Traducción audiovisual didáctica en contextos en línea Un estudio piloto

Contenido principal del artículo

Noa Talaván
https://orcid.org/0000-0001-5881-5323
Pilar Rodríguez-Arancón
https://orcid.org/0000-0001-6820-6986

Resumen

La aplicación didáctica de la traducción audiovisual (TAV) en el aprendizaje de lenguas extranjeras se entiende como el uso de las modalidades de TAV (subtitulación, doblaje, etc.) como recursos didácticos. En los últimos años, este campo de investigación ha atraído cada vez más atención tanto en el ámbito académico como en el educativo. El Proyecto TRADILEX se planteó como objetivo reforzar esta línea de investigación a través del diseño y la evaluación de una propuesta metodológica que hiciera uso de diversas modalidades de TAV (subtitulación, voces-superpuestas, doblaje, audiodescripción y subtítulos para personas con discapacidad auditiva) para desarrollar destrezas integradas en una lengua extranjera. Este artículo se centra en describir en su conjunto el estudio piloto en línea que se llevó a cabo en el Proyecto TRADILEX; en él, quedó demostrada la funcionalidad y la efectividad tanto de la propuesta metodológica, como de los planes de clase y los instrumentos utilizados, como paso previo necesario para llevar a cabo el estudio pre-experimental longitudinal posterior.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Talaván, N., & Rodríguez-Arancón, P. (2024). Traducción audiovisual didáctica en contextos en línea: Un estudio piloto. Hikma, 23(1), 205–230. https://doi.org/10.21071/hikma.v23i1.15977
Sección
Artículos

Bibliografía

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

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

Babelium Project. European Lifelong Learning Program. https://addi.ehu.es/handle/10810/16214

Baltova, I. (1999). Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French. Canadian Modern Language Review, 56(1), 29–48. https://doi.org/10.3138/cmlr.56.1.31

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. https://doi.org/10.1075/ttmc.00063.ban

Bolaños-García-Escribano, A. (2017). The effects of fansubs on EFL education for Translation and Interpreting students: an empirical approach. The Journal of Specialised Translation, 28, 122–163. https://jostrans.soap2.ch/issue28/art_bolanos.php

Bolaños-García-Escribano, A., & Ogea-Pozo, M. del M. (2023). Didactic audiovisual translation. Interlingual SDH in the foreign language classroom. Translation and Translanguaging in Multilingual Contexts, Special Issue: Audiovisual Translation: Fostering Access to Digital Mediascapes, 9(2), 187–215. https://doi.org/10.1075/ttmc.00108.bol

Borghetti, C. (2011). Intercultural learning through subtitling: The cultural studies approach. In L. Incalcaterra McLoughlin, M. Biscio & M. À. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling. Theory and Practice (pp. 111–137). Perter Lang.

Caimi, A. (2006). Audiovisual Translation and Language Learning: The Promotion of Intralingual Subtitles. The Journal of Specialised Translation, 6, 85–98. https://jostrans.soap2.ch/issue06/art_caimi.php

Calduch, C., & Talaván, N. (2017). Traducción audiovisual y aprendizaje del español como L2: el uso de la audiodescripción. Journal of Spanish Language Teaching, 4(2), 168–180. https://doi.org/10.1080/23247797.2017.1407173

Caruana, S. (2021). An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts. Language and Speech, 64(4), 1018–1036. https://doi.org/10.1177/0023830920985897

Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 41–44. https://doi.org/10.1111/j.1467-8535.2011.01252.x

Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment: Companion Volume with New Descriptors. Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

Couto-Cantero, P., Fraga-Castrillón, N., & Trovato, G. (2023). InnoDAT—an innovative project based on subtitling for the deaf and hard-of-hearing for learning languages and cultures. Languages, 8(4). https://doi.org/10.3390/languages8040235

Couto-Cantero, P., Sabaté-Carrové, M., & Gómez Pérez, M. C. (2021). Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English. Realia (Research in Education and Learning Innovation Archives), 27(2), 73–88. http://dx.doi.org/10.7203/realia.27.20634

Couto-Cantero, P., Sabaté-Carrové, M., & Tinedo-Rodríguez, A. (2022). Effectiveness and Assessment of English Production Skills Through Audiovisual Translation. Current Trends in Translation Teaching and Learning E, 9, 149–182. https://doi.org/10.51287/cttl20225

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67–77. https://doi.org/10.7202/009021ar

Danan, M. (2010). Dubbing projects for the language learner: A framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning, 23(5), 441–456. https://doi.org/10.1080/09588221.2010.522528

Fernández-Costales, A. (2017). Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation. In M. E. Gómez Parra & R. Johnstone (Eds.), Educación bilingüe: tendencias educativas y conceptos claves = Bilingual Educational: Trends and Key Concepts (1st edition, pp. 185–196). Ministerio de Educación, Cultura y Deporte. https://www.libreria.educacion.gob.es/libro/educacion-bilingue-tendencias-educativas-y-conceptos-clave-bilingual-education-educational-trends-and-key-concepts_171287/

