La tornada de l’ús de la traducció audiovisual en l’ensenyament de llengües estrangeres

  1. Betlem Soler Pardo 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Quaderns: Revista de traducció

ISSN: 1138-5790

Any de publicació: 2022

Número: 29

Pàgines: 159-174

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Quaderns: Revista de traducció

Resum

Durant anys el mètode de traducció va ser menyspreat en l’ensenyament d’idiomes perquè no es dedicava atenció a la comunicació. Recentment, la traducció ha tornat: els acadèmics han vist com i per què la traducció podria ajudar a aprendre un idioma en situacions comunicatives reals a l’aula de llengua estrangera. El fet que la traducció i la traducció audiovisual (AVT) siguen ara disciplines establertes amb reconeguts beneficis lingüístics per a l’aprenentatge d’idiomes no és només una causa, sinó una conseqüència d’aquest canvi de paradigma. Aquest article comença amb una revisió de les metodologies d’ensenyament d’idiomes explorades durant el segle XX. A continuació, se centra en les modalitats de TAV per presentar una anàlisi crítica de les millors pràctiques didàctiques en relació amb aquesta tipologia. Finalment, s’aborden la subtitulació i el doblatge, i se centra en la varietat d’oportunitats que poden oferir en el camp de l’ensenyament de llengües.

