Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English

Authors

DOI:

https://doi.org/10.7203/realia.27.20634

Keywords:

foreign language teaching, mediation, instrument design, language assessment, integrated skills

Abstract

This article shows the preliminary design process for a tailor-made Initial Test of Integrated Skills (ITIS) specially adapted to the needs of TRADILEX, a project (2020-2023) funded by the Spanish Ministry of Science, Innovation and Universities to study the scope and validity of using audiovisual translation (AVT) tools to develop communicative competence in a foreign language. We also design a complete virtual AVT-based teaching platform that will help to promote faster and better EFL learning. In this paper we present one of the project’s initial stages, i.e. the ITIS design and the methodological framework for the design process from draft stage to final product. The draft pilot ITIS was tested by specialists, who produced a series of reports and anticipated several potential problems that occurred when the test was carried out. We pay special attention to the changes and improvements made to the draft ITIS as well as its three-stage process and remedial measures. The validity of the ITIS is currently being tested with a pilot group. The ITIS will be complemented with a Final Test of Integrated Skills (FITIS), which is currently underway.

Downloads

Download data is not yet available.

Author Biographies

Pilar Couto-Cantero, Universidad de A Coruña. España.

Pilar Couto-Cantero, PhD.?is a Faculty Member and full-time Senior Lecturer at University of A Coruña (UDC) (North-Western Spain). She has been the Modern Languages Academic Coordinator in the Postgraduate and Professional Graduate Certificate in Education (PGCE) (2010-2015).? Head of?the Teaching and Learning Modern Languages Department?(2014-2017)?and at present, she?is Academic Coordinator of the Teaching and Learning Modern Languages Section at the DIDES & MIDE Department. She teaches various subjects in the Undergraduate Programmes and also in the PGCE Postgraduate/Master/Doctoral Programmes at this and other Universities. She?is Principal Researcher at DILEC Research Group, Head of the? International Journal DIGILEC , and external examiner and/or supervisor in various Doctoral Thesis Programmes (DIT, Dublin; Stanford, CA).?Her research fields are focused on Plurilingual and Intercultural Education, CLIL, TEFL, and she is also carrying out her own research based on the "Transpodidactics model” (Couto-Cantero, 2014)?about fictional texts and their?possibilities for learning languages.

Mariona Sabaté-Carrové, Universitat de Lleida. España.

Mariona Sabaté-Carrové - University lecturer at the Department of English and Linguistics (University of Lleida). Teaches translation and English as a Foreign Language subjects in degree and master courses. Currently a member of the TRADILEX Project on audiovisual translation as a didactic resource in foreign language teaching, and a member of the Consolidar Project (UNC) on processing, translating, and comprehending relative clauses (Group of Cognitive Psychology of language and psycholinguistics).

María Carmen Gómez Pérez, Universidad Complutense de Madrid. España.

María Carmen Gómez Pérez es profesora ayudante doctora en el Área de Traducción e Interpretación del Dpto. de Estudios Románicos, Franceses, Italianos y Traducción de la Universidad Complutense de Madrid. Es licenciada en Filología Germánica por la Universidad de Salamanca y cuenta con un título de postgrado en Traducción Audiovisual y Localización por el ISTRAD-Universidad de Cádiz. Es doctora por la Universidad de Salamanca y se ha especializado en el ámbito de la didáctica de la traducción con acento especial en la identificación y terapia de errores en el proceso de aprendizaje, tanto en traducción general como en traducción audiovisual. Es miembro del grupo de investigación (UCM) Aplicaciones de las Tecnologías a la Traducción y su Docencia, del  grupo de innovación docente  ARENA (UNED): Accesibilidad, tRaducción audiovisual y aprendizaje de lenguAs (UNED) y en la actualidad forma parte del proyecto de investigación I+D+i TRADILEX.

References

Allan, M. (1985). Teaching English with Video. Essex: Longman Group Limited.

 

Bobadilla,M.(2016). Las TIC en el aula de Lengua extranjera a edades tempranas: Los cuentos audiovisuales como recurso. In J. Jacinto-Esola, M. Raposo-Rivas, A. P. Florêncio-Aires, & M.-E. Martínez-Figueira (Eds.), Experiencias de Investigación e intervención educativa con las TIC (pp.275–285). Almería: Procompal Ediciones.