Fernández-Costales, A. (2021). Audiovisual translation in primary education. Students’ perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning. Meta, 66(2), 280–300. https://doi.org/10.7202/1083179ar

Frumuselu, A. D., de Maeyer, S., Donche, V., & Gutiérrez Colon Plana, M. del M. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32(Part B), 107–117. https://doi.org/10.1016/j.linged.2015.10.001

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, 40, 245–266. https://www.revistaiberica.org/index.php/iberica/article/view/66

Ghia, E. (2012). Subtitling Matters: New Perspectives on Subtitling and Foreign Language Learning. Peter Lang. https://doi.org/10.3726/978-3-0353-0390-2

González-Vera, P. (2019). New technologies in the ESP class for mechanical engineers. Argentinian Journal of Applied Linguistics, 7(2), 52–71. https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/239

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

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

Ibáñez Moreno, A., & Vermeulen, A. (2013). Audio Description as a Tool to Improve Lexical and Phraseological Competence in Foreign Language Learning. In D. Tsagari & G. Floros (Eds.), Translation in language Teaching and Assessment (pp. 41–65). Cambridge Scholars Publishing. https://biblio.ugent.be/publication/4211313

Ibáñez Moreno, A., Vermeulen, A., & Jordano, M. (2016). Using audio description to improve FLL students’ oral competence in MALL: methodological preliminaries. In A. Pareja-Lora, C. Calle-Martínez, & Rodríguez-Arancón (Eds.), New perspectives on teaching and working with languages in the digital era (pp. 245–256). Research-Publishing.net. http://dx.doi.org/10.14705/rpnet.2016.tislid2014.438

Incalcaterra McLoughlin, L. (2009). Subtitles in translators’ training: A model of analysis. Romance Studies, 27(3), 174–185. https://doi.org/10.1179/174581509X455141

Jao, C.-Y., Yehn, H.-C., Huang, W.-R., & Chen, N.-S. (2022). Using video dubbing to foster college students’ English-speaking ability. Computer Assisted Language Learning, 1–23. http://dx.doi.org/10.1080/09588221.2022.2049824

Jüngst, H. E. (2013). The potential of integrating dubbing activities in the translation classroom. Trans, 17, 103–114. https://revistas.uma.es/index.php/trans/article/view/3230/9815

Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International. https://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf

Lertola, J. (2019). Second Language Vocabulary Learning through Subtitling. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 32(2), 486–514. https://doi.org/10.1075/resla.17009.ler

Lertola, J. (2021). Free commentary to enhance writing and speaking skills in EFL teacher training. ESP Across Cultures, 18, 125–140. https://doi.org10.4475/0062_7

Malmqvist, J., Hellberg, K., Möllas, G., Rose, R., & Shevlin, M. (2019). Conducting the pilot study: a neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies. International Journal of Qualitative Methods, 18, 1–11. https://doi.org/10.1177/1609406919878341

Martínez-Sierra, J. J. (2017-2019). PluriTAV. Audiovisual Translation as a Tool for the Development of Multilingual Competence in the Classroom. Spanish Ministry of Science and Innovation Project. http://citrans.uv.es/pluritav/.

Martínez-Sierra, J. J. (2021). Multilingualism, Translation and Language Teaching. The PluriTAV Project. Tirant Humanidades. https://editorial.tirant.com/co/libro/multilingualism-translation-and-language-teaching-juan-jose-martinez-sierra-9788418534775

Navarrete, M. (2020). The use of audio description in foreign language education: A preliminary approach. In L. Incalcaterra, J. Lertola, & N. Talaván (Eds.), Audiovisual Translation in Applied Linguistics (pp. 131–152). John Benjamins Publishing Company. https://doi.org/10.1075/bct.111.ttmc.00007.nav

Pamungkas, D., Sumardi, S. & Rochsantiningsih, D. (2019). Improving Students Pronunciation Using Video Dubbing. Academic Journal Perspektive: Education, Language, and Literature, 7(1), 11–17. http://dx.doi.org/10.33603/perspective.v7i1.1794

Pereira Varela, J. A. (2014). Diseño, desarrollo y validación de soluciones tecnológicas para la práctica de la expresión oral de segundas lenguas mediante un entorno colaborativo e interactivo de código abierto: Babelium project. [Doctoral dissertation. Universidad del País Vasco-Euskal Herriko Unibertsitatea]. https://dialnet.unirioja.es/servlet/tesis?codigo=121617.

