Traducción audiovisual didáctica en enseñanza de lenguasResultados del proyecto TRADILEX

  1. Alberto Fernández-Costales 1
  2. Noa Talaván 2
  3. Antonio Jesús Tinedo-Rodríguez 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 UNED, Madrid
Journal:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2023

Issue Title: Nuevos lenguajes y culturas. Enseñanza de lenguas para una comunicación global y digital

Issue: 77

Pages: 21-32

Type: Article

DOI: 10.3916/C77-2023-02 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Comunicar: Revista Científica de Comunicación y Educación

Sustainable development goals

Abstract

Este trabajo presenta los resultados de un proyecto nacional sobre el uso de la traducción audiovisual didáctica (TAD) en el aprendizaje de lenguas extranjeras. Si bien los resultados de investigaciones previas en este campo son favorables con respecto al desempeño académico del alumnado, la mayoría de los estudios analizan una única destreza lingüística y cuentan con muestras reducidas. El proyecto TRADILEX tiene como objetivo analizar el efecto del uso de diferentes modalidades de traducción audiovisual (TAV) (subtitulado, doblaje, subtitulado para sordos, audiodescripción y voces superpuestas) en las competencias orales y escritas del alumnado universitario que estudia inglés como lengua extranjera. El presente artículo analiza la efectividad de una propuesta didáctica que incluye 30 planes de estudio y que se analizó a través de una intervención con 566 participantes de ocho universidades españolas. La investigación toma un diseño cuantitativo en el que se realizaron pruebas estadísticas (estadísticos descriptivos y Test de Wilcoxon) para valorar el efecto de la TAD sobre las destrezas lingüísticas de recepción oral y escrita, producción oral y escrita del alumnado. Los resultados subrayan que hay diferencias estadísticamente significativas que demuestran que los participantes del estudio mejoran en las cuatro destrezas comunicativas analizadas. Además, los datos también confirman la evaluación positiva del rendimiento del alumnado en el transcurso del estudio, así como una percepción favorable de la intervención didáctica por parte de los participantes.

