Part of
Audiovisual Translation in Applied Linguistics: Educational perspectivesEdited by Laura Incalcaterra McLoughlin, Jennifer Lertola and Noa Talaván
[Benjamins Current Topics 111] 2020
► pp. 103–129
Edited by Laura Incalcaterra McLoughlin, Jennifer Lertola and Noa Talaván
[Benjamins Current Topics 111] 2020
► pp. 103–129
Intralingual dubbing as a tool for developing speaking skills
Communicating verbally with others is one of the main features of human behaviour, but the time employed in class to practise this skill is often insufficient. In an attempt to overcome the need to practise oral conversations and help students feel less anxious in foreign language (FL) contexts, new didactic approaches are being considered. Amongst those, the active use of techniques traditionally employed in audiovisual translation (AVT) has proved to have a positive impact on FL learning.
This paper examines the relationship between intralingual dubbing (students' replacement of the original voices of actors in one-minute long clips) and FL oral expression. The main aim is to provide objective evidence that the use of intralingual dubbing can enhance speed, intonation and pronunciation when speaking spontaneously in Spanish as an FL. A total of 47 participants aged 16–18 with a B1 level of Spanish dubbed videos for 12 weeks. Data is triangulated both qualitatively and quantitatively. Results confirm the main hypothesis and serve as evidence to support theoretical aspects of the inclusion of active AVT techniques in FL speaking classes.
Article outline
- 1.Introduction
- 2.Theoretical framework
- 2.1Oral production in Spanish A-level contexts
- 2.2Benefits and limitations of the use of intralingual dubbing
- 3.Research objectives and questions
- 4.Methodology
- 4.1Context and participants
- 4.2Variables
- 4.3Instruments
- 4.4Data collection
- 5.Results
- 5.1Podcasts
- 5.2Questionnaires
- 5.3Teacher-researcher’s notes
- 5.4Blog
- 6.Conclusions
-
Notes -
References -
Appendix
References
Assessment and Qualifications Alliance (AQA)
2016 Accessed May 14, 2016. [URL]
Atkinson, Richard, and Richard Shiffrin
1968 “Human Memory: A Proposed System and Its Control Processes.” In The Psychology of Learning and Motivation, ed. by Kenneth W. Spence, and Janet T. Spence, 89–195. New York: Academic Press.
Baños, Rocío, and Stavroula Sokoli
2015 “Learning Foreign Languages with ClipFlair: Using Captioning and Revoicing Activities to Increase Students’ Motivation and Engagement.” In 10 Years of the LLAS Elearning Symposium: Case Studies in Good Practice, ed. by Kate Borthwick, Erika Corradini, and Alison Dickens, 203–213. Dublin and Voillans: Research-publishing.net.
British Council
2013 Innovations in Learning Technologies for English Language Learning, ed. by Gary Monteram. Accessed May 23, 2016. [URL]
Burston, Jack
2005 “Video Dubbing Projects in the Foreign Language Curriculum.” CALICO Journal, 23 (1): 72–79.
Chiu, Yi-hui
2012 “Can Film-Dubbing Projects Facilitate EFL Learners’ Acquisition of English Pronunciation?” British Journal of Educational Technology 43 (1): 24–27. 
ClipFlair
2011 Foreign Language Learning through Interactive Revoicing & Captioning of Clips. Accessed May 18, 2016. [URL]
Council of Europe
2001 Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Danan, Martine
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.
Dörnyei, Zoltán
2007 Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press.
Edexcel
2016 Accessed May 14, 2016. [URL]
Eduqas
2016 Accessed May 14, 2016. [URL]
European Commission
Joint Council for Qualifications (JCQ)
2014 Accessed May 15, 2016. [URL]
Herrero de Haro, Alfredo, and Miguel A. Andión
2012 “La enseñanza de la pronunciación del castellano a aprendices irlandeses. Contrastes dialectales de interés.” Porta Linguarum 18: 191–212.
López Cirugeda, Isabel, and Raquel Sánchez Ruiz
2013 “Subtitling as a Didactic Tool: A Teacher Training Experience.” Porta Linguarum 20: 45–62.
Long, Robert and Bolton, Paul
2016 “Language Teaching in Schools (England).” House of Commons Library Briefing. Accessed May 17, 2016. [URL]
Maley, Alan, and Alan Duff
2005 Drama Techniques. Cambridge: Cambridge University Press.
Navarrete, Marga
2013 “El doblaje como herramienta en el aula de español y desde el entorno ClipFlair.” MarcoELE 16: 75–87.
Pinker, Steven
1994 The Language Instinct. New York: Harper Perennial Modern Classics.
Sánchez Avedaño, Carlos
2002 “La percepción del español como segunda lengua”. Filologías y Lingüística 28 (1): 137–163.
Sánchez-Requena, Alicia
2016 “Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversation.” Porta Linguarum 26: 9–21.
Segalowitz, Norman
2010 Cognitive Bases of Second Language Fluency. New York: Routledge.
Talaván, Noa
2013 La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro.
Wagener, Debbie
2006 “Promoting Independent Learning Skills Using Video on Digital Laboratories.” Computer Assisted Language Learning 19: 279–286.
Wakefield, Jerome C.
2014 “Dubbing as a Method for Language Practice and Learning.” In Language Arts in Asia II: English and Chinese through Literature, Drama and Popular Culture, ed. by Christina Decoursey, 160–166. Newcastle upon Tyne UK: Cambridge Scholars Publishing.
World Intellectual Property Organisation (WIPO)
Accessed May 20, 2016. [URL]
Yoshimura, Yuki and Brian MacWhinney
2007 “The Effect of Oral Repetition on L2 Speech Fluency: An Experimental Tool and Language Tutor.” SLaTE 1 (2): 25–28.