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This article analyses a novel foreign language learning activity consisting on the students' production of video subtitles. With the help of specific subtitling software, this strategy allows students to understand foreign language acquisition and production from a different perspective. One of the main advantages of this strategy is that, since it...
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... good example of a suitable sitcom is the popular American TV show Friends , which consists of ten seasons of twenty-three episodes each, crowded with interesting and funny communicative situations of all sorts, with a slightly varying number of participants, particularly apt for the study of different linguistic and communicative elements and strategies. It could be argued that this is a comedy and many aspects of humour are rooted in socio-cultural areas, slang usage, obscure contemporary references and so on, and can remain inaccessible to all but the most advanced learners (Lonergan, 1989). However, many gags in this show are relatively simple, and it is certainly very rewarding for learners to understand any type of joke in the other language, since is generally considered the hardest language modality. Ideally, the scenes should be already selected, loaded, and prepared in advance by a teacher/material developer, with particular interactive activities attached, divided into levels and age groups, making up multimedia CD-ROMs or online courseware. This would significantly facilitate the teacher’s and the learner’s work and maximize his learning, and could be easily used both in face-to-face and in distance learning environments. Otherwise, it is the teacher who needs to select the appropriate clips himself and cut the scenes up with the help of special software. An example of useful software to take scenes out of DVDs with or without subtitles is Flash DVD Ripper (2003), which cuts any fragment from a DVD or video file and turns it into an independent video file that can be reproduced elsewhere (see figure 1). Once clips are selected, the teacher needs to integrate them in screening frames, combining tasks and viewings, and offering various degrees of support (e.g. the script transcripts corresponding to the scenes, vocabulary help, etc.) and interaction. This can be done in a simple way, e.g. designing a Power Point presentation, or in a more complex one, creating more interactive environments in the form of multimedia CD-ROMs. In the former case, the use of a single computer per class controlled by the teacher can be enough, while in the latter, it is necessary to make use of a computer lab, where each learner or group of learners has access to a computer to be able to work interactively. Luckily, in the near future, language learning multimedia programs of this kind will be all set-up, with the scenes loaded and the activities prepared to be used interactively, divided into different levels and topics; this would be the best possible scenario for both teachers (it would save them a lot of time and work) and students (they could work on the activities at home too, at their own pace, for further practice, for revision, ...
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Desde a primeira conexão dos sistemas adaptativos complexos (SACs) com a aprendizagem de línguas estrangeiras (LARSEN-FREEMAN, 1997), o tema tem chamado a atenção de pesquisadores de diversos países. Há uma lacuna, no entanto, na descrição de experiências que acolham os conceitos básicos desse paradigma, tomando-os como explicativos para o sucesso...
This study examines cognitive and affective outcomes of exposure to subtitled vs. dubbed international film content. Past research has investigated issues of valid language translation, the challenges of cultural reference transference, and the benefits of subtitling for foreign language learning. Based on previous research (e.g., Wissmath, Weibel,...
Citations
... However, as it was mentioned above, it was not until the arrival of the LeViS (Learning via Subtitling) project (Sokoli 2006), which aimed at developing an ad-hoc N. Talaván software that could help to include subtitling as a task in the language classroom, that this field of study really emerged. Parallel to this project, authors such as Talaván (2006), or Lertola (2012Lertola ( , 2019a) also started to establish the bases of this field by running small-scale projects on didactic subtitling first, proceeded by other AVT modes. A few years later, Sokoli (2015) would continue the idea behind the LeViS project in a successful European project called ClipFlair, where the aforementioned authors also contributed by sharing very promising results (Lertola and Mariotti 2017;Talaván and Lertola 2016;Talaván and Rodríguez-Arancón 2014). ...
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.
... Proposals like the one by Talaván (2006b) delved into the potential of didactic subtitling for teaching English for Specific Purposes, in this case, English for Business. In this context, Talaván (2006a) developed specific guidelines on how to prepare the clips to be subtitled, and proposed a set of software for subtitling like Subtitle Workshop, Subtitul@m, or Fab Subtitler. ...
Exponential advancements in the technological field have opened numerous possibilities in the educational domain. In this regard, it is important to highlight the role of Didactic Audiovisual Translation (DAT), as it is a young field of knowledge that has developed in parallel with technologies. DAT involves the application of pedagogical translation to audiovisual texts, enabling students to become consumers and creators of audiovisual products through the application of adapted protocols from different modes of audiovisual translation (subtitling, dubbing, etc.). In addition, English for Social Purposes and Cooperation (ESoP) advocates for incorporating cross-curricular contents into language learning materials, allowing students not only to develop their language skills but also to simultaneously gain awareness of issues of social impact. The aim of this study is to explore to what extent the combination of ESoP and DAT is motivating for students and fulfils the goal of improving linguistic skills and social awareness simultaneously. The sample consisted of 32 participants. A didactic subtitling lesson plan focusing on the oppression of women's creativity throughout history was implemented, followed by a questionnaire. The results indicate that participants perceived improvements in their language skills, gender awareness, and motivation. It is of interest that future studies explore other DAT modes and their combination with ESoP with longer interventions.
