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After years of rejection and criticism blaming on their entertaining nature as a source of distraction within the classroom, in recent decades audiovisual translation has been accepted as a tool for language learning. Real-life needs have shown that watching subtitled audiovisual materials enhances language acquisition and foster varied skills, so...
Citations
... One of them is the audiovisual component, specifically audiovisual translation (AVT). It is paradoxical that after years of rejection on the entertaining nature of AVT, and its ensuing acceptance as a tool for language learning (Torralba, 2020), AVT (or the AV component for the sake of it) is still absent or poorly represented in ISTs. We believe that there is room for improvement in this area and thus we have incorporated AVT in the design of our Integrated Test of Initial Skills (ITIS) and Final Test of Integrated Skills (FITIS) (Couto-Cantero et al., 2021). ...
This article is framed within a research project based in Spain aimed at studying the use of Audiovisual Translation tools to develop communicative competences for teaching and learning English as a Foreign Language. The aims of the study are to get to know to what extent the oral and written production skills of the participants improve thanks to the implementation of an Audiovisual translation-based course, and to get to know if the overall performance of the post Integrated Skills Test is 150 better than the pre-Integrated Skills Test after the learning process. It is also aimed to prove the validity of those language assessment tests. A mixed methodology (qualitative and quantitative analysis) was used to obtain information from the participants. Research data was collected from different universities in Spain with an initial sample of 40 applicants, 8 of which finally completed the course. Data analysis shows that oral and written production skills improve thanks to the implementation of six audio description-based lesson plans completed during a pilot course offered during the summer of 2021 to volunteer adult participants with a B2 level in English language. Furthermore, the study illustrates that the results of the final tests are better than the results of the previous ones after the intervention. We discuss the results obtained in this study and conclude that they are harmonious with former studies on the topic as they validate the use of tests to improve the development of communicative skills. Although, there is a very limited number of participants in the sample, we consider this may be used as an example of a trend that will be explored in the future, as this is a pilot study included in a wider research project which is still underway.
... Translation as a didactic tool has been traditionally disregarded, but recent research in audio-visual translation and second language acquisition shows that translation can stimulate students' language awareness (Fernández Costales, 2017;Ghia, 2011;Incalterra-mcloughlin & Lertola, 2011Talaván-Zanón, 2013). In fact, the practice of subtitle creation can improve communicative skills in an FL (Arslanyilmaz & Pedersen, 2010;Borghetti & Lertola, 2014;López-Cirugeda & Sánchez-Ruiz, 2013;Ragni, 2018;Talaván-Zanón, 2019;Talaván-Zanón & Rodríguez-Arancón, 2014;Torralba-Miralles, 2018, 2020. ...
... lingüística de los estudiantes(Fernández Costales, 2017;Ghia, 2011; Incalterramcloughlin & Lertola, 2011Talaván-Zanón, 2013). De hecho, la creación de subtítulos puede mejorar las habilidades comunicativas en una LE(Arslanyilmaz & Pedersen, 2010;Borghetti & Lertola, 2014;López-Cirugeda & Sánchez-Ruiz, 2013;Ragni, 2018;Talaván-Zanón, 2019;Talaván-Zanón & Rodríguez-Arancón, 2014;Torralba-Miralles, 2018, 2020. ...
Translation and subtitle creation have been proven to enhance communicative skills in a foreign language (FL). Also, aligned parallel corpora have been previously used as a didactic tool in FL learning. However, the conjunction of these aspects is innovative as it has not been implemented in a teaching environment before to foster students’ competence in an FL. Thus, the project described here focuses on the combination of both aspects to foster students’ competence in an FL. This manuscript aims to describe the in-class tasks to be done by students and assess the impact of participating in the project, as well as to compile a vast electronic linguistic corpus.
... El uso de subtítulos intralingüísticos para televisión (closed captioned TV, en principio destinada a personas sordas) en el proceso de aprendizaje de lenguas extranjeras surge en la década de 1980 [8]. En estos estudios tempranos se propusieron los fundamentos que hacían los subtítulos material efectivo para la enseñanza [9] y también propuestas para el uso de material audiovisual subtitulado de manera secuenciada de acuerdo con el perfil del estudiantado [10], [11]. ...
