ArticlePDF Available

Abstract and Figures

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 makes students create language within a familiar and motivating context (audiovisual extracts), they feel they play an active role in their own learning process, so their language acquisition is enhanced. Besides, the combination of audio, visual, and textual information makes this technique very valid for all types of students Este artículo analiza una nueva actividad para el aprendizaje de lenguas extranjeras consistente en que los alumnos produzcan subtítulos de vídeo. Con la ayuda de un software de subtitulación específico, esta estrategia permite comprender la adquisición y la producción del idioma desde otra perspectiva. Una de sus ventajas es que, al hacer que los alumnos produzcan lengua dentro de un contexto familiar y motivador (extractos audio-visuales), sienten que desempeñan un papel activo en su propio proceso de aprendizaje; así, mejora su adquisición lingüística. Además, su combinación de información auditiva, visual y textual la hace válida para todos tipo de alumnos.
Content may be subject to copyright.
A preview of the PDF is not available
... In the last decade, didactics AVT is a field that has increasingly attracted the attention of researchers demonstrating how this methodology can foster students' language learning (Talaván 2012, Lertola 2019, Ávila-Cabrera & Rodríguez-Arancón 2021, and Bolaños García-Escribano & Navarrete 2022). However, there is a field within didactic AVT that has not yet been widely explored, ESP, although the pieces of research on the field have proven their efficiency (Talaván 2006, Gonzalez-Vera 2021, Ávila-Cabrera and Esteban 2021). Thus, this paper seeks to solve these two necessities ESP students have by creating two lesson plans for an ESP class at the University of Zaragoza, one with a traditional approach for a control group (CG) and a second one based on active dubbing for an experimental group (EG). ...
... Although in general the project was perceived as useful for improving both the command of the second language and the technical translation competences, there is some room for improvement in the communication of the learning goals and requirements to students and the streamlining of the project steps. The use of subtitles in various aspects of second language acquisition has been well-attested in scholarly literature (see Ávila-Cabrera, 2021, Papadopoulou & Gouleti, 2022, Talaván 2006, often with positive results regarding vocabulary acquisition (Talaván, 2007) and the improvement of written skills (Ávila-Cabrera, 2021). There can be no doubt that the use of subtitles as a creative language learning device enhances the learners' experience. ...
... Meta 613, 578-605. Talaván, N. (2006). Using Subtitles to Enhance Foreign Language Learning. ...
Presentation
Full-text available
The effectiveness of Didactic Audiovisual Translation (DAVT) tasks in foreign language learning have long been acknowledged (Lertola, 2019). Indeed, a large body of research in this field has been focusing on university students and only a restricted number of investigations have regarded secondary and primary school students (Fernández Costales, 2021a; Fernández Costales, 2021b; Beltramello & Nicora, 2021). Thus, there seems to be a paucity of papers concentrating on young people. Therefore, investigating the potential of DAVT for children’s language learning remains vastly undeveloped. This paper presents a pioneering experimental study providing first insights into the benefits of captioning and revoicing tasks on children’s foreign language vocabulary acquisition. The current study involved 22 English-native-speakers young learners of Italian, aged 9-12, enrolled at a tailored-made university language course for primary high-skilled students which took place online for a period of 6 weeks. Students were asked to carry out three subtitling and three audio description tasks using short extracts of animation. Subjects were randomly assigned to the Experimental Group (EG), who carried out DAVT tasks, and the Control Group (CG), who conducted other types of listening comprehension tasks. However, it should be pointed out that the experimental study investigated students’ potential vocabulary acquisition after carrying out one subtitling and one audio description task. Two receptive multiple-choice vocabulary tests (a subtitling and an audio description vocabulary pre- and post-immediate tests) were designed and administered to both groups at the beginning of the course and upon completion of each task. Data were analyzed in order to shed light on the didactic value of captioning and revoicing activities in the development of children’s lexical competence. The paper will discuss the results in view of laying the foundations for future large scale and longitudinal investigations on the suitability of DAVT in children’s language education.
... In the last decade, didactics AVT is a field that has increasingly attracted the attention of researchers demonstrating how this methodology can foster students' language learning (Talaván 2012, Lertola 2019, Ávila-Cabrera & Rodríguez-Arancón 2021, and Bolaños García-Escribano & Navarrete 2022). However, there is a field within didactic AVT that has not yet been widely explored, ESP, although the pieces of research on the field have proven their efficiency (Talaván 2006, Gonzalez-Vera 2021, Ávila-Cabrera and Esteban 2021). Thus, this paper seeks to solve these two necessities ESP students have by creating two lesson plans for an ESP class at the University of Zaragoza, one with a traditional approach for a control group (CG) and a second one based on active dubbing for an experimental group (EG). ...
