in migration (within the EU) has also increased the need for professional interpreters in business, legal, medical and other settings. Project IVY attempts to provide bespoke 3D virtual environments that are tailor made to train interpreters to work in the new digital environments, responding to this increased demand. In this paper we present the design and development of the IVY Virtual Environment. We present past and current design strategies, our implementation progress and our future plans for further development. © 2012 IEEE.
Braun S (2007) Interpreting in small-group bilingual videoconferences: Challenges and adaptation processes Interpreting 9 (1) pp. 21-46
When interpreting takes place in a videoconference setting, the intrinsic technological challenges and the very remoteness of the interpreters' location compound the complexity of the task. Existing research on remote interpreting and the problems it entails focusses on remote conference interpreting, in which the interpreters are physically separated from the conference site while the primary interlocutors are together on site as usual. In an effort to broaden the scope of research in the area of remote interpreting to include other types and to address other questions, in particular that of the interpreters' adaptability to new working conditions, this paper analyses small-group videoconferences in which the primary interlocutors as well as the interpreters all work from different locations. The findings from an empirical case study (based on recordings of videoconference sessions as well as introspective data) are used to identify and exemplify different types of interpreter adaptation.
Braun S (2001) ViKiS ? Videokonferenz mit integriertem Simultandolmetschen für kleinere und mittlere Unternehmen pp. 263-273
Braun S (2015) Remote Interpreting
The development of communication technologies such as telephony, videoconferencing and web-conferencing in interpreter-mediated communication has led to alternative ways of delivering interpreting services. Several uses of these technologies can be distinguished in connection with interpreting. ?Remote interpreting? in the narrow sense often refers to their use to gain access to an interpreter in another location, but similar methods of interpreting are required for interpreting in virtual meetings in which the primary participants themselves are distributed across different sites. In spite of their different underlying motivations, these methods of interpreting all share elements of remote working from the interpreter?s point of view and will therefore be subsumed here under one heading. Although the practice of remote interpreting (in all its forms) is controversial among interpreters, the last two decades have seen an increase in this practice in all fields of interpreting. As such, it has also caught the attention of scholars, who have begun to investigate remote interpreting, for example, with a view to the quality of the interpreter?s performance and a range of psychological and physiological factors. This chapter will begin by explaining the key terms and concepts associated with remote interpreting and then give an overview of the historical development and current trends of remote interpreting in supra-national institutions, legal, healthcare and other settings, referring to current and emerging practice and to insights from research. This will be followed by the presentations of recommendations for practice and an outlook at future directions of this practice and for research.
Braun S (2012) Recommendations for the use of video-mediated interpreting in criminal proceedings pp. 301-328
Braun S, Kohn K, Mukherjee eds J (2006) Corpus Technology and Language Pedagogy: New Resources, New Tools, New Methods. English Corpus Linguistics Vol 3.
Braun S, Slater C (2014) Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context The Interpreter and Translator Trainer 8 (3)
The point of departure of this paper is an immersive (avatar-based) 3D virtual environment which was developed in the European project IVY ? Interpreting in Virtual Reality ? to simulate interpreting practice. Whilst this environment is the first 3D environment dedicated to interpreter-mediated communication, research in other educational contexts suggests that such environments can foster learning (Kim, Lee and Thomas 2012). The IVY 3D environment offers a range of virtual ?locations? (e.g. business meeting room, tourist office, doctor?s surgery) which serve as backdrops for the practice of consecutive and dialogue interpreting in business and public service contexts. The locations are populated with relevant objects and with robot-avatars who act as speakers by presenting recorded monologues and bilingual dialogues. Students, represented by their own avatars, join them to practise interpreting. This paper focuses on the development of the bilingual dialogues, which are at the heart of many interpreter-mediated business and public service encounters but which are notoriously difficult to obtain for educational purposes. Given that interpreter training institutions usually need to offer bilingual resources of comparable difficulty levels in many language combinations, ad-hoc approaches to the creation of such materials are normally ruled out. The approach outlined here was therefore to start from available corpora of spoken language that were designed with pedagogical applications in mind (Braun 2005, Kohn 2012). The paper begins by explaining how the dialogues were created and then discusses the benefits and potential shortcomings of this approach in the context of interpreter education. The main points of discussion concern (1) the level of systematicity and authenticity that can be achieved with this corpus-based approach; (2) the potential of a 3D virtual environment to increase this sense of authenticity and thus to enable students to experience the essence of dialogue interpreting in a simulated environment.
