Revista Espanola De Linguistica Aplicada, Nov 27, 2023
This paper presents the results of SUBFILM, a teaching innovation project that studied the benefi... more This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.
La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado ... more La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.
The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to ... more The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the preexperimental long-term study that lays at the core of the project.
Research on the use of active dubbing activities in foreign language learning is gaining an incre... more Research on the use of active dubbing activities in foreign language learning is gaining an increasing amount of attention. The most obvious skill to be enhanced in this context is oral production and a few authors have already mentioned the potential benefits of asking students to record their voices in a 'semiprofessional' manner. The present project attempts to assess the potential of intralingual dubbing (English-English) to develop general oral production skills in adult university students of English B2 level in an online learning environment, and to provide general guidelines of dubbing task assessment for practitioners. To this end, a group of undergraduate pre-intermediate students worked on ten sequenced activities using short videos taken from an American sitcom over a period of two months. The research study included language assessment tests, questionnaires and observation as the basic data gathering tools to make the results as reliable and thorough as possible for this type of educational setting. The conclusions provide a good starting point for the establishment of basic guidelines that may help teachers implement dubbing tasks in the language class.
The research on the use of active captioning or subtitling in foreign language learning has consi... more The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.
This article explores the effects of collaborative reverse subtitling as an activity for the prom... more This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, ...
Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades ... more Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades de la sociedad. El siglo XXI se caracteriza por un uso constante de los productos audiovisuales y es fundamental que este elemento se convierta en un aliado en los procesos de enseñanza-aprendizaje. La Traducción Audiovisual Didáctica ha demostrado su potencial didáctico en el EEES principalmente, aunque también se ha utilizado como recurso en diferentes contextos como la enseñanza de lenguajes especializados, la logopedia e incluso en otros niveles educativos como Educación Primaria y Secundaria. Sin embargo, una aplicación sistemática de este recurso implica una formación rigurosa del profesorado que la vaya a aplicar. ReachDAT es un proyecto que se fundamenta en la sólida evidencia empírica sobre el uso de la TAD en el aprendizaje de lenguas y tiene como objetivo principal que el profesorado en formación de niveles de Grado y Máster conozca la forma de implementar la TAD en su aula de una forma rigurosa y con la capacidad de analizar el impacto de estas propuestas en su alumnado. Es decir, fomentando el papel de la reflexión rigurosa y sistemática en la praxis docente. Las investigaciones derivadas de experiencias previas avalan la necesidad de esta propuesta. A modo de conclusión, se espera que de esta propuesta formativa se obtengan datos que permitan caminar hacia la sistematización de la formación del profesorado en el ámbito de la TAD, para optimizar y facilitar el proceso formativo.
La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado ... more La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics , 2024
This paper presents the results of SUBFILM, a teaching innovation project that studied the benefi... more This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.
The current paper reports on the results of a national research project investigating the use of ... more The current paper reports on the results of a national research project investigating the use of didactic audiovisual translation (DAT) in foreign language teaching. Although previous research in this field concludes that there are positive outcomes in students’ learning, most studies rely on small samples and analyse one language skill only. The TRADILEX project aims at examining the effect of several modes of audiovisual translation (AVT) -i.e., subtitling, dubbing, subtitling for the deaf and hard of hearing, audio description and voiceover- in oral and written skills of university students learning English as a foreign language. This article assesses the effectiveness of a didactic proposal that includes 30 lesson plans through an intervention carried out with 566 participants from eight universities in Spain. The study relies on a quantitative design, and statistical tests (descriptive statistics and Wilcoxon Test) were carried out to estimate the effect of DAT on oral and writ...
Resumen: Esta investigación pretende realizar una contribución significativa al campo de la tradu... more Resumen: Esta investigación pretende realizar una contribución significativa al campo de la traducción audiovisual didáctica (tad) y la traducción audiovisual (tav) al presentar el primer estudio exploratorio en el que se analizan sus posibilidades didácticas en el ámbito sanitario, concretamente en el campo de la logopedia. En concreto, el artículo ofrece datos empíricos sobre las percepciones de los futuros logopedas acerca del uso de la tav en contextos clínicos y educativos. Tras una intervención didáctica, se pasó un cuestionario a los estudiantes, que confirman el potencial de la tad en este campo. Palabras clave: audiodescripción (ac), doblaje, logopedia, subtitulado, subtitulado para sordos (SpS), traducción audiovisual (tav), traducción audiovisual didáctica (tad).
Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT... more Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT) in Foreign Language Learning (FLL) has received increasing attention from both scholars and teachers, and it is now known as didactic AVT. Most AVT modes-subtitling, dubbing, audio description (AD), subtitles for the deaf and the hard of hearing (SDH) and voice-over-can be employed as didactic resources in FLL and guidelines are available for practitioners (Talaván, 2013, 2020). Empirical research has focused on the benefits of didactic AVT on individual and integrated language skills, both in face-to-face and online contexts, English being the main language involved in the pedagogical proposals of most experimental studies (Lertola, 2019). Recently, a related long-term project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), led by the TRADIT research group at the UNED, has been funded by the Spanish Ministry of Science and Innovation for a three-year period. The main aim of TRADILEX is to evaluate the degree of FLL improvement by students in terms of communicative and mediation language skills thanks to the use of didactic AVT. With this purpose, a carefully designed methodological proposal, which includes lesson plans on diverse AVT modes, is being used with learners of English as a Foreign Language (EFL), levels B1 and B2, in non-formal educational contexts, in university language centres all over Spain and in a few centres in other countries, such as England, Italy, and Switzerland. Teachers play a key role in TRADILEX as they are specifically trained facilitators of the learning process. Many teachers believe that AVT tasks could be integrated in the foreign language curriculum if proper teacher training is provided (as stated by Alonso-Pérez and Sánchez-Requena, 2018). However, it should be noted that teacher training has largely been neglected in the literature (Lertola, 2021). Within this context, this paper presents an online teacher training experience in didactic AVT, carried out by two teacher-researchers as a pilot study of TRADILEX, involving 12 FL secondary-school teachers-in-training at a higher institution in Switzerland. The one-day teacher training aimed to introduce future teachers to the pedagogical use of didactic AVT tasks by presenting and working with both a dubbing and an AD lesson plan targeted for EFL learners of B1 and B2 levels, respectively. This article analyses and discusses the data gathered through a feedback questionnaire completed by the participants, the assessment of their AVT tasks, and structured as well as non-structured observations. Class observations were collected through two ad hoc observation rubrics (one per AVT lesson plan) filled in by one of the teacher-researchers who carried out the training and the students' lecturer, who acted as an observer-only teacher, as well as from a group interview and personal notes on the experience shared by the students taking the course. The results of this small-scale study are encouraging and call for further in-depth analysis of the potential role of the didactic AVT in teacher training, both for practitioners and for FL teacher training courses in general.
This paper presents a methodological proposal designed by the TRADILEX project, which stands for ... more This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedago...
Las distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pu... more Las distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pueden utilizarse en el entorno educativo para mejorar diversos tipos de destrezas comunicativas en lengua extranjera (L2). Una de las habilidades lingüísticas más beneficiadas en este contexto es la comprensión oral (o audiovisual), dada la exposición continua del alumno al input en L2, y gracias al trabajo de reformulación para realizar la correspondiente traducción audiovisual del fragmento de vídeo preseleccionado, sea cual sea la modalidad de TAV utilizada. El presente artículo presentará los fundamentos teóricos y metodológicos para la utilización didáctica de la TAV en este contexto.
The diverse Audiovisual Translation (AVT) modes, such as subtitling and dubbing, may be used in the didactic context so as to improve various types of communicative skills in the foreign language (L2). One of the skills that may benefit the most in this context could be said to be oral (or audiovisual) comprehension, given that students are constantly exposed to the L2 input, on the one hand, and provided the necessary reformulation of the various messages that is required to perform the corresponding AVT task of the preselected video fragment, no matter the didactic AVT mode used in each case. In this article, the main theoretical and methodological principles to apply didactic AVT to the enhancement of audiovisual comprehension will be presented.
Translation and Translanguaging in Multilingual Contexts, 2022
This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didact... more This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written...
The Palgrave Handbook of Audiovisual Translation and Media Accessibility, 2020
Didactic audiovisual translation, that is, the pedagogical applications of audiovisual translatio... more Didactic audiovisual translation, that is, the pedagogical applications of audiovisual translation to foreign language education, is a field of research that has been receiving increasing attention in the last two decades. This chapter offers an introduction to this area of research and practice and it specifies the fundamental issues both researchers and practitioners may refer to when implementing either didactic subtitling or didactic revoicing in the class or in online environments. For each didactic audiovisual translation mode (subtitling, subtitles for the deaf and hard of hearing, dubbing, audio description, voice-over, and narration), the chapter describes possible directions of translation and combinations; it also provides a sample lesson and enumerates a set of guidelines useful for students to get started with the corresponding didactic audiovisual translation mode; finally, it presents the reader with a sample rubric for evaluation. The second part of the chapter is devoted to a summary of the state of the art of both didactic subtitling and didactic revoicing as subfields of didactic audiovisual translation, and it also accounts for the existing studies on the combination of various didactic audiovisual translation modes.
Revista Espanola De Linguistica Aplicada, Nov 27, 2023
This paper presents the results of SUBFILM, a teaching innovation project that studied the benefi... more This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.
