Desenho de um curso online de legendagem para estudantes universitários de língua italiana
DOI:
https://doi.org/10.14571/brajets.v17.n3.926-938Palavras-chave:
audiovisual translation, didactic subtitling, language teaching, instructional designResumo
Didactic subtitling designates the use of several technological resources specific to the creation of subtitles as teaching tools. This article describes the process of design, implementation and evaluation by expert judgment and by participants of a methodological proposal involving four types of subtitling tasks (transcriptions, condensations, reverse and standard subtitles). The context of the proposal is a virtual course aimed at university students of Italian language, implemented in the Foreign Languages Degree at the Autonomous University of Zacatecas, Mexico. The course design followed the ADDIE instructional model and for its evaluation a pre-experimental study with qualitative and quantitative data analysis and descriptive scope is exposed. Two samples of participants were used: 8 students of foreign languages and 5 experts whose areas of expertise are language teaching, translation and information and communication technologies. The results confirm that didactic subtitling, within the virtual environment and with the selected tools, is positively received by both experts and students and that subtitling is an activity they find motivating.Referências
Ávila-Cabrera, J. J. (2019). Reverse Subtitling in the ESP Class to Improve Written Skills in English. Journal of Audiovisual Translation, 4(1), 27-49. https://doi.org/10.47476/jat.v4i1.2021.22
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: Revista de la Asociación Europea de Lenguas para Fines Específicos, 155-180. http://www.aelfe.org/documents/41_07_IBERICA.pdf
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, 93-109. https://doi.org/10.12681/ijltic.20279
Campbell, A. P., & Fuentes-Luque, A. (2020). Using subtitling to improve military ESP listening comprehension: an experimental study. Ibérica (40), 245-266. http://www.aelfe.org/documents/40_11_IBERICA.pdf
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, 280-300. https://doi.org/10.7202/1083179ar
Herrero, C., Sánchez Requena, A., & Escobar, M. (2017). Una propuesta triple: análisis fílmico, traducció audiovisual y enseñanza de lenguas extranjeras. InTRAlinea online translation journal. http://www.intralinea.org/specials/article/2245
Incalcaterra McLoughlin, L., & Lertola, J. (2015). Captioning and revoicing of clips in foreign language learning using Clipfair for teaching Italian in online learning environments. En C. Ramsey-Portolano, The future of Italian teaching: media, new technologies and multidisciplinary perspectives (págs. 55-69). Cambridge Scholars Publishing.
Lertola, J. (2019). Audiovisual translation in the foreign language classroom. Applications in the teaching of English and other foreign languages. Voillans: Research-publishing. https://doi.org/10.14705/rpnet.2019.27.9782490057252
Lopriore, L., & Ceruti, M. A. (2015). Subtitling and language awareness: a way and ways. In Y. Gambier, A. Caimi, & C. Mariotti, Subtitles and language learning (págs. 293-321). Peter Lang.
McKenzie, R. (2018). Subtitling in the classroom: Il secondo tragico Fantozzi. Neke The New Zealand Journal of Translation Studies, 1(1), 1-16. https://doi.org/10.26686/neke.v1i1.5160
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. doi:https://doi.org/10.20420/rlfe.2022.549
Ragni, V. (2018). Didactic subtitling in the Foreign Language classroom. Improving language skills through task-based practice and Form-Focused instruction: Background considerations. Translation and Translanguaging in Multilingual Contexts, 4(1), 9-29. https://doi.org/10.1075/ttmc.00002.rag
Soler Pardo, B. (2020). Subtitling and dubbing as teaching resources for learning English as a foreign language using software. Lenguaje y textos(51), 41-56. https://doi.org/10.4995/lyt.2020.12690
Talaván, N. (2011). A quasi-experimentl research on subtitling and foreign language acquisition. In L. Incalcaterra McLoughlin, M. Biscio, & M. A. Ní Mhainnín, Audiovisual translation: subtitles and subtitling theory and practice (págs. 197-217). Peter Lang.
Talaván, N. (2019). La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera. Doblele: revista de lengua y literatura, 85-97. https://doi.org/10.5565/rev/doblele.59
Talaván, N., Ibáñez, A., & Bárcena, E. (2016). Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language. ReCALL, 29(1), 39-58. https://doi.org/10.1017/S0958344016000197
Talaván, N., Lertola, J., & Fernández-Costales, A. (2024). Educational bases of didactic AVT in FLE. In Fernández Costales, A. & Talaván, N. Didactic Audiovisual Translation and Foreign Language Education. Routledge.
Torralba-Miralles, G. (2016). L'aprenentatge de llengües a través de la traducció audiovisual: la subtitulació com a eina per a l'adquisició de lèxic en llengua estrangera. Universitat Jaume I.
Torralba-Miralles, G. (2020). El uso de subtítulos pasivos y activos en la enseñanza de lenguas extranjeras: una revisión de las posibilidades didácticas de ambos recursos. Íkala, Revista de Lenguaje y Cultura, 231-250. https://revistas.udea.edu.co/index.php/ikala/article/view/332147/20795644
Zimányi, K. (2017). Gateways into teaching translation in the language classroom: a proposal for audiovisual translation of Coraline in EFL/ESOL. Araraquara, 3(2), 336-351. https://10.29051/rel.v3.n2.2017.9427
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Olivia Correa Larios, Diana Margarita Córdova Esparza , Roberto Gerardo Flores Olague
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.