 

Bolaños, A. (2018). The Pedagogical Potential of Cloud-Based Platforms: A Study on the Didactics of Subtitling in Online Translator Training Environments. In J.D. Sanderson & C. Botella (Eds.), Focusing on Audiovisual Translation Research (pp.63–94). Valencia: Universitat de València.

 

Caimi, A. (2006). Audiovisual Translation and Language Learning: The Promotion of Intralingual Subtitles. JoSTrans. The Journal of Specialised Translation(6), 84–98. Retrieved from https://www.jostrans.org/issue06/art_caimi.php

 

Chaume, F. (2018). An overview of audiovisual translation: Four methodological turns in a mature discipline. Journal of Audiovisual Translation, 1(1), 40–63. https://doi.org/10.47476/jat.v1i1.43

 

Couto-Cantero, P. ,& Bobadilla, M. (2018). Ten Fundamentals for CLIL Teachers. E-TEALS an e.Journal of Teacher Education and Applied Language Studies, 9, 108–131.

 

Cumming, A. (2013). Assessing integrated skills. In A. Kunnan (Ed.), The companion to language assessment (Vol. 1, pp. 216–229). Retrieved from https://doi.org/10.1002/9781118411360.wbcla131

 

 

Danan, M. (2010). Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning,23(5), 441–456. https://dx.doi.org/10.1080/09588221.2010.522528

 

Danan, M. (2015). Subtitling as a language learning tool: past findings, current applications, and future paths. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning. Principles, strategies and practical experiences (pp. 41–61). Berna: PeterLang.

 

de la Torre, M.J.  (2011).   Improving spoken competence by means of multimodal environments in a distance context. Revista de Lingüística y Lenguas Aplicadas, 6, 229–241. https://doi.org/10.4995/rlyla.2011.905

 

Díaz-Cintas, J. (2018). ‘Subtitling’s a carnival’: New practices in cyberspace. The Journal of Specialised Translation, 30,127–149. Retrieved from https://www.jostrans.org/issue30/art_diaz-cintas.pdf

 

Fernández-Costales, A. (2017). Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation. Bilingual Education: Trends and Key Concepts (pp.185–196). Madrid: Ministerio de Educación, Cultura y Deporte.

 

Fernández-Sanjurjo, J., Fernández-Costales, A., Blanco, A., & M, J. (2019). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 22(6), 661–674.

 

Frumuselu, A. D., De-Maeyer, S., Donche, V., & Plana, M.-M. G. C. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 107–117. https://doi.org/10.1016/j.linged.2015.10.001

 

García-Escribano, A.B. (2017). The effects off an subs on EFL education for Translation and Interpreting students: an empirical approach. JoSTrans. The Journal of Specialised Translation, 28, 122–163. Retrieved from https://discovery.ucl.ac.uk/id/eprint/1567974/1/art_bolanos.pdf

 

Gebril, A. (2018). Integrated-Skills Assessment. In S.A. ur Hassanetal. (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Retrieved from https://doi.org/10.1002/9781118784235.eelt0544

 

Ghia,E. (2012). Subtitling Matters: New Perspectives on Subtitling and Foreign Language Learning. Oxford: PeterLang.

 

González-Vera,P .,& Hornero-Corisco, A. (2016) .Audiovisual Materials: A way to reinforce listening skills in primary school teacher education. Language Value, 8,1–25. https://doi.org/10.6035/LanguageV.2016.8.2

 

Herrero, C., Sánchez-Requena, A., & Escobar, M.(2018). Una propuesta triple. Análisis fílmico, traducción audiovisual y enseñanza de lenguas extranjeras. InTRAlinea: Online Translation Journal (19). Retrieved from http://www.intralinea.org/specials/article/2245

 

Herrero, C., & Vanderschelden, I. (Eds.). (2019). Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. Bristol: Multilingual Matters. https://doi.org/10.21832/HERRER4481

 

Holobow, N. E., Lambert, W.E., & Sayegh, L. (1984). Pairing Script and  Dialogue: Combinations that Show Promise for Second or Foreign Language Learning. Language Learning, 34 (4), 59–74. https://dx.doi.org/10.1111/j.1467-1770.1984.tb00352.x

 

Incalcaterra, L. (2009). Inter-semiotic translation in foreign language acquisition: Thec ase of subtitles. In A. Witte, T. Harden, & A.R. de Oliveira (Eds.), Translation in second language learning and teaching (pp. 227–244). Bern: PeterLang.