Referències bibliogràfiques

  • ATIENZA CEREZO, Encarna; CASTRO CARRILLO, Maria Delia; INGLÉS FIGUEROA, Marta; LÓPEZ FERRERO, Carmen; MARTÍN PERIS, Ernesto; PUEYO VILLA, Silvia; VAÑÓ AYMAT, Antonio (2008). Diccionario de términos clave de ELE. Madrid: Instituto Cervantes: SGEL.
  • BURSTON, Jack (2005). “Video Dubbing Projects in the Foreign Language Curriculum”. CALICO Journal, 23(1), p. 79-92.
  • CEPON, Slavica (2011). “Interlingual Subtitling as a Mode of Facilitating Incidental Foreign Language Acquisition”. English for Specific Purposes World, 33(11), p. 1-37.
  • CHAUME, Frederic (2004). Cine y traducción. Madrid: Cátedra.
  • CHAUME, Frederic (2012). Audiovisual Translation: Dubbing. Manchester: St Jerome.
  • CHIU, Yi-Hui (2012). “Can film-dubbing projects facilitate EFL learners’ acquisition of English pronunciation?”. British Journal of Educational Technology, 43(1), p. 24-27.
  • COOK, Guy (2009). “Use of translation in language teaching”. In: Mona BAKER; SALDANHA, Gabriela (eds.). Routledge encyclopedia of translation studies. 2nd ed. New York; London: Routledge, p. 112-115.
  • COOK, Guy (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press.
  • COUNCIL OF EUROPE (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe Publishing.
  • COUNCIL OF EUROPE (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishing.
  • DANAN, Martine (2010). “Dubbing projects for the language learner: a framework for integrating audiovisual into task-based instruction”. Computer Assisted Language Learning, 23(5), p. 441-456.
  • DÍAZ CINTAS, Jorge; REMAEL, Aline (2007). Audiovisual Translation: Subtitling. Manchester: St Jerome.
  • DÍAZ CINTAS, Jorge; REMAEL, Aline (2012). “Los subtítulos y la subtitulación en la clase de lengua extranjera”. Abehache, 2(3), p. 95-114.
  • DUFF, Alan (1989). Translation. Resource Books for Teachers. Oxford: Oxford University Press. Series Editor Alan Maley.
  • DUFF, Alan (1994). Translation: Resource Books for Teachers. Oxford: Oxford University Press.
  • ELLIS, Rod; SHINTANI, Natsuko (2013). Exploring Language Pedagogy Through Second Language Acquisition Research. New York; London: Routledge.
  • EUROPEAN COMMISSION (s.d.). European accessibility act: Improving the accessibility of products and services in the single market, European Commission Employment, Social Affairs & Inclusion. https://ec.europa.eu/social/BlobServlet?docId=14795&langId=en 2 Ibid. 3. [Accessed: 09/12/2021].
  • GAMBIER, Yves (2003). “Screen Transadaptation: Perception and Reception”. In: BAKER, Mona (ed.). The Translator: Studies in Intercultural Communication. Manchester: St. Jerome Publishing, p. 171-189.
  • GONZÁLEZ-DAVIES, Maria (2004). Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins.
  • GONZÁLEZ-DAVIES, Maria (2017). “The use of translation in an Integrated Plurilingual Approach to language learning: teacher strategies and best practices”. Journal of Spanish Language Teaching, 4(2), p. 124-135.
  • HERRERO, Carmen; ESCOBAR, Manuela (2014). “Audio-description and media literacy in foreign language acquisition. Un modelo integrador de cine y audiodescripción para el aprendizaje de lenguas extranjeras: Los abrazos rotos (Almodóvar)”. Paper presented at Clipflair Conference.
  • HERRERO, Carmen; SÁNCHEZ-REQUENA, Alicia; ESCOBAR, Manuela (2017). “Una propuesta triple: análisis fílmico, traducción audiovisual y aprendizaje de lenguas extranjeras”. inTRAlinea, (Special Volume).
  • HUMMEL, Kirsten M. (2014). Introducing Second Language Acquisition: Perspectives and Practices. Hoboken (USA): Wiley-Blackwell.
  • HURTADO, Amparo (1994). “Un nuevo enfoque de la traducción en la didáctica de lenguas”. In: AGUSTÍN, Javier (ed.). Traducción, interpretación, lenguaje. Cuadernos del tiempo libre. Madrid: Fundación Actilibre.
  • KELLY, Niamh; BRUEN, Jennifer (2015). “Translation as a pedagogical tool in the foreign language classroom: a qualitative study of attitudes and behaviours”. Language Teaching Research, 19(2), p. 150-168.
  • KERR, Philip (2014). Translation and Own-language Activities. Cambridge: Cambridge University Press.
  • KUMAI, William (1996). “Karaoke movies: dubbing movies for pronunciation”. The Language Teacher Online, 20(9). https://jalt-publications.org/old_tlt/files/96/sept/dub.html [Consulta: 10/12/2021].
  • KUMARADIVELU, B. (2001). “Toward a Postmethod Pedagogy”. Tesol Quaterly, 35(4).
  • LAUFER, Batia; GIRSAI, Nany (2008). “Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation”. Applied Linguistics, 29, p. 694-716.
  • LAVAULT, Elisabeth (1985). Fonctions de la traduction en didactique des langues. París: Didier Érudition.
  • LERTOLA, Jennifer (2013). Subtitling New Media: Audiovisual Translation and Second Language Vocabulary Acquisition. Doctoral Thesis. Università di Bologna (Bologna).
  • LERTOLA, Jennifer (2018). “From Translation to Audiovisual Translation in Foreign Language Learning”. TRANS. Revista de Traductología, 22, p. 185-202.