Braun S, Taylor J (2012) Video-mediated interpreting: an overview of current practice and research pp. 33-68
Braun S, Taylor, J (2012) AVIDICUS comparative studies - part I: Traditional interpreting and remote interpreting in police interviews pp. 99-117
Braun S (1999) Dolmetschen in der Videokonferenz. Kommunikative Kompentenz und Monitoringstrategien pp. 3-32
Ritsos PD, Gittins R, Braun S, Slater C, Roberts JC (2013) Training Interpreters using Virtual Worlds Transactions on Computational Science XVIII LNCS 7848 pp. 21-40
With the rise in population migration there has been an increased need for professional interpreters who can bridge language barriers and operate in a variety of fields such as business, legal, social and medical. Interpreters require specialized training to cope with the idiosyncrasies of each eld and their potential clients need to be aware of professional parlance. We present `Project IVY'. In IVY, users can make a selection from over 30 interpreter training scenarios situated in the 3D virtual world. Users then interpret the oral interaction of two avatar actors. In addition to creating di erent 3D scenarios, we have developed
an asset management system for the oral les and permit users (mentors of the training interpreters) to easily upload and customize the 3D environment and observe which scenario is being used by a student. In this article we present the design and development of the IVY Virtual Environment and the asset management system. Finally we make discussion over our plans for further development.
Braun S, Kohn K (2012) Towards a pedagogic corpus approach to business and community interpreter training pp. 185-204
This paper will focus on the use of spoken corpora in this context. "Applied Corpus Linguistics? has produced a growing body of research into the use of corpora in language pedagogy, with most recent work focusing on spoken and multimedia corpora for language teaching. We will argue that interpreter training for business and community settings can benefit immensely from this research and we discuss how these approaches can be adapted to suit the needs of business and community interpreter training. Section 2 provides further background to contextualise the idea and the concept of corpus-based interpreter training. Sections 3 and 4 outline a discourse processing model of interpreting and a range of source text related challenges of interpreting as a framework for developing appropriate annotation categories. Section 5 presents initial ideas for the design of a pedagogical corpus for interpreter training. Section 6 concludes the paper by highlighting how this approach is integrated into the wider context of the IVY project and its aim to support business and community interpreter training.
Braun S (2007) Integrating corpus work into secondary education: From data-driven learning to needs- & ReCALL 19 pp. 307-328
This paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into Englishlanguage classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ?data-driven learning? to needs-driven corpora, corpus activities and corpus methodologies.
Braun S (2005) From pedagogically relevant corpora to authentic language learning contents ReCALL 17 pp. 47-64
The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this paper, I will argue that the shape of many existing corpora, designed with linguistic research goals in mind, clashes with pedagogic requirements for corpus design and use. Hence, a ?pedagogic mediation of corpora? is required (cf. Widdowson, 2003). I will also show that the realisation of this requirement touches on both the development of appropriate corpora and the ways in which they are exploited by learners and teachers. I will use a small English Interview Corpus (ELISA) to outline possible solutions for a pedagogic mediation. The major aspect of this is the combination of two approaches to the analysis and exploitation of a pedagogically relevant corpus: a corpus-based and a discourse-based approach.
Braun S, Taylor JL, Miler-Cassino J, RybiDska Z, Balogh K, Hertog E, vanden Bosch Y, Rombouts D (2012) Training in video-mediated interpreting in criminal proceedings: modules for interpreting students, legal interpreters and legal practitioners pp. 233-288
Because of the scarcity of training opportunities in legal interpreting, and the
non-existence of training in video-mediated legal interpreting per se, both
from the point of view of the legal interpreters themselves, and that of the
legal professionals who work with interpreters, the AVIDICUS Project
included as one of its core objectives to devise and pilot three training
modules on video-mediated interpreting: one for legal practitioners,
including the police; one for interpreters working in the legal services; and
one for interpreting students.