La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado ... more La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.
The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to ... more The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the preexperimental long-term study that lays at the core of the project.
Research on the use of active dubbing activities in foreign language learning is gaining an incre... more Research on the use of active dubbing activities in foreign language learning is gaining an increasing amount of attention. The most obvious skill to be enhanced in this context is oral production and a few authors have already mentioned the potential benefits of asking students to record their voices in a 'semiprofessional' manner. The present project attempts to assess the potential of intralingual dubbing (English-English) to develop general oral production skills in adult university students of English B2 level in an online learning environment, and to provide general guidelines of dubbing task assessment for practitioners. To this end, a group of undergraduate pre-intermediate students worked on ten sequenced activities using short videos taken from an American sitcom over a period of two months. The research study included language assessment tests, questionnaires and observation as the basic data gathering tools to make the results as reliable and thorough as possible for this type of educational setting. The conclusions provide a good starting point for the establishment of basic guidelines that may help teachers implement dubbing tasks in the language class.
The research on the use of active captioning or subtitling in foreign language learning has consi... more The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.
This article explores the effects of collaborative reverse subtitling as an activity for the prom... more This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, ...
Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades ... more Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades de la sociedad. El siglo XXI se caracteriza por un uso constante de los productos audiovisuales y es fundamental que este elemento se convierta en un aliado en los procesos de enseñanza-aprendizaje. La Traducción Audiovisual Didáctica ha demostrado su potencial didáctico en el EEES principalmente, aunque también se ha utilizado como recurso en diferentes contextos como la enseñanza de lenguajes especializados, la logopedia e incluso en otros niveles educativos como Educación Primaria y Secundaria. Sin embargo, una aplicación sistemática de este recurso implica una formación rigurosa del profesorado que la vaya a aplicar. ReachDAT es un proyecto que se fundamenta en la sólida evidencia empírica sobre el uso de la TAD en el aprendizaje de lenguas y tiene como objetivo principal que el profesorado en formación de niveles de Grado y Máster conozca la forma de implementar la TAD en su aula de una forma rigurosa y con la capacidad de analizar el impacto de estas propuestas en su alumnado. Es decir, fomentando el papel de la reflexión rigurosa y sistemática en la praxis docente. Las investigaciones derivadas de experiencias previas avalan la necesidad de esta propuesta. A modo de conclusión, se espera que de esta propuesta formativa se obtengan datos que permitan caminar hacia la sistematización de la formación del profesorado en el ámbito de la TAD, para optimizar y facilitar el proceso formativo.
La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado ... more La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics , 2024
This paper presents the results of SUBFILM, a teaching innovation project that studied the benefi... more This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.
The current paper reports on the results of a national research project investigating the use of ... more The current paper reports on the results of a national research project investigating the use of didactic audiovisual translation (DAT) in foreign language teaching. Although previous research in this field concludes that there are positive outcomes in students’ learning, most studies rely on small samples and analyse one language skill only. The TRADILEX project aims at examining the effect of several modes of audiovisual translation (AVT) -i.e., subtitling, dubbing, subtitling for the deaf and hard of hearing, audio description and voiceover- in oral and written skills of university students learning English as a foreign language. This article assesses the effectiveness of a didactic proposal that includes 30 lesson plans through an intervention carried out with 566 participants from eight universities in Spain. The study relies on a quantitative design, and statistical tests (descriptive statistics and Wilcoxon Test) were carried out to estimate the effect of DAT on oral and writ...
Resumen: Esta investigación pretende realizar una contribución significativa al campo de la tradu... more Resumen: Esta investigación pretende realizar una contribución significativa al campo de la traducción audiovisual didáctica (tad) y la traducción audiovisual (tav) al presentar el primer estudio exploratorio en el que se analizan sus posibilidades didácticas en el ámbito sanitario, concretamente en el campo de la logopedia. En concreto, el artículo ofrece datos empíricos sobre las percepciones de los futuros logopedas acerca del uso de la tav en contextos clínicos y educativos. Tras una intervención didáctica, se pasó un cuestionario a los estudiantes, que confirman el potencial de la tad en este campo. Palabras clave: audiodescripción (ac), doblaje, logopedia, subtitulado, subtitulado para sordos (SpS), traducción audiovisual (tav), traducción audiovisual didáctica (tad).
Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT... more Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT) in Foreign Language Learning (FLL) has received increasing attention from both scholars and teachers, and it is now known as didactic AVT. Most AVT modes-subtitling, dubbing, audio description (AD), subtitles for the deaf and the hard of hearing (SDH) and voice-over-can be employed as didactic resources in FLL and guidelines are available for practitioners (Talaván, 2013, 2020). Empirical research has focused on the benefits of didactic AVT on individual and integrated language skills, both in face-to-face and online contexts, English being the main language involved in the pedagogical proposals of most experimental studies (Lertola, 2019). Recently, a related long-term project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), led by the TRADIT research group at the UNED, has been funded by the Spanish Ministry of Science and Innovation for a three-year period. The main aim of TRADILEX is to evaluate the degree of FLL improvement by students in terms of communicative and mediation language skills thanks to the use of didactic AVT. With this purpose, a carefully designed methodological proposal, which includes lesson plans on diverse AVT modes, is being used with learners of English as a Foreign Language (EFL), levels B1 and B2, in non-formal educational contexts, in university language centres all over Spain and in a few centres in other countries, such as England, Italy, and Switzerland. Teachers play a key role in TRADILEX as they are specifically trained facilitators of the learning process. Many teachers believe that AVT tasks could be integrated in the foreign language curriculum if proper teacher training is provided (as stated by Alonso-Pérez and Sánchez-Requena, 2018). However, it should be noted that teacher training has largely been neglected in the literature (Lertola, 2021). Within this context, this paper presents an online teacher training experience in didactic AVT, carried out by two teacher-researchers as a pilot study of TRADILEX, involving 12 FL secondary-school teachers-in-training at a higher institution in Switzerland. The one-day teacher training aimed to introduce future teachers to the pedagogical use of didactic AVT tasks by presenting and working with both a dubbing and an AD lesson plan targeted for EFL learners of B1 and B2 levels, respectively. This article analyses and discusses the data gathered through a feedback questionnaire completed by the participants, the assessment of their AVT tasks, and structured as well as non-structured observations. Class observations were collected through two ad hoc observation rubrics (one per AVT lesson plan) filled in by one of the teacher-researchers who carried out the training and the students' lecturer, who acted as an observer-only teacher, as well as from a group interview and personal notes on the experience shared by the students taking the course. The results of this small-scale study are encouraging and call for further in-depth analysis of the potential role of the didactic AVT in teacher training, both for practitioners and for FL teacher training courses in general.
This paper presents a methodological proposal designed by the TRADILEX project, which stands for ... more This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedago...
Las distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pu... more Las distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pueden utilizarse en el entorno educativo para mejorar diversos tipos de destrezas comunicativas en lengua extranjera (L2). Una de las habilidades lingüísticas más beneficiadas en este contexto es la comprensión oral (o audiovisual), dada la exposición continua del alumno al input en L2, y gracias al trabajo de reformulación para realizar la correspondiente traducción audiovisual del fragmento de vídeo preseleccionado, sea cual sea la modalidad de TAV utilizada. El presente artículo presentará los fundamentos teóricos y metodológicos para la utilización didáctica de la TAV en este contexto.
The diverse Audiovisual Translation (AVT) modes, such as subtitling and dubbing, may be used in the didactic context so as to improve various types of communicative skills in the foreign language (L2). One of the skills that may benefit the most in this context could be said to be oral (or audiovisual) comprehension, given that students are constantly exposed to the L2 input, on the one hand, and provided the necessary reformulation of the various messages that is required to perform the corresponding AVT task of the preselected video fragment, no matter the didactic AVT mode used in each case. In this article, the main theoretical and methodological principles to apply didactic AVT to the enhancement of audiovisual comprehension will be presented.
Translation and Translanguaging in Multilingual Contexts, 2022
This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didact... more This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written...
The Palgrave Handbook of Audiovisual Translation and Media Accessibility, 2020
Didactic audiovisual translation, that is, the pedagogical applications of audiovisual translatio... more Didactic audiovisual translation, that is, the pedagogical applications of audiovisual translation to foreign language education, is a field of research that has been receiving increasing attention in the last two decades. This chapter offers an introduction to this area of research and practice and it specifies the fundamental issues both researchers and practitioners may refer to when implementing either didactic subtitling or didactic revoicing in the class or in online environments. For each didactic audiovisual translation mode (subtitling, subtitles for the deaf and hard of hearing, dubbing, audio description, voice-over, and narration), the chapter describes possible directions of translation and combinations; it also provides a sample lesson and enumerates a set of guidelines useful for students to get started with the corresponding didactic audiovisual translation mode; finally, it presents the reader with a sample rubric for evaluation. The second part of the chapter is devoted to a summary of the state of the art of both didactic subtitling and didactic revoicing as subfields of didactic audiovisual translation, and it also accounts for the existing studies on the combination of various didactic audiovisual translation modes.
