2014. “Innovative translation. Dubbing films in Italian with iMovie.” In C. Travis et al. (Eds), Practices and Policies: Current Research in Languages and Cultures Education. Sydney: Office for Learning and Teaching, pp.507-518 [with Josh Brown] (original) (raw)
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Innovative translation: Dubbing films in Italian with iMovie
2014
With the introduction of a new degree structure in 2012 at the University of Western Australia (UWA), the typical characteristics of students choosing to study Italian has changed significantly, with students from the Faculty of Science now accounting for the highest proportion of first year enrolments. This paper discusses the introduction of a multimedia project involving translation and dubbing in the first year advanced stream unit, not only as an innovation aimed at increasing motivation amongst students, but also as a way of meeting the learning styles of students who may have a ‘problem-solving’ orientation. Students were divided into groups and each group was assigned a five-minute film sequence that they had to translate and then dub into Italian using the program iMovie. The project was an integral part of the coursework and the only take-home assignment for the semester. The evaluation of the project shows that the application of technology to a translation task was a suc...
Making films in French and Italian: A collaborative approach to language learning
2014
While collaborative group projects are common across most areas of study at tertiary level, long-term group projects in the area of second language learning are less common. This contribution will describe the implementation of two similar group projects in first year advanced French and Italian courses at two Melbourne universities. In the Italian case, we will describe how film can be used as a tool to assist students to critically evaluate text. For French, we will report on some measurable outcomes and the students' perception of the group project. Our experiences suggest that implementing creative projects of this nature goes beyond simple novelty and allows students to connect meaningfully with their learning.
… Translation Scenarios: Proceedings of the Marie …, 2006
This article aims to portray LvS (Learning via Subtitling), a tool developed by the Laboratory of Educational Material of the Hellenic Open University, which is based on the simulation of a professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elements are involved in an authentic and motivating way and which expose the FL learners to highly contextualized language input. Multimedia is used as the core of an activity - and not as a "nice" add-on - which even when presented as a learning exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished ones for a film scene selected according to the teacher's specific pedagogical goals. The outcome of this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and can be shared with other students and teachers.
2007
This article aims to portray LvS (Learning via Subt itling), a tool developed by the Laboratory of Educational Material of the Hellenic Open Universit y, which is based on the simulation of a professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elem nts are involved in an authentic and motivating way and which expose the FL learners to highly cont extualized language input. Multimedia is used as the core of an activity and not as a "nice" ad d-on which even when presented as a learning exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished o nes for a film scene selected according to the teacher's specific pedagogical goals. The outcome o f this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and c...
Bulletin suisse de linguistique appliquée, 2021
La rivoluzione digitale ha promosso lo sviluppo di nuove forme di insegnamento delle lingue. Contemporaneamente, la traduzione nell'insegnamento delle lingue, oggetto di dibattito per anni, è stata rivalutata in una prospettiva comunicativa (Cook 2010). Negli ultimi due decenni, l'applicazione pedagogica della Traduzione Audiovisiva (TAV)-il trasferimento del linguaggio verbale negli audiovisivi-ha attirato l'attenzione sia di studiosi sia di istituzioni europee. La ricerca empirica mostra che la TAV nella classe di lingua può favorire sia le competenze ricettive sia quelle produttive, oltre alle competenze IT (Lertola 2019a). Questo articolo propone l'integrazione della TAV e, in particolare, delle attività di sottotitolazione e doppiaggio nell'insegnamento dell'inglese come lingua straniera a livello universitario. L'articolo fornisce uno stato dell'arte con particolare riferimento alle precedenti esperienze di integrazione della TAV nell'insegnamento delle lingue. Inoltre, presenta e analizza il feedback fornito da 38 studenti di laurea magistrale in un questionario di valutazione sulla loro esperienza di apprendimento utilizzando attività di sottotitolazione e doppiaggio (L2-L2; L1-L2; e L2-L1) come parte integrante del loro modulo di lingua inglese. Parole chiave: traduzione audiovisiva, traduzione nell'insegnamento delle lingue, sottotitolazione, doppiaggio, inglese come lingua straniera, università.
Educational Function of Creating a Student Video in a Foreign Language
2017
The study is devoted to the analysis of the results of extra-curricular work of students and teachers within the framework of a creative project aimed at forming the professional competence of an interpreter, in particular, linguistic and sociocultural aspects. This type of project is designed to optimize special vocabulary learning and to strengthen the language skills of a foreign language for special purposes for beginners, to train using multimedia applications for shooting and editing a film. Seven phases of the project are identified. Teacher’s work on video content at the design stage is described, justifying the selection of necessary knowledge about the culture of the language being studied. The mode of elaboration of a hypertext system is analyzed as hyperlinks and smart tags in the arrangement of the preparatory material provide students with the opportunity to gain a deeper understanding of the cultural aspect of the project, symbolism and connotations of the chosen comp...
