Subtitling short films to improve writing and translation skills

  1. Noa Talaván 1
  2. Pilar Rodríguez-Arancón 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Ano de publicación: 2024

Volume: 37

Número: 1

Páxinas: 57-82

Tipo: Artigo

DOI: 10.1075/RESLA.21032.TAL DIALNET GOOGLE SCHOLAR

Outras publicacións en: Revista española de lingüística aplicada

Obxectivos de Desenvolvemento Sustentable

Resumo

This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.

Referencias bibliográficas

  • Alonso-Pérez, R. (2019) Enhancing student motivation in foreign language learning through film subtitling projects. InC. Herrero & I. Vanderschelden (Eds.), Using film and media in the language classroom (pp.108–126). Multilingual Matters. 10.21832/9781788924498‑011
  • Alonso-Pérez, R., & Sánchez-Requena, A. (2018) Teaching foreign languages through audiovisual translation resources. Applied Language Learning, 28(2), 1–24.
  • Ávila-Cabrera, J. J. (2021) Reverse subtitling in the ESP class to improve written skills in English: A case study. Journal of Audiovisual Translation, 4(1), 27–49. 10.47476/jat.v4i1.2021.22
  • Ávila-Cabrera, J. J. (2018) TeenTitles. Implementation of a methodology based on teenage subtitles to improve written skills. InJ. D. Sanderson, & C. Botella-Tejera (Eds.), Focusing on audiovisual translation research (pp.19–40). Publicacions de la Universitat de València.
  • Ávila-Cabrera, J. J., & Corral Esteban, A. (2021) The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills. English for Specific Purposes, 631, 33–44. 10.1016/j.esp.2021.02.004
  • Ávila-Cabrera, J. J., & Rodríguez-Arancón, P. (2018) The OFFTATLED project: OFFensive and TAboo exchanges SubtiTLED by Online University Students. Encuentro, 271, 204–219. 10.37536/ej.2018.27.1906
  • Baños, 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. 10.1075/ttmc.00063.ban
  • Beltramello, A. (2019) Exploring the combination of subtitling and revoicing tasks: A proposal for maximising learning opportunities in the Italian language classroom. International Journal of Language, Translation and Intercultural Communication, 81, 93–109. 10.12681/ijltic.20279
  • Burczyńska, P. (2015) Reversed subtitles as a powerful didactic tool in SLA. InY. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and language learning: Principles, strategies and practical experiences (pp.221–244). Peter Lang.
  • Cantero Serena, F., & Arriba García, C. (2004) La mediación lingüística en la enseñanza de lenguas. Didáctica (Lengua y Literatura), 161, 9–21.
  • Council of Europe (2018) Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. Retrieved fromhttps://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
  • Fernández-Costales, A. (2021a) Audiovisual translation in primary education. Students’ perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning. Meta, Journal Des Traducteurs, 66(2), 280–300. 10.7202/1083179ar
  • Fernández-Costales, A. (2021b) Subtitling and dubbing as teaching resources in CLIL in primary education: The teachers’ perspective. Porta Linguarum, 361, 175–192. 10.30827/portalin.v0i36.16228
  • Fuentes Luque, A., & Campbell, A. P. (2020) Using subtitling to improve military ESP listening comprehension: An experimental study. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 401, 245–266.
  • González Pastor, D., Ricart Vayá, A., & Zaragoza Ninet, G. (2021) Developing plurilingual competence through the use of audiovisual translation: An overview of the PluriTAV project. InJ. J. Martínez-Sierra (Ed.), Multilingualism, translation and language teaching. The PluriTAV project (pp.33–56). Tirant Humanidades.
  • González-Vera, P. (2021) Building bridges between audiovisual translation and English for Specific Purposes. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 411, 83–102. 10.17398/2340‑2784.41.83
  • 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, 231, 45–63. 10.32038/ltrq.2021.23.05
  • Incalcaterra McLoughlin, L., Lertola, J., & Talaván, N. (Eds.) (2020) Audiovisual translation in applied linguistics: Educational perspectives. John Benjamins. 10.1075/bct.111
  • Lertola, J. (2019) Audiovisual translation in the foreign language classroom: Applications in the teaching of English and other foreign languages. Research-publishing.net. 10.14705/rpnet.2019.27.9782490057252