€ View funding

Funding information

Funders

Bibliographic References

  • Allen, M., Poggiali, D., Whitaker, K., Marshall, T.R., Van-Langen, J., & Kievit, R.A. (2021). Raincloud plots: A multi-platform tool for robust data visualization. Wellcome Open Research, 4(63). https://doi.org/10.12688/wellcomeopenres.15191.2 Link DOI | Link Google Scholar
  • Alonso-Pérez, R. (2019). Enhancing student motivation in foreign language learning through film subtitling projects. In C. Herrero & I. Vanderschelden (Eds.), Using film and media in the language classroom (pp. 108-126). Multilingual Matters. https://doi.org/10.21832/9781788924498-011 Link DOI | Link Google Scholar
  • Ávila-Cabrera, J.J. (2022). Improving oral production skills in the business English class through creative dubbing. ESP Today. Journal of English for Specific Purposes at Tertiary Level, 10(1), 99-122. https://doi.org/10.18485/esptoday.2022.10.1.5 Link DOI | Link Google Scholar
  • Ávila-Cabrera, J.J., & Rodríguez-Arancón, P. (2021). The use of active subtitling activities for students of tourism in order to improve their English writing production. Ibérica, 41, 155-180. https://doi.org/10.17398/2340-2784.41.155 Link DOI | Link Google Scholar
  • Baños-Piñero, R., Marzà, A., & Torralba, G. (2021). Promoting plurilingual and pluricultural competence in language learning through audiovisual translation. Translation and Translanguaging in Multilingual Contexts, 7(1), 65-85. https://doi.org/10.1075/ttmc.00063.ban Link DOI | Link Google Scholar
  • Bausells-Espín, A. (2022). Audio description as a pedagogical tool in the foreign language classroom: An analysis of student perceptions of difficulty, usefulness and learning progress. Journal of Audiovisual Translation, 5(2), 152-175. https://doi.org/10.47476/jat.v5i2.2022.208 Link DOI | Link Google Scholar
  • Beltramello, A., & Nicora, F. (2021). Captioning and revoicing activities to learn Italian as a foreign language: A didactic proposal for children. The Journal of Language and Teaching Technology, 3, 1-23. http://bit.ly/3ZD4NKh Link Google Scholar
  • Beseghi, M. (2021). Bridging the gap between non-professional subtitling and translator training: A collaborative approach. The Interpreter and Translator Trainer, 15(1), 102-117. https://doi.org/10.1080/1750399X.2021.1880307 Link DOI | Link Google Scholar
  • Bolaños-García-Escribano, A., & Navarrete, M. (2022). An action-oriented approach to didactic dubbing in foreign language education: Students as producers. XLinguae, 15(2), 103-120. https://doi.org/10.18355/XL.2022.15.02.08 Link DOI | Link Google Scholar
  • Borghetti, C., & Lertola, J. (2014). Interlingual subtitling for intercultural language education: A case study. Language and Intercultural Communication, 14(4), 423-440. https://doi.org/10.1080/14708477.2014.934380 Link DOI | Link Google Scholar
  • Buck, G. (2010). Assessing listening. Cambridge University Press. https://doi.org/10.1017/cbo9780511732959.002 Link DOI | Link Google Scholar
  • Consejo de Europa. (2018). Marco común europeo de referencia para las lenguas (MCERL). Aprendizaje, enseñanza, evaluación. Consejo de Europa. https://bit.ly/3YH3Uis Link Google Scholar
  • Couto-Cantero, P., Sabate?-Carrove?, M., & Go?mez Pe?rez, M. C. (2021). Preliminary design of an Initial Test of Integrated Skills (ITIS) within TRADILEX: An ongoing project on the validity of audiovisual translation tools in teaching English. Realia. Research in Education and Learning Innovation Archives, 27, 73-88. https://doi.org/10.7203/realia.27.20634 Link DOI | Link Google Scholar
  • Elsherbiny, H. (2021). Audiovisual translation and incidental vocabulary acquisition in colloquial Arabic. The Journal of the National Council of Less Commonly Taught Languages, 31, 1-31. https://bit.ly/3B9yDvz Link Google Scholar
  • Fernández-Costales, A., Talaván-Zanón, N., & Tinedo Rodríguez, A. (2023). La traducción audiovisual didáctica en el ámbito sanitario: estudio exploratorio sobre las posibilidades pedagógicas en logopedia. Panace@, 23(56), 29-40. https://bit.ly/3HHuYsz Link Google Scholar
  • García-Aretio, L. (2017). Educación a distancia y virtual: Calidad, disrupción, aprendizajes adaptativo y móvil. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 9-25. https://doi.org/10.5944/ried.20.2.18737 Link DOI | Link Google Scholar
  • Geddes, M., & Sturtridge, G. (1982). Video in the language classroom. Heinemann Educational Books. https://bit.ly/3ZN75XC Link Google Scholar
  • Ghia, E., & Pavesi, M. (2016). The language of dubbing and its comprehension by learner-viewers. A resource for second language acquisition? Across Languages and Cultures, 17(2), 231-250. https://doi.org/10.1556/084.2016.17.2.5 Link DOI | Link Google Scholar
  • González-Vera, P. (2022). The integration of audiovisual translation and new technologies in project-based learning: An experimental study in ESP for engineering and architecture. DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 261-278. https://doi.org/10.17979/digilec.2022.9.0.9217 Link DOI | Link Google Scholar
  • Holobow, N.E., Lambert, W.E., & Sayegh, L. (1984). Pairing script and dialogue: Combinations that show promise for second or foreign language learning. Language Learning, 34(4), 59-76. https://doi.org/10.1111/j.1467-1770.1984.tb00352.x Link DOI | Link Google Scholar
  • Ibáñez-Moreno, A., & Escobar, M. (2021). On the use of video description in an online collaborative writing project with ESP learners of tourism studies. Language Teaching Research Quarterly, 23, 45-63. https://doi.org/10.32038/ltrq.2021.23.05 Link DOI | Link Google Scholar