... Although in general the project was perceived as useful for improving both the command of the second language and the technical translation competences, there is some room for improvement in the communication of the learning goals and requirements to students and the streamlining of the project steps. The use of subtitles in various aspects of second language acquisition has been well-attested in scholarly literature (see Ávila-Cabrera, 2021, Papadopoulou & Gouleti, 2022, Talaván 2006, often with positive results regarding vocabulary acquisition (Talaván, 2007) and the improvement of written skills (Ávila-Cabrera, 2021). There can be no doubt that the use of subtitles as a creative language learning device enhances the learners' experience. ...
... Meta 613, 578-605. Talaván, N. (2006). Using Subtitles to Enhance Foreign Language Learning. ...
Conference Paper
Full-text available
No-one questions why a dialogue is translated in an audiovisual product. Whether the dialogue is verbalised diegetically by characters on screen, or if it appears extradiegetically in narrative form is irrelevant ─specialists will put the most suitable strategies into practice, taking into consideration how, when, where and why they appear on the scene. However, it is not the case when musical texts are part of the equation. Songs have been traditionally conceived as independent elements and not as part of a whole, greatly influenced by habits and customs. In general, there is a mistrust of the translation of songs inside the translation process… But why? The previous conclusions were extracted from my doctoral thesis (Cruz-Durán, 2022) and, consequently, have inspired the present investigative work. The delimitation of what is perceived as translation, adaptation, rewriting, or even interlingual covers is still a very subjective area of discussion, and the multidisciplinary nature of the studies carried out has given rise to more theories on the subject owing to the lack of empirical data. That’s why the research presented here focuses on the formal training of the key players of every translation process: graduate and postgraduate students at Spanish universities. A more practice perspective is required to keep understanding the origin of all theories, that is, how universities deal with the training of song translation in their programmes ─if they do─ and how teachers put it into practice in their classes. Based on Spanish University syllabi and other methodological tools, such as surveys and interviews, the ultimate goal is to obtain a real picture of university AVT training in song translation, carrying out the first quantitative and qualitative analysis of this kind. Hopefully, this will help to understand ─and somehow improve─ the translation tendencies of the following decades. [Funded by European Union – NextGenerationEU. This project has received a Margarita Salas grant by University of Malaga for the requalification of the Spanish university system in 2022] Keywords: AVT Training; Subtitling; Dubbing; Reception Studies; Song Translation; Music
... After decades of translation having been denied its pedagogical role in FLL, it is now clear that subtitling (both watching subtitled videos and creating sub-© 2023. John Benjamins Publishing Company All rights reserved titles) can be used as a successful pedagogical resource for FL teaching and its benefits are enhanced due to its ludic approach, which increases students' motivation and participation, since learners feel they play an active role in their learning process (Talaván 2006(Talaván , 2010Tsagari and Floros 2013;Gambier et al. 2014;Lertola 2019). The creation of subtitles "assists students in the development of oral comprehension skills, provides them with different types of support (visual, textual, and technological) for language development, encourages learners to face authentic input, and produces tangible output (the subtitles created by students) that can be shared with their peers (or even on the web)" (Talaván 2010: 285). ...
... These activities may also help students to foster their mediation and/or translation competence, since they acquire a better understanding of the process of the subtitling technique (which varies considerably from other modalities of translation) -this will increase their interest and stimulate their critical attitude towards future observations of the same phenomenon (Talaván 2006). In addition, the combination of different elements (i.e., sound, image and text) turns this activity into a useful resource for a wide range of students (Talaván 2006). ...
... La tad como disciplina académica se define como la aplicación pedagógica de cualquier modalidad de tav para fomentar el aprendizaje de lenguas. Este campo de estudio tiene su origen a principios del siglo x xi, cuando autores como Hadzilacos et al. (2004), Talaván (2006) o Williams y Thorne (2000) comenzaron a sentar las bases de esta disciplina. Cierto es que, en las últimas décadas del siglo x x , estudios sobre el uso de subtítulos como apoyo en el aprendizaje de lenguas (Holobow et al., 1984;Price, 1983;Vanderplank, 1988) comenzaron a sentar las bases de la tad, sobre todo gracias a una primera propuesta sobre la tarea activa de la subtitulación por parte del alumnado que vino de la mano de un autor de renombre en la tav : Díaz-Cintas. ...
