Bolanos-Garcia-Escribano, A

Navarrete, M

English

UCL Discovery

15–18 July 20219th European Conference on Language Learning (ECLL2021)IAFOR | University College London (UCL)DR ALEJANDRO BOLAÑOSa.bolanos@ucl.ac.ukDR MA R G A NA V A R R E T Em.navarrete@ucl.ac.ukSELCS | CMIIUniversity College LondonTRADILEX: Applying an Action-oriented Approach (AoA) to Audiovisual Translation in Modern Foreign LanguagesWhat is                   ?PID2019-107362GA-I00Project Goals:• Confirm the viability of including a methodology that integrates AVT as a didactic resource in the L2 class in non-formal educational contexts of university language schools.• Prepare a specific methodological proposal that can be integrated into the general curriculum of the courses of the language schools of the different participating universities.• Based on the obtained results, produce a manual of good practices on the use of AVT in language schools and similar institutions across and beyond higher education.• Create an online platform where the tasks and activities designed by TRADILEX can be carried out so that they are available to any user (either teacher or student) who may be interested in benefiting from these types of teaching resources.• Consolidate an innovative line of research in which the benefits of the use of technology, audiovisual media and mediation are combined: the didactic use of AVT to improve L2 learning.What is (Didactic) Audiovisual Translation?Audiovisual Translation(AVT)Spoken output (SL) > Spoken output (TL)Spoken output (SL) > Written output (TL)MediaAccessibility(MA)Audiovisual translation (AVT) is an academic discipline and umbrella termencompassing an array of professional practices that look at the localisation of mediacontent. Localising media content requires sufficient awareness of the coexistence ofthe acoustic and visual communication channels, together with the verbal andnonverbal information, inasmuch as these programmes are perceived aurally andvisually at the same time.Characteristics of (professional) AVT:• Communication is achieved through different channels (oral and visual) and signs(movement, image, dialogue, narration, music, sounds).• The localiser/translator (often) needs special software that allows him/her to work withthe clip.• The commission will be held within a broader project in which translators are only onelink in the chain. Technicians, dialogue writers, spotters, dubbing directors, dubbingactors, distributors, etc. play their part in the AVT process as well.• The audience can receive the audiovisual product in two languages or moresimultaneously, either visually or orally.• National conventions apply to each commission aiming for a correct reception in thecountry where the product will be distributed.Didactic AVT is the application of AVT to language learning.Localised/accessible AV contentActive AVT  captioning and/or revoicing video clips by learners with the use of software. Positive outcomes and development of various strands of inquiry as proved by experimental research (Lertola, 2019; Talaván, 2020). Audiovisual Translation in FLE“The use of AVT in language teaching is not new: subtitles as a support inparticular (both interlingual and intralingual) have been utilised extensively fordecades, both in teacher-led and in independent learning contexts. Studies on theimpact of the subtitles on language learners go back to the late 1980s”(Incalcalterra McLoughlin, Lertola & Talaván, 2018: 1–3)Main stages of didactic AVT in FLE:i.80s  Usage of film and video (Bowen, 1982; Lonergan, 1984; Tomalin, 1986; Byram, 1989; Kramsch, 1993; Hanley, Herron & Cole, 1995; Katchen 1996; Markhan, Peter & McCarthy, 2001; Stempleski, 2003; Guichon & McLornan, 2008) ii.90s  Potential of active subtitling in FLE (Díaz-Cintas,1995, 1997) iii.00s  Potential of active subtitling in FLE (Talaván, 2006a; Sokoli, 2006) forspecific purposes (Talaván, 2006b) iv.Mid-00s until today  International projects on didactic AVT (EU-funded LeviS and ClipFlair; TRADILEX)Didactic dubbing: The state of the artGeneral studies: (Kumai, 1996; González Davies, 2004; Burston, 2005; Wagener, 2006; Bibrough, 2007; Dan, 2010; Navarrete 2013, Wakefield, 2014)Experimental studies:• Speaking skills (Chiu, 2012; He & Wasuntarasophit, 2015; Florente, 2016; Sánchez-Requena, 2016, 2018)• Speaking skills & assessment guidelines (Talaván & Costal, 2017)• Speed, pronunciation& intonation (Sánchez-Requena, 2018)Didactic AD: The state of the art• Passive AD for vocabulary acquisition (Martínez Martínez, 2012)• Improving writing skills (Clouet, 2005)• General improvement in language learning (Gajek & Szwarkowska, 2013)• Lexical competence, four traditional skills & skill integration (Ibáñez & Vermeulen, 2013, 2014)• Lexical competence (Calduch & Talaván, 2018)• Oral competence (Talaván et al, 2014; Talaván & Lertola 2016; Navarrete 2018)What is AoA?Action-oriented Approach (AoA)• A language learner becomes a social agent, a member of a community in charge of accomplishing tasks ‘in a given set of circumstances, in a specific environment and within a particular field of action’ (Council of Europe, 2001: 9 cited in Piccardo & North, 2019).