Search

La Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.

This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.

This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project., Este artículo presenta una propuesta metodológica diseñada por el proyecto TRADILEX, que equivale a la TRAducción audiovisual como recurso DIdáctico en el Aprendizaje de LEnguas eXtranjeras. El objetivo principal de TRADILEX consiste en determinar el grado de mejora en el proceso de aprendizaje de lenguas extranjeras que resulta de incluir el uso pedagógico de la Traducción Audiovisual (TAV). Para ello, se ha desarrollado un planteamiento metodológico fundamentado que incluye planes de clase basados en el uso de las diversas modalidades de TAV (subtitulación, voces superpuestas, doblaje, audiodescripción y subtítulos para sordos) para desarrollar competencias comunicativas y destrezas de mediación de modo integrado. La metodología diseñada por TRADILEX se testará con alumnos adultos en contextos de enseñanza no reglada, a través de los centros de idiomas de las universidades involucradas. Este artículo describe tanto la propuesta metodológica de secuencia didáctica basada en el uso pedagógico de las principales modalidades de TAV, como una muestra de planes de clase de subtitulación, con el fin de presentar los elementos básicos de este proyecto.

This article presents the SONAR project (Subtitulacion sOcial para proporcioNar Accesibilidad audiovisual en la univeRsidad [SOcial subtitliNg to provide Audiovisual accessibility at the univeRsity...

Creative dubbing and subtitling are presented in this article as didactic resources to improve integrated foreign language (FL) skills (specifically oral and written production). The increasing attention that the application of audiovisual translation (AVT) to FL learning has been receiving in the last two decades calls for further exploration into the potential benefits of modern AVT modes, such as funsubbing and fundubbing, understood as the creative translation of an audiovisual text, be it into subtitles or through the production of a new audio track. After considering the educational power of creative AVT and providing the corresponding theoretical justification, the article will present a methodological proposal on how to use these AVT modes in online environments. Finally, preliminary data derived from a short-term trial will be analysed and discussed.

This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.

The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.

This paper presents an experiment on the potential pedagogical benefits of collaborative reverse subtitling in foreign language education. The principal objective was to discover whether reverse subtitling used as a collaborative language learning tool could enhance general translation and writing skills. The participants involved in the study had two and a half months to subtitle two short clips and were monitored as they followed a series of steps guiding their work week by week. The findings obtained from the analysis of the language tests results, the answers given to questionnaires and the teachers’ observations are promising. Given the small size of the sample (20 students), it is difficult to make generalisations. However, the main conclusion is that writing and general translation skills can be fostered by the use of reverse subtitling within an online, collaborative learning framework. This is a very encouraging result that we believe will lead the way to further research in the field.

La investigacio sobre l'us de les tasques de doblatge actiu en l'aprenentatge de llengues estrangeres suscita cada vegada mes interes. La destresa que pot experimentar una millora mes notoria es la produccio oral i, de fet, alguns autors han mencionat ja els possibles avantatges de proposar als estudiants que graven les seues propies veus de forma «semiprofessional». El present projecte preten avaluar el potencial del doblatge intralinguistic (angles-angles) per desenvolupar les destreses de produccio oral en estudiants universitaris amb un nivell B2 d'angles i en un entorn de formacio en linia. A mes, preten aportar unes orientacions generals per a l'avaluacio de tasques de doblatge utilitzades a l'entorn educatiu. Amb aquest objectiu, un grup d'estudiants de grau amb nivell intermedi d'angles va treballar durant dos mesos amb deu tasques sequencials en les quals s'empraven fragments curts de video presos d'una comedia de situacio dels Estats Units. Aquest estudi d'investigacio es va valer de proves d'avaluacio linguistiques i questionaris, aixi com de la observacio, per recopilar dades i afavorir l'extraccio d'uns resultats fiables i valids dintre d'un context educatiu d'aquestes caracteristiques. Les conclusions poden servir com a punt de partida per a l'establiment d'una serie de directrius basiques que ajudaran a que els professors puguen posar en practica tasques de doblatge a les aules.

Audiovisual products are becoming more and more accessible to all types of users. As far as audiovisual communication is concerned, nowadays a considerable number of audiovisual programs viewers can watch in Spain are usually made accessible by means of subtitles for the deaf and hard of hearing (SDH), audiodescription (AD) or sign language interpreting (SLI). In the context of the university, the actual need to make audiovisual products accessible to the whole community becomes pivotal, given the importance of addressing two major issues: firstly, meeting the needs of the deaf and hard of hearing by being able to access information via subtitles; and, secondly, producing subtitles for those not linguistically competent in the corresponding L2; AD and SLI are more complicated to implement in this setting, and that is why the present approach deals with subtitling alone. In particular, this paper delves into the results obtained from a social subtitling project, conducted in 2014 and implemented at the Universidad Nacional de Educación a Distancia (UNED), where volunteer students subtitled videos both individually and collaboratively so as to make them accessible to a wider audience. The analysis of the qualitative data gathered complements previous research in the field and sheds more light into the potential of social subtitling of audiovisual programs produced at the university so as to proceed to fruitful further research.