This chapter presents the three training modules, designed and developed
by the AVIDICUS Project. Following a discussion of the background context
to the need for training and the technological of such training, the module for
student interpreters is presented, followed by the legal interpreters? module,
and finally the module aimed at legal practitioners and police officers.
Albl-Mikasa M, Braun S, Kalina S (2009) Dimensionen der Zweitsprachenfoschung ? Dimensions of Second Language Research. Festschrift für Kurt Kohn zum 65. Geburtstag
Chmiel A, TymczyDska M, Braun S, Slater C (2012) KsztaBcenie kooperatywne i sytuacyjne metod? projektów: zastosowanie wirtualnego [rodowiska IVY w szkoleniu tBumaczy ustnych [Cooperative learning and situated project-based learning: Integrating the IVY virtual environment in interpreter training] 2: Stare problemy, nowe metody [Old problems, new methods] pp. 213-240
Braun S, Slater C, Gittins R, Ritsos PD, Roberts JC (2013) Interpreting in Virtual Reality: designing and developing a 3D virtual world to prepare interpreters and their clients for professional practice pp. 93-120
This paper reports on the conceptual design and development of an avatar-based 3D virtual environment in which trainee interpreters and their potential clients (e.g. students and professionals from the fields of law, business, tourism, medicine) can explore and simulate professional interpreting practice. The focus is on business and community interpreting and hence the short consecutive and liaison interpreting modes. The environment is a product of the European collaborate project IVY (Interpreting in Virtual Reality). The paper begins with a state-of-the-art overview of the current uses of ICT in interpreter training (section 2), with a view to showing how the IVY environment has evolved out of existing knowledge of these uses, before exploring how virtual worlds are already being used for pedagogical purposes in fields related to interpreting (section 3). Section 4 then shows how existing knowledge about learning in virtual worlds has fed into the conceptual design of the IVY environment and introduces that environment, its working modes and customised digital content. This is followed by an analysis of the initial evaluation feedback on the first environment prototype (section 5), a discussion of the main pedagogical implications (section 6) and concluding remarks (section 7). The more technical aspects of the IVY environment are described in Ritsos et al. (2012).
Braun S (2004) Kommunikation unter widrigen Umständen? Einsprachige und gedolmetschte Kommunikation in der Videokonferenz
Braun S (2010) Getting past 'Groundhog Day': Spoken multimedia corpora for student-centred corpus exploration pp. 75-98
Since the pioneering work of John Sinclair on building and using corpora for researching, describing and teaching language, much thought has been given to corpora in Applied Linguistics (Hunston 2002), how to use corpora in language teaching (Sinclair 2004), teaching and learning by doing corpus analysis (Kettemann / Marko 2002) and similar themes. A look at the titles of recent papers, monographs and edited volumes?which are printed in italics in this introduction?suggests that Applied Corpus Linguistics (Connor / Upton 2004) has established itself as a specific and expanding field of study. It has provided ideas on how to manage the step from corpora to classroom (O?Keeffe et al. 2007) and has produced a growing body of research into the use of corpora in the foreign language classroom (Hidalgo et al. 2007).
At face value, the enthusiasm of the research community seems to be increasingly shared by practising teachers. At many teacher training seminars at which I have discussed the use(fulness) of corpus resources, I have met teachers who?at the end of the seminar?were eager to use corpora with their students and were especially interested in the growing number of easily accessible web-based resources. But in spite of everyone?s best intentions, the use of corpora in language classrooms remains the exception, and the question of what it takes to get past ?Groundhog Day? in corpus-based language learning and teaching is far from being solved.
Spoken corpora may not be the obvious solution. The use of Spoken corpora in Applied Linguistics (Campoy / Luzón 2007) is usually considered to be more challenging than the use of written corpora, since spoken language is often perceived to be ?messy?, grammatically challenging and lexically poor. Moreover, spoken corpora have traditionally been more difficult to build and distribute. However, multimedia technologies have not only made this easier but they have also opened up new ways of exploiting corpus data.