AlOkaily Audiovisual translation OCCE
Empowering Learners for Life in the Digital Age, 2018
This is a case study of a specific learning environment in the Intensive English Language Program, characterised by technical, spatial, temporal, and motivational restrictions that impede students' progress. Activity Theory was used to describe the situation, and to design an intervention in the form of a new activity system. A dubbing project was designed and implemented in the Listening and Speaking Course. It utilised students' mobile devices in an anywhere, anytime type of learning, and their native language and cultural background as a starting point to engage them in a collaborative effort that led to the production of eight dubbed videos. The resulting videos were entered in an internally-organised video competition which added a further motivational element to the project. To evaluate the project's effect on students' perceptions and motivation, data were collected using 5 focus group interviews. Results show high levels of motivation, increased learning, increased confidence and sense of achievement and pride in the resulting work. Abstract. This is a case study of a specific learning environment in the Intensive English Language Program, characterised by technical, spatial, temporal , and motivational restrictions that impede students' progress. Activity Theory was used to describe the situation, and to design an intervention in the form of a new activity system. A dubbing project was designed and implemented in the Listening and Speaking Course. It utilised students' mobile devices in an anywhere, anytime type of learning, and their native language and cultural background as a starting point to engage them in a collaborative effort that led to the production of eight dubbed videos. The resulting videos were entered in an internally-organised video competition which added a further motivational element to the project. To evaluate the project's effect on students' perceptions and motivation, data were collected using 5 focus group interviews. Results show high levels of motivation, increased learning, increased confidence and sense of achievement and pride in the resulting work.
The Role of Films in the Teaching of Foreign Languages
Legon Journal of the Humanities, 2010
Films are a very valuable medium in the teaching of a foreign language. Our research and experience indicate that in the foreign language classroom films offer an opportunity for students to learn not only the target language and its culture, but also new words, new terminologies and new phraseology, as well as their proper usage-activities which would not be achieved in a normal language classroom. Films can also create a forum for students to practise using the language through class discussions, especially at the advanced level. It is for this reason that many language teaching institutions have multi-media rooms with the requisite facilities such as television sets, video cassette players, CD and DVD players. However, the successful use of films depends on many factors, including the preparedness of the instructor and the right approach, and perhaps these considerations account for their virtual absence from classrooms in many countries, and specifically in Ghana. In this work w...
Film as an English Teaching Tool at Tertiary Education Level
Informatologia, 2010
Film is an att ractive medium for teaching of diff erent aspects of the English language such as syntax, morphology and semantic. Also, it is connected with motivational purposes. Namely, learning objectives are accomplished via the performance of diverse assignments and students are motivated if they are acquainted with the topic and visually see the characters involved. Films can be used in an English language class in numerous ways some of which are shown in our paper. In fact, fi lms show us parts of life and provide a realistic and entertaining way of studying foreign language. Regardless the language, students are faced with the fi lm cultural environment that can be used as a means of comparison. The pre-and post-watching fi lm activities are in accordance with our designed curriculum. Finally, it should be pointed out that fi lms contribute relaxation to the language classroom. Sažetak Film je privlačan medij za poučavanje raznih aspekata engleskog jezika poput sintakse, morfologije i semantike. On ima i motivacijsku svrhu. Naime, ciljevi učenja se ostvaruju provođenjem raznih zadataka, a studenti su motivirani ako im je tema poznata te ako vide likove uključene u sadržaj. Filmovi se mogu koristiti na satu engleskog jezika na bezbroj načina, od kojih su neki i prikazani u radu. Filmovi pokazuju isječke iz stvarnoga života te pružaju zabavniji način učenja stranog jezika. Osim jezika, studenti se susreću s kulturnim okruženjem u fi lmu što se može koristiti za uspoređivanje različitih kultura. Aktivnosti prije i poslije gledanja fi lma su u skladu sa zacrtanim nastavnim planom i programom. Trebamo naglasiti da fi lmovi doprinose opuštanju na satu učenja engleskog jezika.
International Journal of Language, Translation and Intercultural Communication, 2019
Research has proven that audiovisual translation as an instructional tool is certainly beneficial to the enhancement of language skills, mainly listening, reading and writing. The relationship between the pragmatics of audiovisual (AV) material and the way they are learned, is still a topic that requires more investigation. In this study, clips form an Italian TV series are exploited as context-rich scaffolding on which students can build up vocabulary and develop an awareness of L2 pragmatics. This article presents an innovative didactic methodology that capitalised on the linguistic richness of audiovisual texts and sees in subtitling and revoicing tasks a great didactic potential that provides students with numerous opportunities for learning vocabulary and L2 pragmatic. In the course proposed, exposure to AV input is integrated with subtitling and revoicing tasks as well as with multimodal analysis of the video clips in order to maximise learning opportunities in the FL classroom.