Translation in Spanish language teaching: the fifth skill/La traducción en la enseñanza del español: la quinta destreza

Carreres, Ángeles; Muñoz-Calvo, Micaela; Noriega-Sánchez, María

doi:10.1080/23247797.2017.1419030

Cited by 15 publications

(14 citation statements)

References 22 publications

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“…In order to put this approach into practice, we need to describe the elements that constitute the OMT as ILL ecosystem (see Figure 1). First of all, we need to believe in translation as a language learning skill (Beeby Lonsdale 1996;Carreres, Muñoz-Calvo, and Noriega-Sánchez 2017;Cook 2010;Laviosa 2014;Newmarks 1991;Pym, Malmkjaer, and Plana 2013), a communicative activity (Károly 2014) and as a pedagogical tool that can help to enhance and further improve reading, writing, speaking and listening skills (Leonardi 2010), as well as increasing language students' crosscultural and cross-linguistic awareness (Zanettin 2001).…”

Section: The Connection Between Online Machine Translation and Indepementioning

confidence: 99%

Exploring the use of online machine translation for independent language learning

Niño

2020

Research in Learning Technology

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The free availability of online machine translation (OMT) on the Internet via computers, tablets and smartphones makes it convenient for use by language students of all levels. Google Translate has been widely listed as an independent language learning (ILL) resource and we cannot deny its role for ongoing education. We are aware of the fact that this developing piece of technology was not designed with language learning in mind and, as a consequence, has limited current abilities depending on the language pair, language direction, genre, etc. However, as educators, we cannot help but wonder how the students use it independently and what pedagogical implications this may have in the language class. This study sets to analyse how language learners assess the usefulness of machine translation output and what they think about the use of OMT (in combination with other online language resources) for oral and written comprehension and production (e.g. writing and translation). This will help determining whether its use by language learners can be counterproductive or whether, if used wisely, can assist ILL and help boosting language instant communication.

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Section: The Connection Between Online Machine Translation and Indepementioning

confidence: 99%

Exploring the use of online machine translation for independent language learning

Niño

2020

Research in Learning Technology

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“…To begin with, this work has shown that a wide range of scholars, such as Barrientos (2015), Carreres (2017), Afriani (2020) or Gunawan (2020), defends the benefits of using the L1 and the PT with the students of ESL, drawing positive conclusions in their research. Lately, some voices have adapted to times and found that another possibility is to integrate translation and the use of ICT tools to create either subtitling or dubbing activities.…”

Section: Discussionmentioning

confidence: 99%

“…Carreres, Muñoz-Calvo and Noriega-Sánchez (2017) explain how several scholars such as House (1977), Königs (1981), Titford and Hieke (1985), House andBlum-Kulka (1986), Tudor (1987), Duff (1989) or the British Council et al (1991) defended the use of the PT in the classrooms. Nowadays, they claim, we can appreciate the renewal of the use of the PT in the classrooms, and different studies on this method have been published by scholars such as Nord (1991), Königs (2001), Laufer and Girsai (2008, Butzkamm and Caldwell (2009), House (2009), Cook (2010, Leonardi (2010), Carreres and Noriega-Sánchez (2011), Leonardi (2011), Pym (2011, Pintado-Gutiérrez (2012a), Pym, Malkmkjaer and Gutierrez Colón (2013), Carreres (2014), Kerr (2014), Laviosa (2014a, 2014b; list to which we can add the already mentioned Carreres, Muñoz-Calvo and Noriega-Sánchez (2017), Gasca (2017b), Pedagogical translation: a didactic ProPosal in the eFl classroom to teach grammar by means oF subtitling Navidian et al (2019), Siregar (2019), Díaz Alarcón and Bolaños García-Escribano (2020), Escribano Sabio (2020) or Gunawan (2020).…”

Section: Pedagogical Translationmentioning

confidence: 99%

Pedagogical Translation. A Didactic Unit in Efl Classroom to Teach Grammar by Means of Subtitling