... La aplicación de la tad a dominios lingüísticos especializados ha sido más escasa y solo se ha investigado con estudiantes de lengua inglesa, pero existen ejemplos relevantes y con resultados significativos: por un lado, encontramos estudios realizados con alumnos de inglés especializado para la mejora de sus destrezas comunicativas en su dominio de especialidad, ya sea turismo (Ávila-Cabrera y Rodríguez-Arancón, 2021; Ibáñez y Escobar-Álvarez, 2021; Talaván et al., 2014;Talaván y Lertola, 2016) o negocios (Ávila-Cabrera, 2022;Ávila-Cabrera y Corral, 2021;Talaván, 2006). Por otro, aunque se trata de estudios aún incipientes, la tad también se está aplicando para promover otras especialidades lingüísticas menos comunes dentro de la enseñanza de lenguas para fines específicos, como pueden ser el ámbito militar (Fuentes-Luque y Campbell, 2020), el científico-técnico (Ogea, 2019, 2020 y 2021), o el sanitario (Eser, 2022). ...
Article
Full-text available
This paper aims to make a significant contribution to the field of didactic audiovisual translation (dat) and audiovisual translation in general by presenting the results of the first exploratory study of the pedagogical potential of dat in healthcare. More specifically, it reports on empirical evidence from future speech therapists concerning their perceptions of the use of DAT in clinical and educational settings. Following a didactic intervention, participants completed a survey that confirmed the potential of dat in this field. Key words: audio description (ac), audiovisual translation (AVT), didactic audiovisual translation (dat), dubbing, speech therapy, subtitling, subtitling for the deaf and hard of hearing (SDH). 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 (AD), doblaje, logopedia, subtitulado, subtitulado para sordos (SpS), traducción audiovisual (TAV), traducción audiovisual didáctica (TAD).
... According to Zanon (2006), subtitling modalities are listed as follows: 1. Bimodal subtitling refers to as the transcriptions from the language of dialogues to the subtitles of the same language. 2. Standard subtitling refers to as the transcription from the language of dialogues to the subtitles in the viewers' native language. ...
Conference Paper
Full-text available
Captioned and subtitled videos are effective tools to promote vocabulary breadth. Nowadays, mono language subtitles or single-line subtitles have been widely used. However, for those learners who possess a limited size of vocabulary repertoire, they still encounter difficulty to get across the meaning of the words while watching immediate video stream. In such the circumstance on the speed to catch up on the story, the learners can only have the opportunity to guess the word meaning from context clues and skip unknown words. Some put their attempt to memorize the doubtful words for later clarification. That hard effort can eventually create a potential boredom and withdrawal from learning through the subtitled videos. This problem surprisingly is left unattended in research. To investigate more for an alternative and to bridge the gap, a dual subtitled video with text enhancement was created, in order to investigate on its effects towards the learners' perceptions and the degree of their attention. An experiment was implemented with a sample group of twenty-five Thai undergraduate students. Content analysis of the collected data through a group discussion was employed. The findings revealed a phenomenon of the learners' perceptions and preferences of the dual subtitled video with text enhancement towards their vocabulary expansion.
... Many researchers have viewed the introduction of authentic videos to EFL listening classrooms recently as a necessity (Kelly, 1985;Lynch, T. 1998;Canning-Wilson, 2000;Meskill, C. 1996;Potosi et al., 2009;Erfani, Iranmehr & Davari, 2011). Other scholars have given emphasis to authentic videos as they provide a unique language context for the EFL learners in a way that exposes them to genuine native speakers' sounds in a real cultural environment (Guillory, 1998;Thanajaro 2000;Zanon, 2006;Hayati & Mohmedi, 2011). ISSN 1948-5425 2015 Thus, authentic videos do not only enhance language learning, but they also expose EFL students to cultural matters that broaden their knowledge about their world. ...
Article
Full-text available
The study attempted to explore the EFL Saudi university students' perceptions of the impact of video material on their listening skill. More specifically, the study attempts to answer the following primary question; "To what extent do Saudi EFL students perceive that video integration in listening classrooms is effective on their listening comprehension level?" The sample of the study consisted of 18 male students majoring in English, between 18-20 years old, enrolling in English 044 course for the listening and speaking skills during the first semester of 2014. They were studying at the English Department of College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh-Kingdom of Saudi Arabia. The instruments of the study included a close-ended questionnaire, and open-end question in which the respondents were asked to write a short paragraph expressing their preferences to either video utilization or audio usage. The SPSS program was used for data analysis of the close-ended questionnaire, namely T-test, Percentages, Means and Standard Deviations were calculated to analyze the study participants' responses to the questionnaire items. Quantitative analysis was also used to interpret the study participants' responses to the open-ended question. The results of the study indicated that there were statistically significant differences in the subjects' perceptions of videos and audios integration in the listening skill in favor of videos utilization. The quantitative analysis revealed that students were more interested in learning to listen with videos rather than learning with audios. Recommendations were stated for researchers, teachers of English, stakeholders, and educational institutions in Saudi Arabia.