La recerca al voltant de l’ús de la Traducció Audiovisual (TAV) en l’ensenyament de llengües estrangeres s’ha incrementat de forma considerable durant la darrera dècada. Tanmateix, ha cobert principalment l’ús de subtítols com a suport i l’ús de subtitulació i doblatge actius com a tasca. Aquest article introdueix l’ús pedagògic d’una altra forma de TAV: l’audiodescripció activa –la descripció oral d’informació visual per als cecs i persones amb discapacitats visuals– per tal de potenciar les habilitats orals en l’educació a distància. En aquest estudi quasiexperimental desenvolupat en un entorn en línia van participar 30 estudiants espanyols d’anglès amb finalitats específiques (nivell B1). Els participants van escriure de forma col·laborativa en aquest entorn l’audiodescripció de dos anuncis turístics i posteriorment van gravar-se les veus usant la plataforma ClipFlair. Es van obtenir algunes conclusions raonablement vàlides que projecten llum respecte als beneficis pedagògics de l’audiodescripció i que demanen seguir investigant en les possibilitats d’aquestes tècniques en contextos de segones llengües. Research on the use of audiovisual translation in foreign language education has considerably increased over the last decade. However, it has mainly covered the use of subtitles as a support, and the use of active subtitling and dubbing as a task. This paper introduces the pedagogical use of another AVT mode: active audiodescription —the oral description of visual information for blind and visually impaired people— to enhance speaking skills in distance learning education. The quasi-experimental study, developed in an online setting, involved 30 Spanish students of English for Specific Purposes (level B1). Participants were required to write the audiodescription of two tourist advertisements collaboratively online and then record their voices using the web platform ClipFlair. Reasonably valid conclusions that shed some light on the pedagogical benefits of audiodescription were obtained and they invite further research on the possibilities of revoicing techniques in L2 contexts.

The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.

Teaching listening comprehension has always been a difficult task given the subjectivity that this language skill entails. This may be one of the reasons why traditional foreign language learning methodologies have most often been aimed at its assessment than at its enhancement. Nowadays, we should speak in terms of audiovisual reception skills, given the great amount of audiovisual input we receive regularly and the significant changes brought about by new technological advances. This paper offers a methodological proposal aimed at improving audiovisual reception through the use of video and audiovisual language within well-structured tasks inserted in an innovative mobile application, La enseñanza de la comprensión oral siempre ha sido una ardua tarea dada la subjetividad intrínseca de esta destreza. Este puede ser uno de los motivos por el que las metodologías tradicionales de enseñanza de lenguas extranjeras se han centrado más en su evaluación que es su desarrollo. Hoy día, deberíamos hblar en términos de destrezas de recepción audiovisual, dada la cantidad de información recibida de este modo y los importantes cambios educativos surgidos de los últimos avances tecnológicos. El presente artículo ofrece una propuesta metodológica basada en la mejora de la recepción audiovisual través del uso del video y del lenguaje audiovisual partiendo de una serie de tareas estructuradas incluidas en una innovador aplicación móvil., We would like to thank the Spanish Ministry of science and Innovation for funding the SO-CALL-ME research project (Research grant number: FFI2011_29829).

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on.

This paper offers a theoretical basis that justifies the benefits provided by the pedagogical use of subtitles in foreign-language education in general, and in the enhancement of oral comprehension skills in particular. Also, a series of elements relevant for the practical use of this didactic resource are explained. Since each type of subtitles (subtitles for the deaf and hard of hearing, bimodal subtitles, traditional subtitles, and reversed subtitles) offers diverse didactic possibilities, it is essential to be familiar with them. Similarly, the teacher and the students’ roles must be well defined to achieve an efficient flow of the pedagogical tasks that make use of this resource. Finally, the possible benefits and limitations of this pedagogical use of subtitles need to be known in order to adapt it to the different didactic contexts

This article presents a comparative empirical study of the effectiveness of a traditional face-to-face classroom vs. on-line technology for developing interactive oral English competence. The motivation for this study comes from the Clark – Kozma debate regarding the role and effectiveness of digital media in language learning. This question is updated to reflect the nature of modern technology and the way in which languages are currently taught. The learning scenario used for this experiment is presented, the results of which show that while the on-line group did not improve their oral competence as much as the face-to-face group, this was arguably due to behavioural patterns and the related practical difficulties experienced on-line. The authors conclude that, following Kozma’s line of reasoning, ICT-based distance learning of second languages can be as effective as face-to-face learning only when measurements are taken to change the behavioural habits of students and to help them acquire the group discipline that these on-line environments demand.

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.

La destreza de la comprensión oral fue durante mucho tiempo una destreza desatendida en términos de investigación y búsqueda de métodos didácticos efectivos. Uno de los motivos principales de este abandono es que la comprensión oral es un proceso mental científicamente intangible en el que intervienen multitud de factores. Con el fin de llegar a comprender mejor esta destreza receptiva, este artículo explica los factores que intervienen en el proceso constructivo, expone los aspectos más relevantes de su enseñanza-aprendizaje y, por último, describe los fundamentos de la evaluación de la misma.