  • MACHIDA, Sayuki (2011). “Translation in teaching a foreign (second) language: a methodological perspective”. Journal of Language Teaching and Research, 2(4), p. 740-746.
  • MARTÍNEZ MARTÍNEZ, Silvia (2012). “La audiodescipción (AD) como herramienta didáctica. Adquisición de la competencia léxica”. In: DEL POZO, Maribel; LUNA, Ana; ÁLVAREZ, Alberto (eds.). Traducir en la Frontera. Susana Cruces. Granada: Atrio, p. 87-102.
  • MARTÍNEZ SIERRA, Juan José (2014). “The use of audiovisual translation software in Second Language Teaching”. Journal of Foreign Language Teaching and Translation Studies, 3(1), p. 74-84.
  • MATAMALA, Anna (2008). “Teaching voice-over. A practical approach”. In: Jorge DÍAZ CINTAS (ed.). The Didactics of Audiovisual Translation. Amsterdam; Philadelphia: John Benjamins, p. 115-127.
  • MORENO IBÁÑEZ, Ana; VERMEULEN, Anna (2013). “Audio Description as a tool to improve lexical and phraseological competence in Foreign Language Learning”. In: FLOROS, George; TSIGARI, Diana (eds.). Translation in Language Teaching and Assessment. Newcastle: Cambridge Scholars Press, p. 45-61.
  • MORENO IBÁÑEZ, Ana; VERMEULEN, Anna (2015). “Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students”. Procedia: Social and Behavioral Sciences, 78, p. 32-138.
  • NAVARRETE, Marga (2013). “El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno de CLIPFLAIR”. MarcoEle, 16.
  • NEVES, Joselia (2004). “Language awareness through training in subtitling”. In: ORERO, Pilar (ed.). Topics in Audiovisual Translation. Amsterdam; Philadelphia: John Benjamins, p. 127-140.
  • NEWSON, Dennis (1998). “Translation and foreign language teaching”. In: MALMKJÆR, Kirsten (ed.). Translation and language teaching. Manchester: St. Jerome, p. 63-68.
  • REMAEL, Aline; REVIERS, Nina; VERCAUTEREN, Gert (2015). Pictures painted in words: ADLAB Audio Description guidelines. Trieste: Edizioni Università di Trieste.
  • SÁNCHEZ CUADRADO, Adolfo (2017). “Validación empírica del potencial pedagógico de la traducción: la atención a la forma en actividades colaborativas de traducción”. Journal of Spanish Language Teaching, 4(2), p. 136-151.
  • SÁNCHEZ REQUENA, Alicia (2016). “Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations”. Porta Linguarum, 26, p. 9-21.
  • SCHAFFNER, C. (1998). Qualification for Professional Translators. Translation in Language Teaching Versus Teaching Translation. Manchester: St. Jerome publishing.
  • SHEVCHENKO, N.; BLANCO-ARNEJO, M. (2005). “Found in translation: How the Spanish 365 students taught Bart Simpson Spanish in a technology-enhanced language learning environment”. Bits, Bytes, & Nybbles.
  • SNELL-HORNBY, Mary (1985). “Translation as a means of integrating language teaching and linguistics”. In: TITFORD, Christopher (eds.). Translation in foreign language teaching and testing. Tübingen: G. Narr, p. 21-28.
  • SOKOLI, STAVROULA (2006). “Learning via Subtitling (LvS): A tool for the creation of foreign language learning activities based on film subtitling”. MuTra – Audiovisual Translation Scenarios.
  • SOLER PARDO, Betlem (2017). “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”. Revista Tejuelo: Didáctica de la Lengua y la Literatura, 26(1), p. 63-192.
  • TALAVÁN, Noa (2013). La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro.
  • TALAVÁN, Noa; ÁVILA-CABRERA, José (2015). “First insights into the combination of dubbing and subtitling as L2 didactic tools”. In: GAMBIER, Yves; CAIMI, Annamaria; MARIOTTI, Cristina (eds). Subtitles and Language Learning. Oxford: Peter Lang, p. 149-172.
  • TALAVÁN, Noa; LERTOLA, Jennifer (2016). “Active audiodescription to promote speaking skills in online environments”. Sintagma, 28, p. 59-74.
  • TAYLOR, Christopher (1996). “The relevance of film dubbing and subtitling to language teaching”. In: HEISS, Harold C.; BOLLETIERI BOSINELLI, R.M. (eds). Traduzione multimediale per il cinema, la televizione e la scena. Bologna: CLUEB, p. 271-277.
  • VAN LOMMEL, Sven (2006). “Foreign-grammar acquisition while watching subtitled television programmes”. British Journal of Educational Psychology, 76, p. 243-258.
  • VANDERPLANK, Robert (2010). “Déjà vu? A decade of research on language laboratories, television and video in language learning”. Language Teaching, 43(1), p. 1-37.
  • VANDERPLANK, Robert (2016). Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning. London: Palgrave.
  • WAGENER, Debbie (2006). “Promoting independent learning skills using video on digital laboratories”. Computer Assisted Language Learning, 19, p. 279-286.
  • ZOHREVANDI, Z. (1994). “Translation as a resource: Teaching English as a foreign language”. In: BEAUGRANDE, Robert de; SHUNNAQ, Abdulla; HELIEL, Mohamed (eds.). Language, discourse and translation in the West and Middle East. Amsterdam; New York: John Benjamins, p. 181-187.
Fuente de los datos: Dialnet