 

Incalcaterra, L., & Lertola, J. (2014). Audiovisual translation in second language acquisition. Integrating subtitling in the foreign-language curriculum. The Interpreter andTranslator Trainer, 8(1), 70–83. https://dx.doi.org/10.1080/1750399x.2014.908558

 

Incalcaterra, L., Lertola, J., & Talaván, N. (2018). Editorial. Translation and Translanguagingin Multilingual Contexts, 4(1), 1–9. https://doi.org/10.1075/ttmc.00001.edi

 

Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners. Language Assessment Quarterly, 17 (1), 43–59. https://dx.doi.org/10.1080/15434303.2019.1664551

 

Lertola, J. (2012). The effect of the subtitling task on vocabulary learning. In A. Pym & D.Orrego-Carmona (Eds.), Translation research projects 4( pp.61–70). Tarragona: Intercultural Research Group- URV. Retrieved from http://www.intercultural.urv.cat/media/upload/domain_317/arxius/TP4/isgbook4_web.pdf

 

Lertola, J. (Ed.). (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Voillans (France): Research Publishing. Retrieved fromhttps://files.eric.ed.gov/fulltext/ED593736.pdf

 

Lertola, J., & Mariotti, C.(2017). Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners. JoSTrans. The Journal of Specialised Translation, 28, 103–121. Retrieved from  https://www.jostrans.org/issue28/art_lertola.pdf

 

Martínez-Sierra, J.J. (2018). PluriTAV:AudiovisualTranslationasaToolfortheDevelopment of Multilingual Competencies in the Classroom. In T. Read, S. Montaner, & B. Sedano (Eds.), Technological Innovation for Specialized Linguistic Domains. Languages for DigitalLives and Cultures. Proceedings of TISLID’ (Vol. 18, pp. 85–95).

 

Motteram, G. (2013). Innovations in learning technologies for English language teaching. London: British Council. Retrieved from http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

 

Council ofEurope. (2018). Common European Framework of  Reference for Languages: Learning, Teaching, Assessment: Companion Volume with New Descriptors. Brussels. Retrieved from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

 

Perego,E.,Del-Missier,F.,&Bottiroli,S.(2015).Dubbingversussubtitlinginyoungand olderadults:cognitiveandevaluativeaspects.Perspectives,23(1),1–21.https://doi.org/10.1080/0907676X.2014.912343

 

Pereira-Varela, J. (2014). Diseño, desarrollo y validación de soluciones tecnológicas para la práctica de la expresión oral de segundas lenguas mediante un entorno colaborativo e interactivo de código abierto: Babelium project. Unpublished doctoral thesis (Unpublisheddoctoral dissertation). UPV-EHU.

 

Plakans, L.(2021). Assessment of integrated skills. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Retrieved from https://doi.org/10.1002/9781405198431.wbeal0046.pub2

 

Requena, A. S.  (2016).   Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 26, 9–21. https://dx.doi.org/10.30827/digibug.53920

Roales-Ruiz, A. (2018). Didáctica de la subtitulación: una propuesta tecnológica. Granada: Editorial Comares.

 

Romero, L.,Torres-Hostench, O.,& Sokoli, S. (2011). La subtitulación al servicio del aprendizaje de lenguas: el entorno LvS. Babel. Revuei nternationale de la traduction / International Journal of Translation, 57 (3), 305–323. https://dx.doi.org/10.1075/babel.57.3.04rom

 

Sabaté-Carrove, M., & Baiget, E. (2019).E-Learning as a Cooperative Tandem Means  to improve the Students’ Subtitling Skills. Learning and Advanced Teaching Methods (pp.299–312). MVisa. 

