| More

Exploring the Combination of Subtitling and Revoicing Tasks: A Proposal for Maximising Learning Opportunities in the Italian Language Classroom

Views: 85 Downloads: 70
ANASTASIA BELTRAMELLO
ANASTASIA BELTRAMELLO

Abstract


Research has proven that audiovisual translation as an instructional tool is certainly beneficial to the enhancement of language skills, mainly listening, reading and writing. The relationship between the pragmatics of audiovisual (AV) material and the way they are learned, is still a topic that requires more investigation. In this study, clips form an Italian TV series are exploited as context-rich scaffolding on which students can build up vocabulary and develop an awareness of L2 pragmatics. This article presents an innovative didactic methodology that capitalised on the linguistic richness of audiovisual texts and sees in subtitling and revoicing tasks a great didactic potential that provides students with numerous opportunities for learning vocabulary and L2 pragmatic. In the course proposed, exposure to AV input is integrated with subtitling and revoicing tasks as well as with multimodal analysis of the video clips in order to maximise learning opportunities in the FL classroom.

Keywords


Audiovisual Translation; Subtitling; Interlanguage Pragmatics; Italian as a Foreign Language

Full Text:

PDF

References


Araújo,Vera (2008). The educational use of subtitled films in EFL teaching. In Jorge Díaz Cintas (ed.) The Didactics of Audiovisual Translation. Amsterdam and Philadelphia: John Benjamin, 227-38.

Baltova, Iva (1999). The Effect of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. PhD thesis. National Library of Canada, Ontario Institute for Studies in Education of the University of Toronto.

Bettoni, Camilla (2006). Usare un’altra lingua. Guida alla pragmatica interculturale. Roma/Bari, Italia: Laterza.

Boers, Frank (2006). Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test. Language Teaching Research 10(3), 245–261

Borghetti, Chiara. & Lertola, Jennifer (2014). Interlingual subtitling for intercultural language education: a case study. In Language and Intercultural Communication. 14(4), 423–440

Borrás Isabel & Lafayette Robert (1994). Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French. The Modern Language Journal. 78 (1), 61-75.

Brown, Penelope & Stephen C. Levinson. 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press. [First published 1978 as part of Esther N. Goody (ed.): Questions and Politeness. Cambridge University Press]

Bruti, Silvia (2016). Audiovisual Texts and Subtitling in the Teaching of Pragmatics. Trans-kom 9 (2), 186-207.

Burston, Jack (2005). Video Dubbing Projects in the Foreign Language Curriculum. CALICO Journal.23(1), 79–92.

Caimi, Annamaria (2006). Audiovisual Translation and Language Learning: The Promotion of Intralingual Subtitles. The Journal of Specialised Translation. 3, 85-98.

Chiu, Yi-Hui (2012). Can film dubbing projects facilitate EFL learners' acquisition of English pronunciation? British Journal of Educational Technology. 43(1), 24-27.

Danan, Martine (2004). Captioning and subtitling: undervalued language learning strategies. Meta: Journal des traducteurs. 49(1), 67-77.

Danan, M. Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction. In Computer Assisted Language Learning, 2010, vol. 23, no. 5, pp.441– 456. Available from: http://www.tandfonline.com/doi/abs/10.1080/09588221.2010.522528. DOI:10.1080/09588221.2010.522528

Díaz Cintas, Jorge & Fernández Cruz, Marco (2008). Using subtitled video materials for foreign language instruction. In Jorge Díaz Cintas (ed.) The Didactics of Audiovisual Translation. Amsterdam and Philadelphia: John Benjamins, 201–214.

Forchini, Pierfranca (2012). Movie Language Revisited. Evidence from Multi-dimensional Analysis and Corpora. Bern: Lang

Gumperz John J. (1982). Discourse Strategies. Cambridge, Cambridge University Press.

Ibáñez Moreno, Anna & Vermeulen, Anna (2008). Audio Description as a tool to improve lexical and phraseological competence in foreign language learning. In Dina Tsagari and George Floros (ed.) Translation in language teaching and assessment. Newcastle: Cambridge Scholars Press, 45-61.

Incalcaterra McLoughlin Laura & Lertola, Jennifer (2011). Learn through Subtitling: subtitling as an aid to language learning. In Laura Incalcaterra McLoughlin, Marie Biscio & Máire Áine Ní Mhainnín (ed.) Audiovisual Translation, Subtitles and Subtitling. Theory and Practice. Bern: Peter Lang, 243- 263.

Incalcaterra McLoughlin Laura & Lertola, Jennifer (2016). Traduzione audiovisiva e consapevolezza pragmatica nella classe d’italiano avanzata. In Donatella Troncarelli and Matteo La Grassa (eds.) Orientarsi in rete. Didattica delle lingue e tecnologie digitali. Siena: Becarelli, 244-264.

Lertola, Jennifer & National University of Ireland, Galway. College of Arts, Social Sciences Celtic Studies. Theses. Italian Studies. Theses. (2013). Subtitling new media: Audiovisual translation and second language vocabulary acquisition (National University of Ireland, Galway, Theses; 11757). Galway: National University of Ireland, Galway.

Neves, Josélia (2004). Language Awareness through Training in Subtitling. In P. Orero (ed.), Topics in Audiovisual Translation. Amsterdam: John Benjamins, 127-139.

Nuzzo Elena (2016). Fonti di input per l’insegnamento della pragmatica in italiano L2: riflessioni a partire dal confronto tra manuali didattici, serie televisive e parlato spontaneo. In Elisabetta Santoro e Ineke Vedder (a cura di) Pragmatica e interculturalità, in italiano lingua seconda (pp. 15-27). Firenze: Franco Cesati Editore.

Quaglio, Paulo (2009): “Vague Language in the Situation Comedy Friends vs. Natural Conversation.” Maria Freddi, Maria Pavesi (eds): Analysing Audiovisual Dialogue. Linguistic and Translational Insights. Bologna: CLUEB, 75-91

Rose, Kenneth & Kasper, Gabriele (2001). Pragmatics in Language Teaching. In Rose, Kenneth & Kasper, Gabriele (ed.) Pragmatics in Language Teaching. Cambridge: Cambridge University Press, 1-9.

Schmidt, Richard (1993). Consciousness, learning and interlanguage pragmatics. In Kasper, G., BlumKulka, S. (eds.), Interlanguage Pragmatics. Oxford University Press: Oxford, 21–42.

Steyvers, Margo (2014-2015). L’audiodescrizione come strumento didattico per l’apprendimento dell’italiano L2. Unpublished PhD thesis. Gent.

Talaván, Noa & Ávila-Cabrera José Javier (2015). First Insights into the Combination of Dubbing and Subtitling as L2 Didactic Tools. In Yves Gambier, Annamaria Caimi and Cristina Mariotti Subtitles and Language Learning. Bern: Peter Lang, 149-172

Vanderplank, Robert (1998). The value of teletext sub-titles in language learning. ELT Journal. 42(4), 272–281.

Weyers, Joseph (1999). The Effect of Authentic Video on Communicative Competence. The Modern Language Journal. 83(3), 339-349.


Refbacks

  • There are currently no refbacks.