  • Lertola, J., & Mariotti, C. (2017) Reverse dubbing and subtitling: Raising pragmatic awareness in Italian ESL learners. JoSTrans-The Journal of Specialised Translation, 281, 103–121.
  • Martínez-Sierra, J. J. (Ed.) (2021) Multilingualism, translation and language teaching. The PluriTAV project. Tirant Humanidades.
  • North, B., & Piccardo, E. (2016) Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). Language Teaching, 49(3), 455–459. 10.1017/S0261444816000100
  • Pamungkas, F. D., Sumardi, & Rochsantiningsih, D. (2019) Improving students pronunciation using video dubbing. Academic Journal Perspective: Education, Language, and Literature, 7(1), 11–17.
  • Reig Gascón, A. (2017) Traducción didáctica, subtitulado y TIC: proyectos en colaboración en el aula de L2. Lenguaje y Textos, 461, 115–124. 10.4995/lyt.2017.7440
  • Reverter Oliver, B., & Cerezo Merchán, B. (2021) PluriTAV didactic sequences: Concept, design and implementation. InJ. J. Martínez-Sierra (Ed.), Multigualism, Translation and Language Teaching (pp.57–76). Tirant Humanidades.
  • Sokoli, S. (2015) Foreign language learning through interactive revoicing and captioning of clips. InY. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and language learning (pp.127–148). Peter Lang.
  • Sokoli, S., & Zabalbeascoa, P. (2019) Audiovisual activities and multimodal resources for foreign language learning. InC. Herrero & I. Vanderschelden (Eds.), Using film and media in the language classroom (pp.170–187). Multilingual Matters. 10.21832/9781788924498‑015
  • Sokoli, S., Zabalbeascoa, P., & Fountana, M. (2011) Subtitling activities for foreign language learning: What learners and teachers think. InL. Incalcaterra McLoughlin, M. Biscio, & M. A. Ní Mhainnín (Eds.), Audiovisual translation: Subtitles and subtitling. Theory and practice (pp.219–242). Peter Lang.
  • Soler Pardo, B. (2020) Subtitling and dubbing as teaching resources for learning English as a foreign language using ClipFlair software. Lenguaje y textos, 511, 41–56. 10.4995/lyt.2020.12690
  • Talaván, N. (2020) The didactic value of AVT in foreign language education. InL. Bogucki, & M. Deckert (Eds.), The Palgrave Handbook of Audiovisual Translation and Media Accesibility (pp.567–592). Palgrave Macmillan. 10.1007/978‑3‑030‑42105‑2_28
  • Talaván, N., & Ávila-Cabrera, J. J. (2021) Creating collaborative subtitling communities to increase access to audiovisual materials in academia. The Interpreter and Translator Trainer, 15(1), 118–135. 10.1080/1750399X.2021.1880305
  • Talaván, N., & Ávila-Cabrera, J. J. (2015) First insights into the combination of dubbing and subtitling as L2 didactic tools. InY. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and language learning (pp.149–172). Peter Lang.
  • Talaván, N., Bárcena, E., & Villarroel, Á. (2014) Aprendizaje colaborativo asistido por ordenador para la transferencia de las competencias mediadora y lingüístico-comunicativa en inglés especializado. InM. L. Pérez Cañado, & J. Ráez Padilla (Eds.), Digital competence development in higher education: An international perspective (pp.87–106). Peter Lang.
  • Talaván, N., Ibáñez, A., & Bárcena, E. (2017) Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language. ReCALL, 29(1), 39–58. 10.1017/S0958344016000197
  • Talaván, N., & Rodríguez-Arancón, P. (2018) Voice-over to improve oral production skills: the VICTOR project. InJ. D. Sanderson, & C. Botella Tejera (Eds.), Focusing on audiovisual translation research (pp.211–236). Universitat de València, Sevei de Publicacions.
  • Talaván, N., & Rodríguez-Arancón, P. (2014) The use of reverse subtitling as an online collaborative language learning tool. The Interpreter and Translator Trainer, 8(1), 84–101. 10.1080/1750399X.2014.908559
  • Talaván, N., Rodríguez-Arancón, P., & Martín-Monje, E. (2015) The enhancement of speaking skills practice and assessment in an online environment. InM. L. Cancelas y Ouviña, & S. Sánchez Rodríguez (Eds.), Tendencias en educación y lingüística (pp.329–351). Editorial GEU.
  • Vermeulen, A., & Escobar, L. (2021) Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning: The case of Spanish clitic pronouns. Translation and Translanguaging in Multilingual Contexts, 7(1), 86–105. 10.1075/ttmc.00060.ver
  • Williams, H., & Thorne, D. (2000) The value of teletext subtitling as a medium for language learning. System, 28(2), 217–228. 10.1016/S0346‑251X(00)00008‑7
Fonte de datos: Dialnet