... They concluded that captioned or subtitled videos positively affected vocabulary learning. Reversed subtitling offers benefits, especially to less advanced learners, in vocabulary learning and grammar acquisition (Zanon, 2006(Zanon, , 2007. In a pioneer study on reversed subtitling, Lambert, Boehler, and Sidoti (1981) discovered that for Grades 5-6 students in a French immersion program, reversed subtitling was the most beneficial mode regarding L2 comprehension, contextual meaning, and spelling. ...
The binge-watching phenomenon on college campuses in Taiwan inspired this study. The researcher often overhears her students chatting about which Mandarin TV series they have been binge-watching recently. Given this drama fever, which may provide an impetus for sustained reading of on-screen text, the researcher is concerned with English vocabulary growth if the viewing habit shifts from Mandarin to English subtitles. A corpus of over 5.6 million English-subtitled words from 37 Mandarin dramas was compiled, totaling 1,238 episodes. The operational measures involved the ranked twenty-five 1000-word-family lists along the British National Corpus and the Corpus of Contemporary American English word-frequency scale. Results show that Mandarin drama English subtitles reached the 2000–3000 word-family levels at 95% text coverage and extended to the 4000–5000 levels at 98% coverage subject to genres. EFL Mandarin drama fans may encounter most words from each of the 1st to 6th 1000-word-family lists twelve times or more for potential learning by continually watching up to 24 English-subtitled Mandarin dramas. Moreover, twenty participants expressed their views on watching English-subtitled Mandarin dramas to a certain level of agreement. For extensive reading practitioners, the results may be a reference concerning what vocabulary level EFL learners may attain if they binge-watch English-subtitled Mandarin dramas in their leisure time.
... Plethora of research have shown promising outcomes for the addition of captions in the second language multimedia input (e.g., Koolstra & Beentjes, 1999;Lertola, 2012;Zanón, 2006). Koolstra and Beentjes (1999) stated that learning from authentic input is more beneficial, not because the learner intends to remember, but because the learner is attempting to recognize the content of the input. ...
... The results proved that the audiovisual side bested the written group in both receptively and productively. The findings in the mentioned area of the study conform with those in earlier studies (e.g., Alharthi, 2020;Bisson et al., 2014;Munoz et al, 2021;Muñoz, 2022;Perego et al., 2010;Uchihara, 2022;Zanón, 2006) in the common conclusion that audiovisual input with subtitles is constructive in learning words. ...
... Another likely argument for the advantage of audiovisual group over the written one, originates from the cognitive atmosphere of the instructional environment when the source of input is in authentic form. This is in line with Zanón (2006) and Perego et al. (2010), since grasping ideas naturally is more beneficial because the learner is attempting to learn the content, rather than attempting to memorize. ...
Please cite this paper as follows: Bagheri Nevisi, R., & Modarresi, M. H. (2023). The effect of audiovisual input on EFL learners' receptive and productive vocabulary knowledge of concrete and abstract words. Teaching English Language, 17(2), 325-360. Abstract Not only is vocabulary a pivotal constituent of language learning, but also it does constitute an important part of the instructional process of a foreign language. Considering the undeniable role of vocabulary plays in language learning, this study explored the effects of audiovisual input on EFL learners' receptive and productive knowledge of concrete and abstract words. To this end, 24 upper-intermediate English language learners were selected from Iran Language institute in Qom, with an age range of 15 to 25. A 30-item pretest of concrete and abstract words was administered prior to the study. The words were selected from one movie and its corresponding book that included both receptive and productive vocabularies. During the eight-session treatment, the control group was instructed through the written input (the book) and the experimental group was taught via the audiovisual input (the movie). Results of the delayed posttest pointed to significant differences between the two groups in terms of vocabulary gains and the audiovisual group outscored the written input group regarding the vocabulary knowledge. More specifically, the study revealed that the audiovisual input significantly impacted learning concrete words. The study is a confirmation on the importance of audiovisual input in learning all different classifications of 1 Corresponding author: r.bagherinevisi@qom.ac.ir 326 Teaching English Language, Vol. 17, No. 2 The Effect of Audiovisual Input … vocabulary in general and concrete words in particular. The study further implies that there would be a way for a more detailed scrutiny on the methods of acquiring various categories of vocabulary.