Empirical Studies in Didactic Audiovisual Translation, 2024
This collection showcases a wide range of empirical studies in didactic audiovisual translation (... more This collection showcases a wide range of empirical studies in didactic audiovisual translation (DAT), fostering replication of the present work to encourage future research and further expansion of DAT’s applications in language learning settings. The book seeks to offer a complementary perspective with the spotlight on empirical work, building on previous lines of inquiry rooted in descriptive analysis and the “experimental turn.”
The volume is divided into three parts, aiming to bring together disparate studies from a range of classroom contexts and educational levels which draw on a mixed-methods approach in one place. The first part features research on captioning, or written language transfer, while the second includes on studies on revoicing, or oral language transfer. A final section looks at combined studies integrating both revoicing and captioning, while looking ahead to possibilities for new lines of empirically grounded research on the use of audiovisual modes at the intersection of translation and foreign language education.
This volume will be of interest to students and scholars in audiovisual translation, translation studies, language education, and technology and language learning.
Ranzato, I., Zabalbeascoa, P. (eds) The Palgrave Handbook of Multilingualism and Language Varieties on Screen, 2024
Didactic audiovisual translation (DAT) implies the pedagogical use of any audiovisual translation... more Didactic audiovisual translation (DAT) implies the pedagogical use of any audiovisual translation (AVT) mode, like dubbing, subtitling or audio description, as a resource in language education (LE). This area of research has attracted increasing interest in the last decade and can be said to have been consolidated as a field of study on its own right in recent years. In order to extend the use of DAT to larger contexts, LE teachers should be properly trained to use AVT resources in the pedagogical context. However, research on teacher training in DAT is still scarce. The present chapter offers a teacher training experience in Italy where a group of pre-service teachers were given a workshop on DAT to offer an example of implementation based on previous related experiences that may serve to provide more solid ground for the design of a DAT teacher-training methodology which could be adapted to various educational contexts. Besides, the data gathered from this proposal also aims at contributing to this area by confirming the potential benefits of DAT in training future professionals in LE, already mentioned tentatively in a few previous small-scale studies.
Didactic Audiovisual Translation and Foreign Language Education, 2024
This chapter focuses on didactic audio description (AD) and didactic free commentary. Firstly, it... more This chapter focuses on didactic audio description (AD) and didactic free commentary. Firstly, it provides the reader with an overview of the main types of didactic AD (DAD) and didactic free-commentary (DFC), differentiating between intersemiotic for both modes as well as intralingual, and interlingual for free commentary. Afterwards, it presents how didactic AD and didactic free commentary can foster communicative skills mainly in terms of audiovisual production and mediation, and audiovisual reception to a certain extent. Guidelines to implement DAD and DFC are explained in detail together with a sample of assessment rubrics which can be adapted according to the learning contexts. Finally, sample lesson plans on both DAT modes are presented.
The Routledge Handbook of Intralingual Translation, 2024
Didactic audiovisual translation (DAT) has been increasingly studied over the last two decades. F... more Didactic audiovisual translation (DAT) has been increasingly studied over the last two decades. Following the use of subtitles as a support, the application of subtitling as a real task undertaken by students soon became a reality. From there, the use of didactic dubbing spread as well, and more recently, other less familiar AVT modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH), and voice-over, have also started to be used in the language learning setting. The investigation of active subtitling and dubbing in formal contexts has delivered promising results concerning students’ engagement, improved translation skills, and the promotion of oral and written comprehension and production. All AVT modes can be applied through either interlingual or intralingual translation. This chapter focuses on the pedagogical possibilities of the latter, the intralingual combination. The potential benefits of every type of task are described, reporting on empirical evidence from studies in the field, and a series of methodological guidelines for using the different AVT modes as didactic resources through intralingual translation are provided. In particular, proposals regarding the preparation of lesson plans, the selection of video clips, the use of ICTs, timing issues, task design, and evaluation are offered.
Mujeres en la traducción audiovisual. Perspectivas desde el mundo académico y profesional, 2021
El presente capítulo expone los principios básicos de la modalidad conocida como voces superpuest... more El presente capítulo expone los principios básicos de la modalidad conocida como voces superpuestas, voces solapadas o voice-over y describe su posible aplicación didáctica al aprendizaje de lenguas extranjeras. Esta modalidad de traducción audiovisual, que no ha recibido aún suficiente atención dentro del ámbito académico, tampoco se ha estudiado ni puesto en práctica suficientemente en el ámbito educativo, como recurso pedagógico para desarrollar distintas destrezas comunicativas de modo integrado. Cabe destacar que la mayor parte de la investigación existente, en cualquier caso, ha sido liderada por mujeres investigadoras en el ámbito de la traducción audiosivual. En estas páginas, el propósito es pues doble: describir los fundamentos de las voces superpuestas desde un punto de vista académico, por un lado, y adentrarse en un subcampo de investigación y aplicación práctica con suficiente potencial, pero aún por descubrir: su utilización en el entorno educativo de la didáctica de lenguas.