Against this backdrop, this paper will argue that spoken multimedia corpora are not simply an interesting type of corpus for language learning, but that they can in fact lead the way in bringing corpus technology and language pedagogy together (Braun et al. 2006). After a brief review of some of the prevailing obstacles for a more wide-spread use of corpora by students and some common approaches and solutions to the problems at hand (in section 2), one approach to designing a pedagogically viable corpus will
Braun S (2013) Keep your distance? Remote interpreting in legal proceedings: A critical assessment of a growing practice Interpreting: international journal of research and practice in interpreting 15 (2) pp. 200-228
Remote interpreting, whereby the interpreter is physically separated from those who need the interpretation, has been investigated in relation to conference and healthcare settings. By contrast, very little is known about remote interpreting in legal proceedings, where this method of interpreting is increasingly used to optimise interpreters? availability. This paper reports the findings of an experimental study investigating the viability of videoconference-based remote interpreting in legal contexts. The study compared the quality of interpreter performance in traditional and remote interpreting, both using the consecutive mode. Two simulated police interviews of detainees, recreating authentic situations, were interpreted by eight interpreters with accreditation and professional experience in police interpreting. The languages involved were French (in most cases the interpreter?s native language) and English. Each interpreter interpreted one of the interviews in remote interpreting, and the other in a traditional face-to-face setting. Various types of problem in the interpretations were analysed, quantitatively and qualitatively. Among the key findings are a significantly higher number of interpreting problems, and a faster decline of interpreting performance over time, in remote interpreting. The paper gives details of these findings, and discusses the potential legal consequences of the problems identified.
Braun S (2003) Kommunikation unter widrigen Umständen? ? Optimierungsstrategien in zweisprachigen Videokonferenz-Gesprächen pp. 167-185
Braun S (2006) ELISA?a pedagogically enriched corpus for language learning purposes pp. 25-47
The aim of this paper is to introduce a methodological solution for the design and exploitation of a corpus which is dedicated to pedagogical goals. In particular, I will argue for a pedagogically appropriate corpus annotation and query, and for the enrichment of such a corpus with additional materials (including corpus-based tasks and exercises). The solution will be illustrated with the help of ELISA, a small spoken corpus of English containing video interviews with native speakers. However, the methodology is transferable to the creation of pedagogically relevant corpora with other contents and for other languages.
Braun S (2011) Creating coherence in Audio Description Meta: Journal des Traducteurs/ Meta: Translator's Journal 56 (3) pp. 645-662
As an emerging form of intermodal translation, audio description (AD) raises many new questions for Translation Studies and related disciplines. This paper will investigate the question of how the coherence of a multimodal source text such as a film can be re-created in audio description. Coherence in film characteristically emerges from links within and across different modes of expression (e.g. links between visual images, image-sound links and image-dialogue links). Audio describing a film is therefore not simply a matter of substituting visual images with verbal descriptions. It involves ?translating? some of these links into other appropriate types of links. Against this backdrop, this paper aims to examine the means available for the re-creation of coherence in an audio described version of a film, and the problems arising. To this end, the paper will take a fresh look at coherence, outlining a model of coherence which embraces verbal and multimodal texts and which highlights the important role of both source text author (viz. audio describer as translator) and target text recipients in creating coherence. This model will then be applied to a case study focussing on the re-creation of various types of intramodal and intermodal relations in AD.
Braun S, Taylor, J (2012) Videoconference and remote interpreting in legal proceedings
In response to increasing mobility and migration in Europe, the European Directive 2010/64/EU on strengthening the rights to interpretation and translation in criminal proceedings has highlighted the importance of quality in legal translation and interpreting. At the same time, the economic situation is putting pressure on public services and translation/interpreting service providers alike, jeopardizing quality standards and fair access to justice. With regard to interpreting, the use of videoconference technology is now being widely considered as a potential solution for gaining cost-effective and timely access to qualified legal interpreters. However, this gives rise to many questions, including: how technological mediation through videoconferencing affects the quality of interpreting; how this is related to the actual videoconference setting and the distribution of participants; and ultimately whether the different forms of video-mediated interpreting are sufficiently reliable for legal communication. It is against this backdrop that the AVIDICUS Project (2008-11), co-funded by the European Commission?s Directorate-General Justice, set out to research the quality and viability of video-mediated interpreting in criminal proceedings. This volume, which is based on the final AVIDICUS Symposium in 2011, presents a cross-section of the findings from AVIDICUS and complementary research initiatives, as well as recommendations for judicial services, legal practitioners and police officers, and legal interpreters.