 

Sánchez-Requena, A. (2018). Intralingual Dubbing as a Tool for Developing Speaking Skills. Special Issue of Translation and Translanguaging in Multilingual Contexts. Audiovisual Translation in Applied Linguistics: Educational Perspectives, 4(1),1 02–128. https://doi.org/10.1075/ttmc.00006.san

 

Sherman, J. (2003). Using authentic video in the language classroom. Cambridge: Cambridge University Press.

 

Sokoli, S. (2006,May,1-6). A tool for the creation of foreign language learning activities based on film subtitling. Copenhagen Conference MuTra: Audiovisual Translation Scenarios(pp. 66–73). Retrieved from https://www.euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_Stravoula.pdf

 

Sokoli, S .(2015). ClipFlair: Foreign Language Learning through Interactive Revoicing and Captioning of Clips. Subtitles and Language Learning,127–148.

 

Sokoli, S. (2018). Exploring the  possibilities of interactive audiovisual activities for language learning.Translation and Translanguaging in Multilingual Contexts, 4, 77–100. https://dx.doi.org/10.1075/ttmc.00005.sok

 

Talavan, N. (2007). Learning Vocabulary Through Authentic Video and Subtitles. Tesol-Spain. Newsletter, 31, 5–8.

 

Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical Applications. In J.Díaz-Cintas, A. Matamala, & J. Neves (Eds.), New insights into audiovisual translation and media accessibility: media for All 2 (pp. 285–299).

 

Talaván, N. (2013). La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro.

 

Talaván, N., & Ávila Cabrera, J.J. (2015). Firsti nsights into the combination of dubbing and subtitling as L2 didactic tools. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 149–172). Peter Lang.

 

Talaván, N.,& Lertola, J. (2016). Active audio description to promote speaking skills in online environments. Sintagma. Revista de Lingüística, 28,59–74. https://doi.org/10.21001/sintagma.2016.28.04

 

Talaván, N., Lertola, J., & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement. Alicante Journal of English Studies, 29,2 29–247. https://doi.org/10.14198/raei.2016.29.13

 

Talaván, N., & Rodríguez-Arancón, P. (2014). The use of reverse subtitling as an online collaborative language learning tool. The Interpreter and Translator Trainer, 8 (1), 84–101. https://dx.doi.org/10.1080/1750399x.2014.908559

 

Talaván, N., & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J.D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–236).

 

Thaler, E. (2014). Teaching English with films. Berlin: Ferdinand Schöningh.

 

Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal,42(4), 272–281.

 

Vanderplank, R. (2010). Déjà vu? A decade of research on anguage laboratories, television and video in language learning. Language Teaching, 43 (1),1–37. https://doi.org/10.1017/S0261444809990267

 

Vanderplank, R.(2016). “Effects of” and “effects with” captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching, 49(2),2 35–250. https://doi.org/10.1017/S0261444813000207

 

Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19 (4-5), 279–286. https://doi.org/10.1080/09588220601043180

 

Wang, Y. C. (2012). Learning L2 vocabulary with American TV drama from the learner’s perspective. English Language Teaching, 217–225. https://dx.doi.org/10.5539/elt.v5n8p217

 

Weir, C.J. (2014) .A Research Report on the Development of the Test of English for Academic Purposes (TEAP) Writing Test for Japanese University Entrants. Retrieved from https://www.eiken.or.jp/teap/group/pdf/teap_writing_report.pdf

 

Williams, H., & Thorne, D. (2000). The value of teletext subtitling as a medium for language learning. System, 28(2), 217–228. https://dx.doi.org/10.1016/s0346-251x(00)00008-7

Downloads

Published

2021-07-15

How to Cite

Couto-Cantero, P., Sabaté-Carrové, M., & Gómez Pérez, M. C. (2021). Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English. Research in Education and Learning Innovation Archives, (27), 73–88. https://doi.org/10.7203/realia.27.20634
Metrics
Views/Downloads
  • Abstract
    1996
  • PDF
    918
  • EPUB
    262
  • HTML
    712

Issue

No. 27 (2021)

Section

ARTICLES

License

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics

Similar Articles

1 2 3 4 5 6 7 > >> 

You may also start an advanced similarity search for this article.