... (1) Anyanyelvük jellegzetességeiből adódóan a magyaroknak nagyon nehéz megtanulni angolul vagy bármelyik indoeurópai nyelven, mert nagyon távol áll a magyar a többi nyelvtől (Chiswick & Miller, 2005); (2) Az orosz nyelv tanítása és tanulása során a magyarok meglehetősen negatív tapasztalatokat szereztek, melyek a mai napig éreztetik hatásukat tanárokon, tanulókon és szülőkön egyaránt (Medgyes, 2011); (3) A Magyarországon bemutatott külföldi filmeket és tévéműsorokat legtöbbször szinkronizálják, illetve nagyon kicsi a feliratozott filmek aránya. Ezáltal kevesebb lehetőség nyílik az idegen nyelvvel való találkozásra (Talaván Zanón, 2006;Vanderplank, 1988); (4) Az osztályteremben továbbra is él a nyelvtani-fordítói módszer, ami negatívan hat a nyelvtanulói motivációra és a kommunikációs hatékonyságra (Nikolov, 2008;Nikolov & Nagy, 2003). ...
Article
Úgy véljük, a feladatközpontú nyelvtanítás kiváló megoldási lehetőséget jelenthet ebben a helyzetben. Éppen ezért a jelen tanulmány célja ennek a módszernek és az említett lehetőségeknek a rövid ismertetése. A tanulmány elején először meghatározzuk a TBLT fogalmát, és felvázoljuk a TBLT-modell kialakítására tett első kísérleteket. Ezt követi a TBLT-re épülő első, az 1980-as évekből származó teljesértékű oktatási program bemutatása, majd a nagyobb volumenű TBLT-projekt leírása. Ezután összehasonlítjuk a TBLT-modellt és a PPP-modellt (present, practise , produce, magyarul bemutatás, begyakorlás, alkalmazás), végül a TBLT kritikai elemzésére és néhány következtetés levonására kerül sor.
... He argued that captions are a nuisance to beginners and made it challenging to follow visual, aural, and textual information at once. Zanon [13] and Zarei [3] also found that overcoming reliance on captions is difficult once students are familiarised with them and captions only slow down listening progress because students are ignoring the stream of speech. ...
Article
Full-text available
Scholars have confirmed that apart from being an aid to hearing impaired or deaf people, intralingual subtitles, also known as captions, have a function as an audio–visual aid in language learning as well. While many studies verified the effect of using normal captions on various language skills such as listening, reading, comprehension, and vocabulary, little is known about the distinctive captions from Japan known as telop. This study tries to find out how Japanese language learners (JFL) feel about the use of open captions telop (OCT) (henceforth, telop) and what makes a lesson successful. Eight participants majoring in the Japanese language at Universiti Malaya were chosen to participate in this study and joined a lesson. During the lesson, they were asked to complete vocabulary tests, video analysis sheets, comprehension tests, and a learning diary. One interview was held to study their perceptions of OCT. The results show that there are five perceptions of the use of telop in JFL classrooms. We also found that there are four factors that can be addressed to make a lesson become successful. This study concluded that telop has many benefits that can help JFL learners improve their learning experience. Therefore, the use of telop by JFL instructors as an alternative way to expose authentic conversation to learners should be encouraged.
Article
The aim of this contribution is to assert the role of didactic audiovisual translation as a helpful tool for enhancing metalinguistic skills in a foreign language classroom in Italy; more precisely, the paper will offer an analysis of how foreign language teachers can introduce their students to the idea of sociolinguistic variation, by observing how lexical and morphosyntactic changes can occur in the translation process from an Italian source text into an English target text and/or vice versa. The following sociolinguistic variables will be examined through the lens of audiovisual translation, applied to a range of text types including films and an opera libretto turned into surtitles in English: (1) diamesic variation, making students reflect on such aspects as coarse expressions and taboo words, in relation to the Australian film Ned Kelly ; (2) diachronic variation, exploring the multidisciplinary possibilities offered by opera surtitling with a focus on the opera Falstaff by Giuseppe Verdi; (3) diatopic, diastratic and diaphasic variations, commenting upon some examples from the Italian films Mio cognato ( My Brother-In-Law ) and L’uomo che comprò la luna ( The Man Who Bought the Moon ).