Braun S, Taylor J (2012) Video-mediated interpreting in criminal proceedings: two European surveys pp. 69-98
Braun S (2014) Comparing traditional and remote interpreting in police settings: quality and impact factors pp. 161-176
Braun S (2016) What a micro-analytical investigation of additions and expansions in remote interpreting can tell us about interpreter?s participation in a shared virtual space Journal of Pragmatics
This paper explores data from video-mediated remote interpreting (RI) which was originally generated with the aim of investigating and comparing the quality of the interpreting performance in onsite and remote interpreting in legal contexts. One unexpected finding of this comparison was that additions and expansions were significantly more frequent in RI, and that their frequency increased further after a phase of familiarisation and training for the participating interpreters, calling for a qualitative exploration of the motives and functions of the additions and expansions. This exploration requires an appropriate methodology. Whilst introspective data give insights into interpreting processes and the motivations guiding the interpreter?s choices, they tend to be unsystematic and incomplete. Micro-analytical approaches such as Conversation Analysis are a promising alternative, especially when enriched with social macro-variables. In line with this, the present paper has a dual aim. The primary aim is to explore the nature of additions and expansions in RI, examining especially to what extent they are indicative of interpreting problems, to what degree they are specific to the videoconference situation, what they reveal about, and how they affect the interpreter?s participation in RI. The secondary aim is to evaluate the micro-analytical approach chosen for this exploration.
Braun S (2007) Audio Description from a discourse perspective: a socially relevant framework for research and training Linguistica Antverpiensia NS 6 pp. 357-369
The topic of this paper is Audio Description (AD) for blind and partially sighted people. I will outline a discourse-based approach to AD focussing on the role of mental modelling, local and global coherence, and different types of inferences (explicatures and implicatures). Applying these concepts to AD, I will discuss initial insights and outline questions for empirical research. My main aim is to show that a discourse-based approach to AD can provide an informed framework for research, training and practice.
Braun S, Orero P (2010) Audio Description with Audio Subtitling ? an emergent modality of audiovisual localisation Perspectives: Studies in Translatology 18 (3) pp. 173-188
Audio description (AD) has established itself as a media access service for blind and partially sighted people across a range of countries, for different media and types of audiovisual performance (e.g. film, TV, theatre, opera). In countries such as the UK and Spain, legislation has been implemented for the provision of AD on TV, and the European Parliament has requested that AD for digital TV be monitored in projects such as DTV4ALL ( in order to be able to develop adequate European accessibility policies. One of the drawbacks is that in their current form, AD services largely leave the visually impaired community excluded from access to foreign-language audiovisual products when they are subtitled rather than dubbed. To overcome this problem, audio subtitling (AST) has emerged as a solution. This article will characterise audio subtitling as a modality of audiovisual localisation which is positioned at the interface between subtitling, audio description and voice-over. It will argue that audio subtitles need to be delivered in combination with audio description and will analyse, system- atise and exemplify the current practice of audio description with audio subtitling using commercially available DVDs.
Braun S, Chambers A (2006) Elektronische Korpora als Resource für den Fremdsprachenunterricht Praktische Handreichung für Fremdsprachenlehrer pp. 330-337
In diesem Beitrag geht es um Möglichkeiten der Nut¬zung von Korpora im Sekundarschulbereich. Nach einem Überblick über einschlägige Korpusressourcen, Analy¬severfahren und Tools werden in knappen Zügen die Grundlagen der Korpusnutzung im Sprachlernkontext skizziert und anschließ end verschiedene Möglichkeiten für die Nutzung von Korpora gesprochener und ge¬schriebener Sprache illustriert.
