The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills

Ávila-Cabrera, José Javier; Esteban, Avelino Corral

doi:10.1016/j.esp.2021.02.004

Cited by 24 publications

(19 citation statements)

References 11 publications

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“…Intralingual error is also called a developmental error because the students are still in the process of acquiring the target language. Moreover, this error embodies overgeneralization, an incomplete understanding, a false conception, and an ignorance of the rules of the target language (Ávila-Cabrera & Esteban, 2021;Gvarishvili, 2013). About this study, the intralingual errors committed by the students in their paragraphs were 42 errors with 45.16% in total.…”

Section: Discussionmentioning

confidence: 56%

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Yudhayana

Juniarta

2022

JPBI

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Writing skills are still lacking and weak in students' classes and are often ignored by students. This study aimed at analyzing, and calculating the types and the sources of grammatical errors committed by the second-semester students from four classes in the English Language Education department academic year 2020/2021 in their comparison and contrast paragraphs. The final semester test of the Paragraph Writing course was used as the instrument of the study. Additionally, in analyzing the data, the theory by Dulay, Burt, and Krashen (1982) was used to describe the types of errors and the theory by Richards (1974) was used to analyze the errors’ sources. After that, that data was calculated. From the 114 paragraphs, 38 paragraphs that contained erroneous sentences were found. Four types of errors were classified, namely omission with 61 errors or 65%, followed by addition with 23 errors or 25%, then misformation with 6 errors or 6%, and the lowest was misordering with 4 errors or 4%. The errors were committed because of two sources; the first was an interlingual error that occurred 52 times or 54.84% and the second was an intralingual error with 42 errors or 45.16%. Conclusively, the omission and addition errors were the errors that needed to be concerned about because these two types of errors showed a very significant number of occurrences. Therefore, the students should be more aware of the grammar rules and teachers should emphasize the appropriate teaching method or technique to prevent the same errors to be happening in the future.

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Section: Discussionmentioning

confidence: 56%

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Yudhayana

Juniarta

2022

JPBI

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“…This thesis is also supported by some researchers who study the theoretical foundations of the project method application in the conditions of distance learning (Spikol et al, 2018;Dvorianchykova et al, 2021). Some researchers also write about the need for a wider implementation of the project method for interdisciplinary integration in the distance learning format, arguing that within the framework of project activities it is possible to achieve the formation of students' professional competencies (Hanif et al, 2019;Ávila-Cabrera and Esteban, 2021). At the same time, some researchers note the need to create an effective teacher-student communication system for the implementation of project activities in a distant format (MacLeod and Veen, 2020;Shumeiko and Nypadymka, 2021).…”

Section: Discussionmentioning

confidence: 93%

Effective Integration of Distance Courses Through Project-Based Learning

Malyuga

Petrosyan

2022

Front. Educ.

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The paper aims to single out critical success factors contributing to efficient implementation of distance learning practices and to explain the role of project-based learning in ensuring effective teaching of profession-oriented foreign language in a distance format. The authors argue in favor of distance learning as a beneficial educational tool providing for the training of large groups of people regardless of the place of residence and placing a priority on students’ individual capacities. Study design included a preliminary survey of 150 respondents specializing in the natural sciences and the humanities identifying the key analysis criteria, a complex of experimental online lessons incorporating project-based teaching principles, and a summarizing questionnaire verifying respondents’ post-experiment outlooks. The methodology of empirical research was based on a systematic approach and deployed the methods of pedagogical observation, project-based teaching, sociological research, and statistical analysis using Neural Designer software for calculating questionnaire results. Analyzing the obtained results, the authors conclude that: 1) Students specializing in the humanities have a higher motivation to study related minor subjects; 2) interdisciplinary integration using the English language allows to achieve a cumulative effect for major and related minor subjects; 3) interdisciplinary integration based on the project method is an effective means of improving academic performance in major subjects; 4) interdisciplinary integration based on the project method makes it possible to acquaint students with the best practices in their chosen specialty; 5) project method allows to achieve related didactic goals—self-expression, independent continuous learning and the formation of professional competencies.

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“…According to the research results, the number of lines in the fansubbed texts does not exceed two, while in non-professional subtitling it may expand up to four (Simó & Rosario, 2005). However, in fansubs, the two-line subtitles are used more often than the one-line subtitles, which often goes against the recommendations of the established subtitling guidelines (Williams & Thorne, 2000;Ávila-Cabrera & Esteban, 2021).…”

Section: Results and Discussion Layoutmentioning

confidence: 99%

Fansubbing practices in Ukraine

Gach

2021

lingcure

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This research focuses on the analysis of the English non-professional subtitles of the Ukrainian films, produced by the amateur translators for whom English is a foreign language. Such exploration in the nature of fansubbing gives insights into the basic principles that define the notion of subtitling, examines the standards set to the audiovisual translation, and outlines the challenges fansubbers may face in the process of subtitling. The study is based on the following Ukrainian films of the second half of the XXth – beginning of the XXIst century: Chasing Two Hares (1961); Shadows of Forgotten Ancestors (1965); Prayer for Hetman Mazepa (2001). The analysis of the films is conducted on the syntactic, lexical, and grammatical levels, as well as on the level of fansubs screen presentation (spatial and temporal parameters). The study discusses fansubbers’ translation decisions from the perspective of their correlation with the established subtitling guidelines, and their effect on the foreign audience.

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The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills

Cited by 24 publications

References 11 publications

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Effective Integration of Distance Courses Through Project-Based Learning

Fansubbing practices in Ukraine

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