• It’s the close relationship between a number of factors: language tasks, how they are viewed, the role of the resources used which might vary from a cognitive, emotional or volitional nature, as well as precise individual abilities. • It’s the CEFR contribution to the transparency and coherence of the complexity involved in language use and language education, but it does not intend to create a methodological agenda; instead it means a ‘powerful foundation that relates the individuals to the social context, and suggests real-life situations with their implications and outputs’ (ibid: 4). A total switch of perspective:Mediation means integration: a holistic approach – NOT interaction of THE FOUR SKILLSSample descriptors (intralingual dubbing)B2 Can perform as an actor the original dialogues of a clip (in Language B) taking into consideration lip synchrony and other body language gestures, using a certain degree of sophistication in the usage of vocabulary and structures. This should be done producing a very good level of intelligible utterances in terms of fluency, pronunciation and intonation.B1Can perform as an actor the original dialogues of a clip (in Language B) taking into consideration lip synchrony and other body language gestures, using a basic degree of sophistication in the usage of vocabulary and structures. This should be done producing a good level of intelligible utterances in terms of fluency, pronunciation and intonation.Sample descriptors (AD)B2 Can audio describe (in Language B) relevant visual elements of a video clipto visually impaired viewers, using a certain degree of sophistication inthe usage of vocabulary and structures whilst implementing the necessaryreorganisation steps for the narration to be in synchrony with the imagesof the clip.B1Can audio describe (in Language B) relevant visual elements of a video clip to visually impaired viewers, using a basic degree of sophistication in the usage of vocabulary and structures whilst implementing the necessary reorganisation steps for the narration to be in synchrony with the images of the clip.RECOMMENDATIONS FOR REVOICING TASKSPOOR(0–5)ADEQUATE(5–10)GOOD (10–15)EXCELLENT(15–20)Linguistic and/orpronunciationadequacySyncrony (lip synch, narration = images)Speed (naturalness)Technical qualityDramatisationFinal mark(out of 100)The TRADILEX approach to AVT online learningAVT Modes• Revoicing:– Audiodescription– Dubbing– Voiceover• Subtitling:– Subtitling– SDH• B1:– 6 online lessons• B2:– 6 online lessonsSpanish-speaking students.(Training the trainers.)English levelAVT task structure/lesson planStage Description ObjetivePre-viewing (10 min) Introduction tasks on the video content, plot, characters, actions and images (AD)New vocabulary, grammar structures, intercultural informationFinding about the context of the video to prepare for AVT taskViewing (10 min) The clip is viewed at least twice Finding about the messages conveyed by the clipAnticipating problems or temporal limitations for the AVT taskAVT task: dubbing/AD/subtitling Dubbing/AD/(subtitling) Develop linguistic, pronunciation and other other skills in an integrated mannerProduction tasks (post-AVT tasks)Oral discussions on video contentRole-plays to practice linguistic elementsWritten production tasksImproved linguistic skills developed in the previous stageLesson Plans (I) Components:1) Warm-up2) Viewing3) Viewing and AVT task4) Post-AVT taskLesson Plans (II)Ongoing work• Piloting of LPs in various FLE classrooms (Moodle) and empirical studies.• Launch of teacher training courses in September 2021.• Launch of didactic AVT course for Spanish-speaking FLE students later in 2021/2022.• Development of dedicated AVT platform.Conclusions• The design and implementation of AVT teaching requiresenough awareness of a number of technicalconsiderations that affect the teaching delivery.• Our AoA methodology is an extension of thecommunicative approach, but one where mediationacquires a pivotal role.• Empirical research has proved that active, didacticrevoicing tasks helps to foster linguistic and culturalskills in the fostering of translation competence as well asdigital literacy.• Didactic AVT tasks thus have a great potential, but tasksneed to be aligned with the curriculum where they arebeing developed as well as tailored to the needs of thestudents.List of ReferencesCouncil of Europe (2018). Companion Volume with new descriptors. Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989Incalcaterra McLoughlin, L., Lertola, J., & Talaván, N. (2018). Editorial. Translation and Translanguaging in Multilingual Contexts, 4(1), 1–8. https://doi.org/10.1075/ttmc.00001.ediLertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252Navarrete, M. (2018). The use of audio description in foreign language education. Translation and Translanguaging in Multilingual Contexts, 4(1), 129–150. https://doi.org/10.1075/ttmc.00007.navSánchez-Requena, A. (2017). Audiovisual translation in foreign languages education: the use of intralingual dubbing to improve speed, intonation and pronunciation in spontaneous conversations [Manchester Metropolitan University]. https://e-space.mmu.ac.uk/id/eprint/620483Talaván, 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). London: Palgrave Macmillan.(Further references provided upon request.)15–18 July 20219th European Conference on Language Learning (ECLL2021)IAFOR | University College London (UCL)DR ALEJANDRO BOLAÑOSa.bolanos@ucl.ac.ukDR MARGA NAVARRETEm.navarrete@ucl.ac.ukSELCS | CMIIUniversity College LondonThank You!Any questions? Please drop us a line!PID2019-107362GA-I00

TRADILEX: Applying an Action-oriented Approach (AoA) to Audiovisual Translation in Modern Foreign Languages

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TRADILEX: Applying an Action-oriented Approach (AoA) to Audiovisual Translation in Modern Foreign Languages

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