Plaza Lara, C., & Fernández Costales, A. (2022). Enhancing communicative competence and translation skills through active subtitling: a model for pilot testing didactic Audiovisual Translation (AVT). Revista de Lenguas Para Fines Específicos, 28(2), 16–31. https://doi.org/10.20420/rlfe.2022.549

Plaza Lara, C., & Gonzalo Llera, C. (2022). Audio Description as a Didactic Tool in the Foreign Language Classroom: A Pilot Study within the TRADILEX Project. DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 199–216. https://doi.org/10.17979/digilec.2022.9.0.9282

Price, K. (1983). Closed-captioned TV: An untapped resource. MATESOL Newsletter, 12(1–8). https://www.matsol.org/assets/documents/Currentsv12no2Fall1983.pdf

Pujadas, G., & Muñoz, C. (2020). Examining adolescent EFL learners’ TV viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 42(3), 551–575. https://doi.org/10.1017/S0272263120000042

Sánchez-Requena, A. (2016). Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations. Porta Linguarum, 26, 9–21. http://dx.doi.org/10.30827/Digibug.53920

Sokoli, S. (2006-2008). LeviS. Learining via Subtitling. Socrates - Lingua II Funding. https://web.archive.org/web/20220331052709/http://levis.cti.gr/

Sokoli, S. (2015). Foreign language learning through interactive revoicing and captioning of clips. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 127–148). Peter Lang. https://doi.org/10.3726/978-3-0351-0719-7

Sokoli, S. & Zabalbeascoa, P. (2019). Audiovisual Activities and Multimodal Resources for Foreign Language Learning. In I. Herrero, Carmen & I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom (pp. 170–187). Multilingual Matters. https://doi.org/10.21832/9781788924498

Sokoli, S., Zabalbeascoa, P., & Fountana, M. (2011). Subtitling Activities for Foreign Language Learning: What Learners and Teachers Think. In L. Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling. Theory and Practice (pp. 219–242). Peter Lang. https://doi.org/10.3726/978-3-0353-0167-0

Talaván, N. (2006). Using subtitles to enhance foreign language learning. Porta Linguarum, 6, 41–52. http://dx.doi.org/10.30827/Digibug.30659

Talaván, N. (2013). La subtitulación en el aprendizaje de lenguas extranjeras. Octaedro.

Talaván, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class: International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/ijes.338671

Talaván, N. (2020-2023). TRADILEX. Audiovisual Translation as a Didactic Resource in Foreign Language Education. Spanish Ministry of Science and Innovation Project. https://tradit.uned.es/en/proyecto-tradilex-2/.

Talaván, N. (2020). The Didactic Value of AVT in Foreign Language Education. In Ł. 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

Talaván, N. (2021). Las voces superpuestas: Fundamentos y aplicaciones didácticas. In C. Botella & B. Agulló (Eds.), Mujeres en la traducción audiovisual (pp. 66–87). Sinderesis.

Talaván, N., & Lertola, J. (2016). Active audiodescription to promote speaking skills in online environments. Sintagma, Revista de Lingüística, 28, 59–74. https://doi.org/10.21001/sintagma.2016.28.04

Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education. A methodological proposal. Encuentro, 30, 23–39. http://hdl.handle.net/10017/50584

Talaván, N., Lertola, J., & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement. Alicante Journal of English Studies, 29, 229–248. https://doi.org/10.14198/raei.2016.29.13

Talaván, N., & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–229). Publicacions Universitat de Valencia.

Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105. https://doi.org/10.1016/j.system.2022.102736

Tinedo-Rodríguez, A., & Frumuselu, A. (2023). Subtitling for the deaf and hard of hearing (SDH) as an AVT pedagogical tool to promote L2 integrated language skills, interculturality and EDI (Equity, Diversity and Inclusion). Translation and Translanguaging in Multilingual Contexts, Special Issue: Audiovisual Translation: Fostering Access to Digital Mediascapes, 9(3), 316–336. https://doi.org/10.1075/ttmc.00116.tin

Torralba Miralles, G. (2018). Aprendizaje y perfeccionamiento de lenguas: la subtitulación en el Grado en Maestro de Educación Primaria. Revista de Lenguas Para Fines Específicos, 24(2), 73–91. https://doi.org/10.20420/rlfe.2018.366

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

Vanderplank, R. (2016). Captioned Media in Foreign Language Learning and Teaching. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50045-8

Williams, H., & Thorne, D. (2000). The value of teletext subtitling as a medium for language learning. System, 28(2), 217–228. https://doi.org/10.1016/S0346-251X(00)00008-7

Zabalbeascoa, P. & Sokoli, S. (2011-2014). ClipFlair. Foreign Language Learning through Interactive Captioning and Revoicing of Clips. European Lifelong learning Program Project. http://clipflair.net/

Zabalbeascoa, P., Sokoli, S., & Torres-Hostench, O. (2012). Conceptual framework and pedagogical methodology. CLIPFLAIR Foreign Language Learning Through Interactive Revoicing and Captioning of Clips. http://hdl.handle.net/10230/22701