iDub - El potencial del doblaje intralingual en el aprendizaje de idiomas extranjeros: cómo evaluar la tarea

Abstract

Research on the use of active dubbing activities in foreign language learning is gaining an increasing amount of attention. The most obvious skill to be enhanced in this context is oral production and a few authors have already mentioned the potential benefits of asking students to record their voices in a 'semiprofessional' manner. The present project attempts to assess the potential of intralingual dubbing (English-English) to develop general oral production skills in adult university students of English B2 level in an online learning environment, and to provide general guidelines of dubbing task assessment for practitioners. To this end, a group of undergraduate pre-intermediate students worked on ten sequenced activities using short videos taken from an American sitcom over a period of two months. The research study included language assessment tests, questionnaires and observation as the basic data gathering tools to make the results as reliable and thorough as possible for this type of educational setting. The conclusions provide a good starting point for the establishment of basic guidelines that may help teachers implement dubbing tasks in the language class.

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

“…In most studies, qualitative and quantitative data are both gathered. Movie or TV series excerpts are the most preferred AV materials, and ClipFlair is the dubbing software selected both in face-to-face and distance learning (Navarrete, 2013;Talaván & Costal, 2017). The research focus of the qualitative study on reverse interlingual dubbing is the development of speaking and writing skills, since army students in the United States are required to dub a number of AV excerpts from English into Dari, Pashto, or Farsi (Danan, 2010).…”

“…Therefore, further research is needed in this regard. Talaván and Costal (2017) recommend making several adaptations before carrying out a second repetition: the clips should be between one and two minutes in duration, and for the task to be classified as dubbing, actual recordings ought to take place. He and Wasuntarasophit (2015) investigate the outcomes of dubbing on improving oral proficiency with 34 Chinese English as a foreign language learners who were asked to dub a 26-minute episode of an American TV series over four weeks.…”

“…Overall, findings show concurrent improvement in pronunciation, intonation, and speed, thus corroborating the pilot's results (Sánchez Requena, 2016). Talaván and Costal (2017) undertake an intralingual dubbing project (iDub) to assess its potential on the development of speaking skills. iDub is based on iCap, a previous project on intralingual captioning for the enhancement of writing skills and vocabulary acquisition (Talaván et al, 2016b).…”

La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera

“…El doblaje didáctico lleva también algunos años poniéndose en práctica en las aulas. Aunque la valoración de eficacia desde el punto de vista de la investigación ha recibido menos atención que la subtitulación didáctica, se han hallado en los últimos años resultados beneficiosos no solo para el desarrollo de la comprensión audiovisual (Talaván & Costal, 2017), sino también para el fomento de otras destrezas y componentes de la didáctica de la L2, tales como la pronunciación y fluidez en la expresión oral, la expresión escrita, o la conciencia intercultural (Lertola, 2019).…”

“…La TAV es el ámbito profesional y académico en el que se realizan y estudian las traducciones de textos audiovisuales, es decir, productos transmitidos por dos canales simultáneamente, el auditivo y el visual; entre sus modalidades más conocidas destacan la subtitulación, el doblaje, la audiodescipción y las voces-solapadas. A principios del siglo XXI se comenzó a explorar la vertiente activa de la aplicación didáctica de la TAV al ámbito de la enseñanzaaprendizaje de L2, primero en términos de subtitulación (es decir, los alumnos subtitulando vídeos seleccionados por el docente), y más adelante, una década después, otras modalidades como el doblaje, la audiodescripción o las voces solapadas también se han comenzado a utilizar en la docencia y a investigar en el ámbito académico (Alonso-Pérez & Sánchez-Requena, 2018;Borghetti & Lertola, 2014;Fernández-Costales, 2017;Sokoli, 2015;Talaván, 2011;Talaván & Costal, 2017;Talaván & Rodríguez-Arancón, 2018).…”