The Palgrave Handbook of Audiovisual Translation and Media Accessibility, 2020
The application of audiovisual translation (AVT) to foreign language (L2) education dates back to... more The application of audiovisual translation (AVT) to foreign language (L2) education dates back to the 1980s, when some scholars started to use subtitles as a support within language laboratories to improve a series of L2 skills (Holobow et al. 1984; Vanderplank 1988). A lot has changed since then, both in terms of the methodological implementation of AVT as a didactic resource in this context, and in the audiovisual world, as technology has vertiginously advanced in the last decades. The present chapter describes the didactic value of AVT in L2 education, by defining the practice and presenting the main AVT modes that may be applied to the pedagogical context, explaining what should be understood by their pedagogical applications and offering a series of guidelines for practitioners. To complement this description, a state of the art of this subarea of research in AVT will be provided, so as to allow the reader to have access to the main work carried out in this field. Finally, the conclusions of the chapter will include social implications and future prospects.
Focusing on Audiovisual Translation Research, 2019
Talaván, N., & Rodríguez-Arancón, P. (2019). Voice-over to improve oral production skills. In J. ... more Talaván, N., & Rodríguez-Arancón, P. (2019). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–236). Valencia: UPV, Publicacions Universitat de Valencia.
The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to ... more The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the preexperimental long-term study that lays at the core of the project.
Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades ... more Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades de la sociedad. El siglo XXI se caracteriza por un uso constante de los productos audiovisuales y es fundamental que este elemento se convierta en un aliado en los procesos de enseñanza-aprendizaje. La Traducción Audiovisual Didáctica ha demostrado su potencial didáctico en el EEES principalmente, aunque también se ha utilizado como recurso en diferentes contextos como la enseñanza de lenguajes especializados, la logopedia e incluso en otros niveles educativos como Educación Primaria y Secundaria. Sin embargo, una aplicación sistemática de este recurso implica una formación rigurosa del profesorado que la vaya a aplicar. ReachDAT es un proyecto que se fundamenta en la sólida evidencia empírica sobre el uso de la TAD en el aprendizaje de lenguas y tiene como objetivo principal que el profesorado en formación de niveles de Grado y Máster conozca la forma de implementar la TAD en su aula de una forma rigurosa y con la capacidad de analizar el impacto de estas propuestas en su alumnado. Es decir, fomentando el papel de la reflexión rigurosa y sistemática en la praxis docente. Las investigaciones derivadas de experiencias previas avalan la necesidad de esta propuesta. A modo de conclusión, se espera que de esta propuesta formativa se obtengan datos que permitan caminar hacia la sistematización de la formación del profesorado en el ámbito de la TAD, para optimizar y facilitar el proceso formativo.
The current paper reports on the results of a national research project investigating the use of ... more The current paper reports on the results of a national research project investigating the use of didactic audiovisual translation (DAT) in foreign language teaching. Although previous research in this field concludes that there are positive outcomes in students’ learning, most studies rely on small samples and analyse one language skill only. The TRADILEX project aims at examining the effect of several modes of audiovisual translation (AVT) -i.e., subtitling, dubbing, subtitling for the deaf and hard of hearing, audio description and voiceover- in oral and written skills of university students learning English as a foreign language. This article assesses the effectiveness of a didactic proposal that includes 30 lesson plans through an intervention carried out with 566 participants from eight universities in Spain. The study relies on a quantitative design, and statistical tests (descriptive statistics and Wilcoxon Test) were carried out to estimate the effect of DAT on oral and written reception and oral and written production of the students. Our results underline that there are statistically significant differences that confirm students improved in the four communicative skills in the foreign language. Besides, there is a positive evolution in students’ achievement during the study, and participants report a favourable perception of the didactic intervention.
La Traducción Audiovisual Didáctica (TAD) es una disciplinarelativamente joven que se ha estado c... more La Traducción Audiovisual Didáctica (TAD) es una disciplinarelativamente joven que se ha estado consolidando con firmeza en las últimasdos décadas. Este estudio parte de un breve recorrido histórico sobre eldesarrollo de la disciplina con el objetivo de explorar y abrir nuevos camposcon otras disciplinas para buscar sinergias que permitan explotar aún más elpotencial pedagógico de la TAD. El bilingüismo, la transversalidad, lasmetodologías emergentes y la educación inclusiva suponen así ejes clavepara trazar el horizonte de una disciplina que puede ser clave para aprendicesde lenguas, así como para traductores e intérpretes en formación.
Translation and Translanguaging in Multilingual Contexts, 2022
This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didact... more This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.