... Elena Bárcena Madera y del Dr. Jorge Díaz Cintas. Solo al año de comenzar su tesis doctoral, Talaván (2006aTalaván ( , 2006b) ya cuenta con publicaciones sobre cómo usar el subtitulado didáctico para la enseñanza de lenguas y para la enseñanza de lenguajes para fines específicos. Al finalizar su tesis doctoral, Talaván (2013b) publica un volumen monográfico titulado La subtitulación en el aprendizaje de lenguas extranjeras que es un referente necesario para todas aquellas personas que se quieran adentrar en la disciplina. ...
Una mirada histórica a cualquier campo del saber revela la ausencia de las voces de las mujeres. En el campo de la didáctica de lenguas es común pensar en los aportes de lingüistas como Krashen (1981, 1982, 1989), pero rara vez se menciona el papel crucial que jugaron maestras como Mary Brebner (McLelland, 2021). Por otro lado, la didáctica de las lenguas está estrechamente ligada a las necesidades sociales. En el siglo XXI la evolución tecnológica es una realidad que se ha traducido en la presencia de dispositivos informáticos en la rutina diaria, y, uno de los efectos más tangibles es el hecho de que las pantallas y los productos multimedia tengan una gran presencia en la sociedad. Filólogas, traductoras y docentes han encabezado desde el cambio del milenio un giro hacia la incorporación de estos recursos en el aula, al igual que lo hizo Mary Brebner en el Reform Movement cuando abogó por lo métodos directos. Este estudio es una revisión bibliográfica que pretende poner de relieve el papel clave que han jugado las mujeres en la fundación y consolidación de la Traducción Audiovisual Didáctica como disciplina dentro de los estudios de Lingüística Aplicada. De la literatura revisada se destila que las mujeres han jugado un papel fundamental para que la Traducción Audiovisual Didáctica puesto que han hecho aportes relevantes y de impacto que han permitido que la disciplina goce de visibilidad y se haya consolidado en un lapso temporal breve.
... Since the first monograph in 1957 (by Simon Lacks), research and practice in AVT have experienced an exponential growth; in the last decades, AVT "has been, without a doubt, one of the most prolific areas of research in the field of Translation Studies, if not the most prolific one" (Díaz-Cintas & Remael, 2021, p. 1). The didactic applications of AVT to FLL found a place within the unstoppable research arena of AVT at the beginning of the 21 st century, with a series of seminal publications, such as Williams & Thorne (2000), Talaván (2006), Sokoli (2006), or Danan (2010). Although the use of subtitles as a support had started to be researched a couple of decades before (Price, 1983;Vanderplank, 1988), it was not until the second decade of the present century when didactic AVT (which focuses on an active use of AVT as opposed to the use of AVT/subtitles as a support for FLL) started to receive scholarly attention: two monographs have been written (Lertola, 2019a;Talaván, 2013), several theses have been defended (Beltramello, 2019a;Lertola, 2013;Navarrete, 2021;Panizzon, 2013;Sánchez-Requena, 2017;Talaván, 2009;Torralba Miralles, 2016), related articles increasingly appear in specialized journals Ávila-Cabrera & Corral, 2021;Ávila-Cabrera & Rodríguez-Arancón, 2021;Baños et al. 2021;Fernández-Costales, 2021aFuentes-Luque & Campbell, 2020;González-Vera, 2021;Lertola, 2019b;Ogea, 2019Ogea, & 2020Pamungkas, 2019;Soler Pardo, 2019;Talaván et al. 2022;Vermeulen & Escobar, 2021; just to mention some of the most recent publications), and edited volumes on AVT start to include chapters on the area (Incalcaterra McLoughlin, 2019;. ...
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.
... Introduction 5 in its own right in the professional realm. The didactic applications of AVT to Foreign Language Learning found a place within the unstoppable research arena of AVT at the beginning of the 21st century, with a series of seminal publications, such as Williams and Thorne (2000), Talaván (2006), Sokoli (2006) and . Although the use of subtitles as a support had started to be researched a couple of decades before (Price, 1983;Vanderplank, 1988), it was not until the second decade of the present century that didactic AVT (which focuses on an active use of AVT as opposed to the use of AVT/ subtitles as a support for LE) started to receive scholarly attention: two monographs have been published (Lertola, 2019b;Talavań, 2013), several PhD theses have been written (Bayens, 2023;Panizzon, 2013;Soler Pardo, 2022;Talaván, 2009;Torralba Miralles, 2016), related articles have increasingly appeared in specialized journals (especially numerous in the last 5 years, as will be detailed in Chapter 1), and edited volumes on AVT have started to include chapters on the area (Incalcaterra McLoughlin, 2019; Talaván, 2020). ...