Braun S (2007) Designing and exploiting small multimedia corpora for autonomous learning and teaching 16 pp. 31-46

The use of corpora in the second-language learning context requires the availability of corpora which are pedagogically relevant with regard to choice of discourse, choice of media, annotation and size. I here describe a pedagogically motivated corpus design which supports a direct and efficient exploitation of the corpus by learners and teachers. One of the major guidelines is Widdowson's (2003) claim that the successful use of corpora requires a learner's (and teacher's) ability to 'authenticate' the corpus materials. In line with this, I argue for the development of small and pedagogically annotated corpora which enable us to combine two methods of analysis and exploitation to mutual benefit: a corpus-based approach (i.e. 'vertical reading' of e.g. concordances), which provides patterns of language use, and a discourse-based approach, which focuses on the analysis of the individual texts in the corpus and of linguistic means of expression in relation to their communicative (situational) and cultural embedding. To illustrate my points, I use a small multimedia corpus of spoken English which is currently being developed as a model corpus with pedagogical goals in mind.

Gough J (2017) The patterns of interaction between professional translators and online resources.
With the rapid growth of the Internet and the recent developments in translation technology, the way translators carry out their translation-oriented research has changed dramatically. Resources used by translators to conduct such research have diversified and largely moved from paper to online. However, whilst the number and the variety of online resources available to translators is growing exponentially, little is known about the interactions between translators and these resources. The present research empirically examines the use of online resources by professional translators during their translation-oriented research activities and it does so from an information behaviour perspective. As a first study of its kind, it focusses on freelance professional translators working at their normal place of work. Specifically, this work addresses the questions of the nature and quantity of resources used by translators as well as the time they spend on research activities. Furthermore, it examines the individual differences between the participants during the research activities. These differences are studied by considering the types of resources used and the ways they are accessed, and by investigating the many volume- and time-related aspects of each translator?s research activities. The main contribution of this study lies in the identification of patterns and their systematisation through a multidimensional analysis, culminating in the formulation of two taxonomies - the Resource Type User Taxonomy (RTUT) and Taxonomy of Translator Research Styles (TTRS). It is argued that whilst RTUT may largely depend on technology developments, TTRS reflects the more innate traits of translators? information behaviour. By employing a two-stage, multi-method approach (Global Survey, N=540 and Main Study N=16), and by conducting it remotely, through the Internet, the present study represents a quasi-naturalistic research design which aims to observe translation processes as they happen in translators? natural working environments. This methodology in itself constitutes a contribution to translation process studies.
Braun S (2006) Multimedia communication technologies and their impact on interpreting
In line with the aim of the MuTra conference to address "the multiple (multilingual, multimedia, multimodal and polysemiotic) dimensions of modern translation scenarios" and to raise "questions as to the impact of new technologies on the form, content, structure and modes of translated products" (Gerzymisch-Arbogast: 2007: 7), this paper will investigate the impact of multimedia communication technologies on interpreting. The use of these technologies has led to new forms of interpreting in which interpreting takes place from a distance, aided by technical mediation. After reviewing the major new and emerging forms, I will outline a set of research questions that need to be addressed and, by way of example, discuss the results of research on interpreter adaptation in videoconference interpreting.
Braun S (2015) Remote Interpreting
The term ?remote interpreting? (RI) refers to the use of communication TECHNOLOGY for
gaining access to an interpreter who is in another room, building, city or country and
who is linked to the primary participants by telephone or videoconference. RI by
telephone is nowadays often called TELEPHONE INTERPRETING or over-the-phone
interpreting. RI by videoconference is often simply called remote interpreting when it
refers to spoken-language interpreting. In SIGNED LANGUAGE INTERPRETING, the term
VIDEO REMOTE INTERPRETING has become established. RI is best described as a modality
or method of delivery. It has been used for SIMULTANEOUS INTERPRETING, CONSECUTIVE
videoconference in spoken-language interpreting.