Jaurena

Alsua

2022

hsj-Filologia

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The application of translation in EFL classes has been subject of debate since the perspective of the second language learning (SLL) changed to a more communicative one thanks to methodologies like the Direct method or the Communicative approach. Nonetheless, it is now living a revival because of the increase of use of ICT. Some recent research has concluded that the use of translation or the L1 in general may be beneficial for the confidence of the students and accuracy. The specialty this work is going to focus on is subtitling. Taking the ClipFlair Project as example, many studies have shown that subtitling may improve the listening and writing skills of the students and make them acquire some elements of the second language. Research around subtitling also points the positive attitude of the students towards this kind of exercises. Nevertheless, most of the studies have been done with advanced or university participants and they were focused on the listening skill and the acquisition of vocabulary. The motivation of the students, even though it has been analysed, requires still further investigation. Therefore, the present work will try to fill this gap by answering to the following questions: (1) is subtitling (translation as a language contrasting tool) effective to improve the knowledge of 1st of ESO students on the past simple? And (2) Do subtitling (translation) tasks improve the motivation of students of 1st of ESO towards EFL classes? In order to do so, we are going to divide the participants of 1st of ESO in two groups (control and experimental group) and we will work on the past simple through a subtitling task. A pre-test and a post-test will be used to analyse the knowledge of the participants and to compare the groups. We will also use a questionnaire to collect data about attitude of the students towards the task. On the one hand, we expect both groups to have similar results on the tests. On the other hand, we expect the students to show positive attitude towards the task.

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“…En cuanto a la reedición de la infografía (tarea 3), en el texto de partida entran en juego dos modos entre los que se da una relación de complementariedad, la imagen añade información o completa la representación mental que se forma el lector través del texto (Guichon & Cohen, 2016). Pasar el texto meta a otro formato (párrafos completos sin imágenes) obliga al alumno a decidir cuál es el orden más coherente en el que presenta la información, a establecer conexiones explícitas entre oraciones y párrafos y a ampliar la cantidad de información lingüísticamente codificada, de manera que en el proceso de elaboración de inferencias el mediador le tiende un puente a su lector para facilitarle la formación de la representación mental 1.1 en lengua meta (Carreres et al, 2017). Así pues, el cambio de formato fuerza al lector a la toma de decisiones, más allá de la reproducción exacta de las oraciones del original, en otras palabras, el estudiante que media aplica ya un procesamiento pragmático para la comprensión del original, lo cual repercute en una recodificación más adecuada en lengua meta (Gutt, 2000).…”

Section: Tareaunclassified

El procesamiento pragmático en la mediación de textos multimodales

Sanchís

2021

redit

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El propósito del presente artículo consiste en extender una propuesta didáctica aplicable tanto en la enseñanza de L2 (español —ELE— o alemán —DaF—), como en la formación de traductores en la educación terciaria. Para tal fin se toman como instrumento actividades de mediación de textos multimodales propuestas por Marco Común de Referencia Europeo para el aprendizaje de lenguas extranjeras (MCER). Los estudiantes de traducción presentan, en general, un déficit en el procesamiento inferencial que se refleja en la reexpresión en la lengua meta. Por ello las actividades aquí presentadas como parte de un enfoque por tareas muestran cómo fomentar en el estudiante la activación de procesos pragmáticos de comprensión. Una validación empírica a través de encuestas entre una muestra de 72 alumnos evidencia que la propuesta cuenta con una amplia aceptación en el aula al permitir el trabajo por objetivos y el desarrollo progresivo de la competencia traductora.

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Translation in Spanish language teaching: the fifth skill/La traducción en la enseñanza del español: la quinta destreza

Cited by 15 publications

References 22 publications

Exploring the use of online machine translation for independent language learning

Exploring the use of online machine translation for independent language learning

Pedagogical Translation. A Didactic Unit in Efl Classroom to Teach Grammar by Means of Subtitling

El procesamiento pragmático en la mediación de textos multimodales

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