12. Audiovisual Activities and Multimodal Resources for Foreign Language Learning

Sokoli, Stavroula; Zabalbeascoa, Patrick

doi:10.21832/9781788924498-015

Cited by 14 publications

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“…There are indications that audio-visual input has beneficial effects on other aspects of language development such as grammar learning and pronunciation but this needs further investigation. Future research might also consider the use of audio-visual input to stimulate learners' development of culture (Sokoli & Zabalbeascoa, 2019), media, and television literacy (Bednarek, 2018).…”

Section: Concluding Remarks and Future Directionsmentioning

confidence: 99%

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

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Section: Concluding Remarks and Future Directionsmentioning

confidence: 99%

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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“…Thus, despite there not being any objective reason to disregard the use of resources that involve the use of the students' L1 in an FLL context, teachers that do not feel comfortable using translation may be able to appreciate the benefits of intralingual AVT-focused tasks, as they are based on translation practices but are by far more focused on the benefits that can be derived from the comprehension, reformulation and recreation of audiovisual input than on interlingual transfer. The fact that audiovisual material has been tried and tested as resource in secondary school classrooms for many decades is widely accepted (Calduch & Talaván, 2017;Sokoli & Zabalbeascoa, 2019). Today, video is more accessible to the entire world population than it has ever been thanks to technological developments, including easy access to the internet through smartphones, tablets, laptops, etc., and there are many productive ways to take advantage of this reality in the FL classroom.…”

Section: Avt Tasks In the Secondary School Classroommentioning

confidence: 99%

“…Finally, before presenting the potential benefits that several different types of AVT may entail for FLL, it is important to note that there are different language combinations that can be effective when carrying out AVT tasks in the classroom. Sokoli and Zabalbeascoa (2019) point out that the language combinations that students will have to deal with can be either intralingual (L2>L2) or interlingual (L1>L2 or L2>L1). However, they also state that the diversity of the potential language activities increases exponentially depending on the number of languages included, as it could be possible to work with a third language in an AVT task if it were suitable and potentially beneficial for the students.…”

Section: Avt Tasks In the Secondary School Classroommentioning

confidence: 99%

“…In the following sections, we discuss different types of AVT and argue as to how they might be relevant in a secondary school context as a resource for teaching EFL. All types of AVT can favor the development of the productive skills, both oral and written, while also enhancing the oral and written receptive skills (Talaván, 2019c) as well as vocabulary acquisition, retention of idiomatic expressions and intercultural awareness (Sokoli & Zabalbeascoa, 2019).…”

Section: Avt Tasks In the Secondary School Classroommentioning

confidence: 99%

“…These activities are not tied to any specific level of proficiency, as they can be easily adapted depending on the students' level. Sokoli and Zabalbeascoa (2019) claim that: "the same clip may be exploited differently for learners with different levels of proficiency, and the same set of instructions can be used with different clips" (p. 174). These sequences intend to showcase the application of different AVT techniques (subtitling and dubbing), the richness of using accessibility modes (SDH and AD) and activities that range between being more prescriptive (interlingual subtitling, SDH) and more creative (AD, creative dubbing).…”

Section: Avt Learning Tasks For Secondary School Efl Learningmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Audiovisual translation as a didactic tool in the Secondary school foreign language classroom

Bobadilla-Pérez¹,

Santiago

2022

PortaLin

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The aim of this research is to showcase the versatility of Audiovisual Translation (AVT) as a resource in the language classroom. Didactic AVT helps students improve their communicative competence and linguistic skills in the foreign language (L2). Students also develop their digital competence by working with online resources and AVT editing software, and their intercultural competence by being exposed to authentic material in their L2. Mediation skills, as promoted by the CEFR (2001), are also developed with the implementation of didactic AVT. The literary review first introduces general concepts of didactic AVT, and later breaks down different AVT modes to focus on the benefits and potential downsides as classroom resources inherent to each one: subtitling, dubbing, subtitling for the deaf and hard of hearing (SDH) audio description (AD), and creative AVT. With the intention of exemplifying some practical applications of AVT modes as central tasks in Secondary school EFL classrooms, this paper presents four learning sequences which are based on the theoretical principles reported in the reviewed literature. These learning sequences are not meant to be prescriptive, but rather an example of potential ways to implement AVT in the classroom.

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Subtitling short films to improve writing and translation skills

Talaván,

Rodríguez-Arancón

2023

RESLA

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This paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.

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12. Audiovisual Activities and Multimodal Resources for Foreign Language Learning

Cited by 14 publications

References 0 publications

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Exploring Audiovisual translation as a didactic tool in the Secondary school foreign language classroom

Subtitling short films to improve writing and translation skills

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