... En su aplicación didáctica, son clasificaciones relevantes de los subtítulos la lingüística y la relacionada con la agentividad del estudiante [8]. De esta manera, los subtítulos pueden ser intralingüísticos (en la misma lengua que la del contenido del audiovisual) o interlingüísticos (en una lengua meta distinta a la lengua fuente), así como subtítulos pasivos (cuando el estudiante solo debe leerlos) o activos (cuando el estudiante puede crear, modificar o intervenir el contenido del audiovisual) [26]. ...
... Además, subtitular conlleva resultados tangibles, específicos e inmediatos que el estudiante puede, en efecto, ver [27]. La subtitulación como actividad de aprendizaje incluye también el uso de tecnologías de la información y la comunicación (TIC), en particular, el uso de software de licencia libre y de uso intuitivo que permite la autonomía de los estudiantes [8]. ...
This paper presents the results of a pilot study on the use of active interlingual subtitling for intercultural awareness and queer pedagogy. The subtitling tasks and project were carried out with Ooona, an online subtitling software, and as part of an optional course on gender and sexuality at an undergraduate university program in Translation. The data collected are based on the Spanish subtitles produced by the students from audiovisual content originally in English, as well as on questionnaires and reports that they completed after subtitling. The results reveal how cloud-based subtitling software is a useful tool for students to position themselves regarding online video content online, as well as how the audiovisual representation of queer characters allows students to reflect on aspects of the gender/sex system when they must transfer linguistic content that is rooted in different socio-cultural systems.
This article presents a systematic review of the literature on the use of subtitling in the teaching of foreign languages in university contexts in the last five years. First, the conceptual framework of audiovisual translation for didactic purposes, its classification and influence on the development of linguistic skills are presented, then the methodology used for the search and compilation of studies. Considering the inclusion and exclusion criteria, fourteen empirical studies were selected and then distributed into four sections according to the type of subtitling they address: intralinguistic, standard interlinguistic, inverse interlinguistic and mixed modalities. The results show that subtitling enhances the acquisition of vocabulary, oral comprehension, oral production and grammatical understanding in foreign languages. In addition, participants report a good reception of the subtitling task.
Tradicionalment s’ha pensat que la traducció com a eina a l’aula de llengües estrangeres va quedar desaconsellada en el mètode directe. Així, des de llavors, molts docents han defensat la idea que la traducció és un recurs nociu per ensenyar idiomes, encara que, segons Cook (2010), no hi ha evidències que ho hagin provat científicament. Abans de continuar acceptant aquesta creença heretada del mètode directe, pensem que és necessari revaluar si la traducció va ser rebutjada per tots els seus exponents i si va ser realment possible excloure-la de les aules del moment. Per tant, l’objectiu d’aquest article és dur a terme una revisió teòrica sobre què va ser, quan i per què va sorgir el mètode directe, quin paper es reconeixia a la traducció dins d’aquest mètode, quina posició van adoptar els principals teòrics que el recolzaven i si aquests plantejaments van ser vertaderament aplicables a l’aula.
Las nuevas tecnologías se configuran hoy en día, a la altura del año 2021, como un complemento imprescindible en el campo de la didáctica en su sentido más amplio y, más aún, en el ámbito de la enseñanza de las lenguas extranjeras. De todos es sabido que siempre ha existido un hondo vínculo entre la traducción y la didáctica de segundas lenguas, lo que ha conllevado cambios paradigmáticos a la hora de impartir clases de lenguas. El objetivo de este artículo es el de explorar las potencialidades pedagógicas de una modalidad de la traducción audiovisual, a saber, el subtitulado en el ámbito de la enseñanza del español a estudiantes italoparlantes. A través de una metodología de tipo cualitativo y heurístico-especulativo, nuestro interés reside en hacer hincapié en que mediante el proceso de subtitulación es posible abordar pedagógicamente determinados aspectos lingüísticos y culturales que redundan en beneficio de la competencia lingüístico-comunicativa del alumnado italoparlante de español como lengua extranjera.