Braun S, Taylor J, Miler-Cassino J, RybiDska Z, Balogh K, Hertog E, vanden Bosch Y, Rombouts D (2012) Training in video-mediated interpreting in criminal proceedings: modules for interpreting students, legal interpreters and legal practitioners pp. 233-288
Because of the scarcity of training opportunities in legal interpreting, and the non-existence of training in video-mediated legal interpreting per se, both from the point of view of the legal interpreters themselves, and that of the legal professionals who work with interpreters, the AVIDICUS Project included as one of its core objectives to devise and pilot three training modules on video-mediated interpreting: one for legal practitioners, including the police; one for interpreters working in the legal services; and one for interpreting students. This chapter presents the three training modules, designed and developed by the AVIDICUS Project. Following a discussion of the background context to the need for training and the technological of such training, the module for student interpreters is presented, followed by the legal interpreters? module, and finally the module aimed at legal practitioners and police officers.
Wilson D (2017) An investigation into the comprehensive development of L2 pragmatic competence in the EFL classroom : a case of advanced Serbian EFL learners.
Pragmatic competence is a component of language knowledge; therefore, it is as intrinsic to the ability to successfully communicate for a foreign language (FL) learner as it is for a native speaker, especially where perceptions of politeness may vary between cultures. Despite this, pragmatics is under-represented in FL course materials and assessments, and consequently educators are often left unsure as to how to include it in their classes. The result of this is that learners may achieve proficiency in the linguistic competences (knowledge of lexis, syntax, phonology), but remain pragmatically underdeveloped and susceptible to pragmatic failure.

The present study seeks to investigate how second language (L2) pragmatic competence can be comprehensively developed in the ordinary EFL classroom, using an explicit teaching method which fundamentally integrates assessment into the instructional process. To conduct this investigation, a novel method was designed and implemented with the participation of advanced Serbian EFL learners. Data sources, including role-play and video-based assessments, interviews, discussions and observations, were then obtained for the purposes of cross-sectional and longitudinal analysis to address three research questions. The first two questions explore how the components of pragmatic competence develop as a result of the instructional method and the role of pragmatic awareness in this. The third question investigates the practicality (validity and feasibility) of incorporating such a method in the classroom context.

Findings suggest that the assessment-integrated instructional method constitutes a practical and effective means of comprehensively developing L2 pragmatic competence in the ordinary EFL classroom, as evidenced by the demonstrable development of participants? conscious knowledge and ability to apply contextually appropriate Head act and External modification strategies. L2 pragmatic awareness appears to be key to the process of developing particular pragmatic sub-competences. Findings also serve to indicate further implications for pragmatics-related instructional methods, such as the phenomenon of ?pragmatic fossilisation?.

Perdikaki K (2016) Adaptation as translation : examining film adaptation as a recontextualised act of communication.
Narratives are increasingly intermedial nowadays and adaptation is prominent in the performing arts (e.g. theatre, opera) and in various forms of media (e.g. film, television, radio, video games). The process of adaptation has been paralleled to that of translation, as both deal with the transfer of meaning from one sociocultural context to another. In a similar vein, translation has been viewed as a process of adaptation when the communicated message needs to be tailored to the values of the target culture. Nevertheless, a framework building on the affinities of translation and adaptation remains relatively under-researched.
A model for a systematic adaptation analysis seems to be currently missing in Adaptation Studies. Translation Studies can also benefit from a closer look into the workings of cultural production. An analysis of adaptation as intersemiotic and intermedial translation can give rise to the factors that condition the flow of narratives across media and cultures. Such an analysis can also shed light on the relationship between cultural products and the socio-temporal context that accommodates them.
To this end, the present project aims at examining the film adaptation process from a hermeneutic point of view, looking into both textual and contextual parameters that monitor the adaptation process. A model towards the systematic analysis and interpretation of the changes occurring in the adaptation process (i.e. adaptation shifts) is also developed to fulfil this aim. The model draws upon insights from Translation Studies, Film Studies and Narratology and has a descriptive/comparative and an interpretive component. The former is used to examine adaptation as an audiovisual text in relation to its source material and the latter deconstructs the adaptation process in relation to the agents and contexts involved. The model can thus contribute to a systematic study of adaptations and to a better understanding of the adaptation/translation process.