The riches of hands-on subtitling in the foreign language classroom

  1. Jorge Díaz Cintas 1
  2. Chengcheng Wang 1
  1. 1 University College London
    info

    University College London

    Londres, Reino Unido

    ROR https://ror.org/02jx3x895

Revista:
LFE: revista de lenguas para fines específicos

ISSN: 1133-1127

Año de publicación: 2022

Título del ejemplar: Audiovisual Translation in the Foreign Language Classroom

Volumen: 28

Número: 2

Páginas: 32-47

Tipo: Artículo

DOI: 10.20420/RLFE.2022.550 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: LFE: revista de lenguas para fines específicos

Objetivos de desarrollo sostenible

Resumen

El uso de los subtítulos y de la subtitulación como prácticas didácticas que ayudan a diversificar la enseñanza y aprendizaje de lenguas extranjeras ha crecido en popularidad en las últimas décadas, especialmente en Europa, donde la Comisión Europea ha fomentado, entre otros, proyectos como ClipFlair, una plataforma de subtitulado en la nube para el aprendizaje de lenguas extranjeras. Enmarcado dentro de este auge investigador, el estudio empírico que aquí se documenta se ha llevado a cabo en China, donde el uso de la subtitulación en el aula de idiomas extranjeros apenas si ha recibido atención por parte de los académicos. El experimento, que ha contado con diecisiete estudiantes de grado y chino como L1, explora el impacto de la subtitulación en la adquisición de vocabulario en inglés (L2). Los resultados demuestran que la práctica activa de subtitular videos interlingüísticamente, de L2 a L1, puede conducir a una mayor adquisición de vocabulario que cuando las tareas se centran en la subtitulación intralingüística (de L2 a L2) o son actividades que no tienen nada que ver con la subtitulación.

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Fuente de los datos: Dialnet