Encuentro: revista de investigación e innovación en la clase de idiomas, 2022
This paper presents a methodological proposal designed by the TRADILEX project, which stands for ... more This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengu... more La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera Audiovisual translation as a didactic resource to improve foreign language audiovisual comprehension skills NOA TALAVÁN ZANÓN UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA (UNED) ntalavan@flog.uned.es Resumen Las distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pueden utilizarse en el entorno educativo para mejorar diversos tipos de destrezas comunicativas en lengua extranjera (L2). Una de las habilidades lingüísticas más beneficiadas en este contexto es la comprensión oral (o audiovisual), dada la exposición continua del alumno al input en L2, y gracias al trabajo de reformulación para realizar la correspondiente traducción audiovisual del fragmento de vídeo preseleccionado, sea cual sea la modalidad de TAV utilizada. El presente artículo presentará los fundamentos teóricos y metodológicos para la utilización didáctica de la TAV en este contexto. Palabras clave: traducción audiovisual, subtitulación, doblaje, lenguaje audiovisual, comprensión audiovisual Abtract The diverse Audiovisual Translation (AVT) modes, such as subtitling and dubbing, may be used in the didactic context so as to improve various types of communicative skills in the foreign language (L2). One of the skills that may benefit the most in this context could be said to be oral (or audiovisual) comprehension, given that students are constantly exposed to the L2 input, on the one hand, and provided the necessary reformulation of the various messages that is required to perform the corresponding AVT task of the preselected video fragment, no matter the didactic AVT mode used in each case. In this article, the main theoretical and methodological principles to apply didactic AVT to the enhancement of audiovisual comprehension will be presented.
The present article describes a didactic proposal based on the use of an audiovisual translation ... more The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.
En el presente estudio abordaremos el papel de la traducción audiovisual (TAV) como herramienta d... more En el presente estudio abordaremos el papel de la traducción audiovisual (TAV) como herramienta didáctica para la enseñanza-aprendizaje de segundas lenguas y, más concretamente, describiremos las múltiples posibilidades que ofrecen las diferentes modalidades de TAV para el desarrollo de las destrezas lingüísticas. En este marco se encuadra la audiodescripción para ciegos, una modalidad de accesibilidad audiovisual que consiste en la descripción de la información visual para espectadores invidentes, es decir, en traducir imágenes en palabras. Como muestra representativa de la aplicación didáctica de esta modalidad de TAV, ofrecemos ejemplos de tareas de audiodescripción encaminadas a fomentar la riqueza estilística con el desarrollo del vocabulario, la precisión léxica y la madurez sintáctica, y describimos su puesta en práctica y los resultados preliminares obtenidos en un curso de español como lengua extranjera.
This study explores the role of audiovisual translation (AVT) as a didactic tool in second language education. Particularly, it focuses upon the pedagogical potential of the various AVT modalities for the development of language skills. Within this framework, audiodescription for the blind is a modality of audiovisual accessibility that consists in providing the description of visual information for visually impaired viewers, that is to say, in translating images into words. This paper describes various audiodescription tasks designed and used to promote stylistic richness by enhancing vocabulary acquisition, lexical accuracy and syntactic maturity. It presents the preliminary results of the implementation of such tasks in a Spanish as a Foreign Language course.
Active audiodescription to promote speaking skills in online environments. Research on the use of... more Active audiodescription to promote speaking skills in online environments. Research on the use of audiovisual translation in foreign language education has considerably increased over the last decade. However, it has mainly covered the use of subtitles as a support, and the use of active subtitling and dubbing as a task. This paper introduces the pedagogical use of another AVT mode: active audiodescription —the oral description of visual information for blind and visually impaired people— to enhance speaking skills in distance learning education. 60 The quasi-experimental study, developed in an online setting, involved 30 Spanish students of English for Specific Purposes (level B1). Participants were required to write the audiodescription of two tourist advertisements collaboratively online and then record their voices using the web platform ClipFlair. Reasonably valid conclusions that shed some light on the pedagogical benefits of audiodescription were obtained and they invite further research on the possibilities of revoicing techniques in L2 contexts.
This book offers an updated and comprehensive view of the possibilities of didactic audiovisual t... more This book offers an updated and comprehensive view of the possibilities of didactic audiovisual translation (didactic AVT or DAT) in language education, by presenting the methodological bases that support its pedagogical use at all levels of linguistic proficiency, as well as in different educational stages and contexts.
The volume defines the main didactic AVT modes, accompanied by general recommendations, specific guidelines, complete sample lesson plans and sequences, and models for assessment. Didactic AVT is described in this book as an effective pedagogical resource that can improve students’ language competence and trigger core factors in education, such as learners’ motivation and engagement in language classes, their cognitive processes, their creativity, and the active use of ICTs in the classroom. From the perspective of educators, DAT provides a pool of multipurpose resources that may help them to enrich their classes from a pedagogical, linguistic and intercultural standpoint.