Chapter
This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training, a still rather unexplored field of research in Translation Studies. It is divided in two distinct sections. The first section focuses on theoretical approaches to this topic. The chapters of this section will offer the reader valuable new knowledge and thoughts on how to update and enrich academic curricula as well as how to make use of cognitive linguistics and to implement a multicultural approach in the demanding domain of translator and interpreter training. The second practical section comprises a series of diverse methods and didactical means of Foreign Language Pedagogy which are creatively adapted to fit in language and translation/interpreting teaching for translation/interpreting trainees, aiming at fostering their translational sub-competences. The volume’s overarching aim is to clearly emphasise that foreign language teaching for translation and interpreting trainees has to be approached and structured differently than conventional language teaching in other academic disciplines. It is useful for scholars and translation/interpreting teachers who want to enrich translator/interpreter training with new interdisciplinary ideas and knowledge which will significantly assist them in enhancing the translation/interpreting competence of their students.
Book
https://www.casadellibro.com/libro-la-traduccion-audiovisual-el-subtitulado/9788474550696/748034
Article
DVDs have substantially replaced traditional VHS videotapes as the movie medium of the new millennium. In addition to their compactness and availability, there are a variety of special features offered on DVDs, including interactive menus, theatrical trailers, behind-the-scenes commentary, foreign languages, captions and subtitles, and immediate scene access. With these special features, DVD feature films provide a wide array of pedagogical options and represent a rich resource of intrinsically motivating materials for learners. This study is three-fold in nature: the first part is devoted to a discussion of film-viewing approaches; it then provides an assessment on the use of closed-captioned and non-closed-captioned DVD feature films for different levels of learners. Finally, suggestions are provided for choosing appropriate films to promote active viewing and interaction in order to maximize classroom application of DVD feature films.
Article
Multimedia software combining video, sound, pictures, text and feedback in an interactive environment is ideally suited for developing a foreign language skill, but is costly and time-consuming to produce. This paper describes the production and the learning rationale of a series of six multimedia CD-ROMs that develop the listening skills of learners of Business English. The problems of cost, time, and quality which were encountered in the production of multiple courseware are described. The programming solution to these problems is put forward. This involved the creation of tools which enabled the subject expert to have complete and direct control over the language learning material.
Article
The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). The beginning and intermediate French college students selected for the study were tested on vocabulary recall after watching a five-minute video excerpt of French in Action. The success of reversed subtitling, which proved to be the most beneficial condition, can be explained by the way translation facilitates foreign language encoding. Retrieval is also enhanced by the multiple memory paths created by the visual and bilingual input (Paivio's bilingual dual coding model, 1986). Dual processing in the bimodal input condition also gave positive results. Based on the results of this study, a model integrating both reversed subtitling and bimodal input into a complete curriculum is advocated.
Bad Toelz Available at: http://www.fab-online.com/subtitling/production/subtpro.htm Flash DVD Ripper
  • Fab Subtitler
Fab Subtitler [Computer Software] (2003) Bad Toelz, Germany: A. Bernhardt GMBH. Available at: http://www.fab-online.com/subtitling/production/subtpro.htm Flash DVD Ripper [Computer Software] (2005) Shanghai: FlashDVDRipper Inc. Available at: http://www.dvd-ripper.com/
Teoría y práctica de la traducción audiovisual inglés-español
  • Díaz Cintas
Díaz Cintas, J. (2003). Teoría y práctica de la traducción audiovisual inglés-español. Barcelona: Ariel.
Closed Captioned TV: A Resource for ESL Literacy Education
  • C Parks
Parks, C. (1994). " Closed Captioned TV: A Resource for ESL Literacy Education ", in Eric Digest (ED372662). Washington DC. Available at: http://www.ericdigests.org/1995-1/tv.htm. Accessed: 12 September 2004.
Practical Aspects of Using Video in the in the Foreign language Classroom Available at: http://iteslj.org/Articles/ Canning-Video.html Accessed
  • C Canning-Wilson
Canning-Wilson C. (2000). " Practical Aspects of Using Video in the in the Foreign language Classroom ", in The Internet TESL Journal, 6, 11. Available at: http://iteslj.org/Articles/ Canning-Video.html Accessed: 15 July 2004.