... La TAD se puede definir como una disciplina que explora el potencial didáctico que tienen las tareas en las que el alumnado se pone en la piel de un/a traductor/a audiovisual para la adquisición de lenguas. Las modalidades principales de TAD son el subtitulado didáctico (Ávila-Cabrera, 2021;Ávila-Cabrera & Esteban, 2021;Ávila-Cabrera & Rodríguez-Arancón, 2021;Incalcaterra McLoughlin & Lertola, 2015;Lertola, 2019;Talaván, 2006;Talaván & Rodríguez-Arancón, 2014), las voces superpuestas (Talaván, 2021;Talaván & Rodríguez-Arancón, 2018), el doblaje didáctico (Ávila-Cabrera, 2022;Bolaños-García-Escribano & Navarrete, 2022;Fernández-Costales, 2021b, 2021aSánchez-Requena, 2016Talaván & Ávila-Cabrera, 2015;Talaván & Costal, 2017), la audio descripción didáctica (Ibáñez et al., 2016;Ibáñez & Vermeulen, 2013;Navarrete, 2018Navarrete, , 2021M. del M. Ogea-Pozo, 2022a, 2022bTalaván & Lertola, 2016;Vermeulen & Escobar, 2021;Vermeulen & Moreno, 2017) o el subtitulado didáctico para personas sordas Tinedo-Rodríguez & Frumuselu, 2023). ...
La educación del siglo XXI requiere el desarrollo de competencias digitales y lingüísticas de forma integrada. El uso del pseudocódigo con fines didácticos está muy extendido en las carreras de corte ingenieril, y tiene un gran potencial para el desarrollo del pensamiento computacional y del sentido numérico. Sin embargo, su uso en el ámbito de la enseñanza de lenguas es aún escaso e inexplorado. Esta propuesta propone caminar hacia un enfoque STEAM, de naturaleza transdisciplinar, en el que el alumnado de lenguas tenga la oportunidad de desarrollar de forma integrada sus competencias lingüísticas, traductológicas, el sentido numérico y el pensamiento computacional partiendo de una propuesta basada en AICLE (Aprendizaje Integrado de Contenidos y Lenguas) y en TAD (Traducción Audiovisual Didáctica).
PALABRAS CLAVE: enseñanza de lenguas; traducción audiovisual; pensamiento computacional; competencias traductológicas.
... Introduction 5 in its own right in the professional realm. The didactic applications of AVT to Foreign Language Learning found a place within the unstoppable research arena of AVT at the beginning of the 21st century, with a series of seminal publications, such as Williams and Thorne (2000), Talaván (2006), Sokoli (2006) and . Although the use of subtitles as a support had started to be researched a couple of decades before (Price, 1983;Vanderplank, 1988), it was not until the second decade of the present century that didactic AVT (which focuses on an active use of AVT as opposed to the use of AVT/ subtitles as a support for LE) started to receive scholarly attention: two monographs have been published (Lertola, 2019b;Talavań, 2013), several PhD theses have been written (Bayens, 2023;Panizzon, 2013;Soler Pardo, 2022;Talaván, 2009;Torralba Miralles, 2016), related articles have increasingly appeared in specialized journals (especially numerous in the last 5 years, as will be detailed in Chapter 1), and edited volumes on AVT have started to include chapters on the area (Incalcaterra McLoughlin, 2019; Talaván, 2020). ...
... Subtitling has been investigated from various aspects (Khoshsaligheh, et al., 2017(Khoshsaligheh, et al., , 2019(Khoshsaligheh, et al., , 2020 including their use in language acquisition. As asserted by Parks (1994), subtitled materials may positively impact learners' reading and listening comprehension, decoding skills, vocabulary acquisition, and recognition, as well as their overall motivation by lowering the affective filter (learning blockage) (Zanón, 2006). Vocabulary is best acquired unconsciously, without the attention being centered on language gains (Durbahn, 2019;Rodgers & Webb, 2020). ...
The added value of subtitles for learning a language in out-of-classroom
settings has been the focus of some scholars over recent years. However,
there have only been a handful of attempts at examining the effectiveness
of viewing subtitled materials when it comes to incidental learning of
vocabulary. The lack of research in the Iranian context is particularly
noticeable. Understanding the fact that single words, along with
formulaic sequences are essential to language learning, this article offers
insights into the incidental learning/acquisition of formulaic chunks and
single words among a sample of Iranian students of English who watch
the same English full-length TV episode in three conditions: with
English subtitles (intralingual subtitles), Persian subtitles (interlingual
subtitles) and no subtitles. The study followed a pre-test/post-test
between-subject design with a control group. The findings suggested that
audiovisual input, regardless of the modality (Persian subtitles or English
subtitles) had a positive effect on the participants’ overall achievement.