This book will be a valuable resource for graduate students, scholars, and practitioners in translation studies, particularly those interested in audiovisual translation and foreign language learning.
Traducción y accesibilidad audiovisual ofrece un breve pero riguroso recorrido a través de la his... more Traducción y accesibilidad audiovisual ofrece un breve pero riguroso recorrido a través de la historia de la traducción audiovisual, que va ganando cada vez más fuerza en el mundo académico conforme se consolidan sus líneas de investigación y va adquiriendo mayor relevancia pública, gracias a su valiosa contribución a la accesibilidad universal y al diseño para todos. Este manual sintetiza los conceptos básicos, así como los últimos avances de la literatura especializada en el campo de la traducción audiovisual, procurando acercarlos a cualquier lector interesado, empleando un tono divulgativo y describiendo de forma pormenorizada en qué consisten técnicas como el subtitulado, el doblaje y la accesibilidad en los medios. Además de un apartado bibliográfico muy completo y actualizado, todos aquellos que deseen profundizar en esta materia tan apasionante encontrarán en esta obra una serie de capítulos de lectura amena que vienen acompañados de actividades formativas y de tareas de aplicación práctica
Uploads
Papers by NOA TALAVAN
The diverse Audiovisual Translation (AVT) modes, such as subtitling and dubbing, may be used in the didactic context so as to improve various types of communicative skills in the foreign language (L2). One of the skills that may benefit the most in this context could be said to be oral (or audiovisual) comprehension, given that students are constantly exposed to the L2 input, on the one hand, and provided the necessary reformulation of the various messages that is required to perform the corresponding AVT task of the preselected video fragment, no matter the didactic AVT mode used in each case. In this article, the main theoretical and methodological principles to apply didactic AVT to the enhancement of audiovisual comprehension will be presented.
The diverse Audiovisual Translation (AVT) modes, such as subtitling and dubbing, may be used in the didactic context so as to improve various types of communicative skills in the foreign language (L2). One of the skills that may benefit the most in this context could be said to be oral (or audiovisual) comprehension, given that students are constantly exposed to the L2 input, on the one hand, and provided the necessary reformulation of the various messages that is required to perform the corresponding AVT task of the preselected video fragment, no matter the didactic AVT mode used in each case. In this article, the main theoretical and methodological principles to apply didactic AVT to the enhancement of audiovisual comprehension will be presented.
The volume is divided into three parts, aiming to bring together disparate studies from a range of classroom contexts and educational levels which draw on a mixed-methods approach in one place. The first part features research on captioning, or written language transfer, while the second includes on studies on revoicing, or oral language transfer. A final section looks at combined studies integrating both revoicing and captioning, while looking ahead to possibilities for new lines of empirically grounded research on the use of audiovisual modes at the intersection of translation and foreign language education.
This volume will be of interest to students and scholars in audiovisual translation, translation studies, language education, and technology and language learning.
(16) (PDF) Una mirada transdisciplinar a la Traducción Audiovisual Didáctica: un recurso para formar a la ciudadanía del Siglo XXI. Available from: https://www.researchgate.net/publication/371172696_Una_mirada_transdisciplinar_a_la_Traduccion_Audiovisual_Didactica_un_recurso_para_formar_a_la_ciudadania_del_Siglo_XXI#fullTextFileContent [accessed Jun 01 2023].
This study explores the role of audiovisual translation (AVT) as a didactic tool in second language education. Particularly, it focuses upon the pedagogical potential of the various AVT modalities for the development of language skills. Within this framework, audiodescription for the blind is a modality of audiovisual accessibility that consists in providing the description of visual information for visually impaired viewers, that is to say, in translating images into words. This paper describes various audiodescription tasks designed and used to promote stylistic richness by enhancing vocabulary acquisition, lexical accuracy and syntactic maturity. It presents the preliminary results of the implementation of such tasks in a Spanish as a Foreign Language course.
The volume defines the main didactic AVT modes, accompanied by general recommendations, specific guidelines, complete sample lesson plans and sequences, and models for assessment. Didactic AVT is described in this book as an effective pedagogical resource that can improve students’ language competence and trigger core factors in education, such as learners’ motivation and engagement in language classes, their cognitive processes, their creativity, and the active use of ICTs in the classroom. From the perspective of educators, DAT provides a pool of multipurpose resources that may help them to enrich their classes from a pedagogical, linguistic and intercultural standpoint.
This book will be a valuable resource for graduate students, scholars, and practitioners in translation studies, particularly those interested in audiovisual translation and foreign language learning.