  • Incalcaterra-McLoughlin, L. (2019). Audiovisual translation in language teaching and learning. In L. Pérez-González (Ed.), The Routledge handbook of audiovisual translation (pp. 483-497). Routledge. https://doi.org/10.4324/9781315717166-30 Link DOI | Link Google Scholar
  • Izquierdo, J., De-la-Cruz-Villegas, V., Aquino-Zúñiga, S.P., Sandoval-Caraveo, M.C., & García-Martínez, V. (2017). Teachers’ use of ICTs in public language education: Evidence from second language secondary-school classrooms. [La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas]. Comunicar, 50, 33-41. https://doi.org/10.3916/C50-2017-03 Link DOI | Link Google Scholar
  • Lertola, J. (2019). Second language vocabulary learning through subtitling. Revista Española de Lingüística Aplicada, 32(2), 486-514. https://doi.org/10.1075/resla.17009.ler Link DOI | Link Google Scholar
  • Lertola, J. (2021). Towards the integration of audiovisual translation in the teaching of English as a Foreign Language (EFL) in higher education. Bulletin Suisse de Linguistique Appliquée, 114, 151-168. https://bit.ly/3JwJPXQ Link Google Scholar
  • Maley, A., & Duff, A. (1983). Drama techniques in language teaching: A resource book of communication activities for language teachers. Cambridge University Press. https://bit.ly/3JbErIh Link Google Scholar
  • Martínez-Sierra, J.J. (2021). Multilingualism, translation and language teaching. The PluriTAV project. Tirant Humanidades. https://bit.ly/3YOoM7S Link Google Scholar
  • Marzà, A., Torralba, G., & Baños-Piñero, R. (2022). Audio description and plurilingual competence: New allies in language learning? Revista de Lenguas Para Fines Específicos, 28(2), 165-180. https://doi.org/10.20420/rlfe.2022.557 Link DOI | Link Google Scholar
  • Motternan, G. (2013). Innovations in learning technologies for English language teaching. British Council. https://bit.ly/3T6r7tu Link Google Scholar
  • Navarrete, M. (2020). The use of audio description in foreign language education: A preliminary approach. In L. Incalcaterra-McLoughlin, J. Lertola, & N. Talaván (Eds.), Audiovisual translation in applied linguistics (pp. 131-152). John Benjamins. https://doi.org/10.1075/ttmc.00007.nav Link DOI | Link Google Scholar
  • Navarro-Pablo, M., López-Gándara, Y., & García-Jiménez, E. (2019). El uso de los recursos y materiales digitales dentro y fuera del aula bilingüe. [The use of digital resources and materials in and outside the bilingual classroom]. Comunicar, 59, 83-93. https://doi.org/10.3916/C59-2019-08 Link DOI | Link Google Scholar
  • Pavesi, M. (2015). From the screen to the viewer-learner. Audiovisual input as a context for second language acquisition. In S. Campagna, E. Ochse, V. Pulchini, & M. Solly (Eds.), Languaging in and across communities: New voices, new identities. Studies in honour of Giuseppina Cortese (pp. 83-104). Peter Lang. https://bit.ly/3ZVbvvD Link Google Scholar
  • Pintado-Gutiérrez, L., & Torralba, G. (2022). New landscapes in higher education: Audio description as a multilayered task in FL teaching. The Language Learning Journal, 1-16. https://doi.org/10.1080/09571736.2022.2158209 Link DOI | Link Google Scholar
  • Price, K. (1983). Closed-captioned TV: An untapped resource. MATESOL Newsletter, 12, 1-8. https://bit.ly/3Jv3Qgz Link Google Scholar
  • Sánchez-Requena, A. (2018). Intralingual dubbing as a tool for developing speaking skills. In L. Incalcaterra-McLoughlin, J. Lertola, & N. Talaván (Eds.), Special issue of translation and translanguaging in multilingual contexts. Audiovisual translation in applied linguistics: Beyond case studies (pp. 102-128). John Benjamins. https://doi.org/10.1075/ttmc.00006.san Link DOI | Link Google Scholar
  • Sánchez-Requena, A., Igareda, P., & Bobadilla-Pérez, M. (2022). Multimodalities in didactic audiovisual translation: A teacher’s perspective. Current Trends in Translation Teaching and Learning, 9, 337-374. https://doi.org/10.51287/cttl202210 Link DOI | Link Google Scholar
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press. https://doi.org/10.1093/elt/cci014 Link DOI | Link Google Scholar
  • Soler-Pardo, B. (2020). Subtitling and dubbing as teaching resources for learning English as a foreign language using ClipFlair software. Lenguaje y Textos, 51, 41-56. https://doi.org/10.4995/lyt.2020.12690 Link DOI | Link Google Scholar
  • Stemplesky, S., & Aracario, P. (1990). Video in second language teaching: Using, selecting, and producing video for the classroom. Teachers of English to speakers of other languages (TESOL). https://bit.ly/3TaYGKW Link Google Scholar
  • Talaván, N. (2020). The didactic value of AVT in foreign language education. In ?. Bogucki & M. Deckert (Eds.), The Palgrave handbook of audiovisual translation and media accessibility (pp. 567-591). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42105-2_28 Link DOI | Link Google Scholar
  • Tomalin, B. (1986). Video, TV and radio in the English class. Macmillan. https://bit.ly/3yBTx4U Link Google Scholar
  • Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272-281. https://doi.org/10.1093/elt/42.4.272 Link DOI | Link Google Scholar
  • Wang, C., & Díaz-Cintas, J. (2022). The riches of hands-on subtitling in the foreign language classroom. Revista de Lenguas Para Fines Específicos, 28(2), 32-47. https://doi.org/10.20420/rlfe.2022.550 Link DOI | Link Google Scholar
  • Zabalbeascoa, P., Sokoli, S., & Torres-Hostench, O. (2012). Conceptual framework and pedagogical methodology. CLIPFLAIR: Foreign language learning through interactive revoicing and captioning of clips. https://bit.ly/3Btjeq0 Link Google Scholar
Data source: Dialnet