La traduction audiovisuelle didactique dans les environnements de classe en ligne et en face à face :
une étude comparative
DOI :
https://doi.org/10.17533/udea.ikala.356066Mots-clés :
TRADILEX, enseignement en ligne, enseignement en face-à-face, compétences linguistiques, traduction didactique audiovisuelle (TAD), anglais langue étrangère, traduction audiovisuelle didactiqueRésumé
Cet article fournit une nouvelle validation empirique de la méthodologie de traduction audiovisuelle didactique TRADILEX dans une variété d’environnements pédagogiques et de contextes éducatifs par le biais d’une étude quantitative et comparative. Le champ d’application a été étendu a plusieurs contextes en Espagne, avec un échantillon initial de 566 locuteurs non natifs de l’anglais, dont 155 ont complété 15 plans de cours pour un niveau intermédiaire d’anglais. Pour l’analyse statistique, le logiciel SPSS a été utilisé et un test ANOVA a été appliqué pour comparer les résultats au regard des plans de cours dispensés en face a face ou en ligne. Les résultats montrent le développement des compétences linguistiques des étudiants dans les deux modalités en utilisant cinq méthodes de traduction audiovisuelle, ce qui démontre la validité de la traduction audiovisuelle didactique dans l›enseignement-apprentissage de l›anglais en tant que langue étrangère. Les résultats montrent l›efficacité de la méthodologie TRADILEX dans l’amélioration de la compétence communicative générale. L’absence de différences statistiques significatives entre les modes d’enseignement en face a face et en ligne est mise en évidence, ce qui indique que les deux environnements facilitent l’apprentissage des langues. Ces résultats contribuent au discours actuel sur l’efficacité pédagogique et offrent des informations précieuses susceptibles de façonner les meilleures pratiques et la recherche empirique dans le domaine de la linguistique appliquée et de l’enseignement des langues.
Téléchargements
Références
Amor, M. I., Tinedo-Rodríguez, A. J., & Osuna-Rodríguez, M. (2023). The interaction between language skills and cross-cultural competences in bilingual programs. Languages, 8(3), 181. https://doi.org/10.3390/languages8030181
Ávila-Cabrera, J. J., & Corral Esteban, A. (2021). The project SubESPSKills: Subtitling tasks for students of business English to improve written production skills. English for Specific Purposes, 63, 33–44. https://doi.org/10.1016/j.esp.2021.02.004
Baños, R. (2014). Orality markers in Spanish native and dubbed sitcoms: Pretended spontaneity and prefabricated orality. Meta, 59(2), 406–435. https://doi.org/10.7202/1027482ar
Bárcena Madera, E., Martín Monje, E., & Talaván Zanón, N. (2014). Thinking about learning: Exploring the use of metacognitive strategies in online collaborative projects for distance professional English learning. ES: Revista de Filología Inglesa 35, 7–39. https://revistas.uva.es/index.php/esreview/article/view/723
Bausells-Espín, A. (2022). Audio description as a pedagogical tool in the foreign language classroom: An analysis of student perceptions of difficulty, usefulness and learning progress. Journal of Audiovisual Translation, 5(2), 152–175. https://doi.org/10.47476/jat.v5i2.2022.208
Bobadilla-Pérez, M., & Carballo de Santiago, R. J. (2022). Exploring audiovisual translation as a didactic tool in the secondary school foreign language classroom. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 4, 81–96. https://doi.org/10.30827/portalin.vi.22307
Bolaños-García-Escribano, A., & Díaz-Cintas, J. (2019). Audiovisual translation: Subtitling and revoicing. In S. Laviosa & M. González-Davies (Eds.), Routledge handbook of translation and education (pp. 207–225). Routledge. https://doi.org/10.4324/9780367854850-14
Bolaños-García-Escribano, A., & Navarrete, M. (2022). An action-oriented approach to didactic dubbing in foreign language education: Students as producers. XLinguae, 15(2), 103–120. https://doi.org/10.18355/XL.2022.15.02.08
Bolaños-García-Escribano, A., Talaván, N. & Fernández-Costales, A. (2024). Audiovisual translation and media accessibility in language education. Parallèles, 36(1), 3–17. https://doi.org/10.17462/para.2024.01.01
Bowen, B. M. (1982). Look here! Visual aids in language teaching. McMillan.
Buil Beltrán, P. (2018). Subtitling as a teaching tool for english for specific purposes’ students. In The 4th International Conference on Higher Education Advances (HEAD'18) (pp. 399–406). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD18.2018.8004
Buil Beltrán, P. (2024). Exploring the impact of didactic dubbing on speaking skills and motivation in English for specific purposes settings. Journal of Audiovisual Translation, 7(1), 1–26. https://doi.org/10.47476/jat.v7i1.2024. 287
Calduch, C., & Talaván, N. (2018). Traducción audiovisual y aprendizaje del español como L2: el uso de la audiodescripción. Journal of Spanish Language Teaching, 4(2), 168–180. https://doi.org/10.1080/23247797.2017.1407173
Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 24–27. https://doi.org/10.1111/j.1467-8535.2011.01252.x
Clouet, R. (2005). Estrategia y propuestas para promover y practicar la escritura creativa en una clase de inglés para traductores. In Actas del IX Simposio Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura (pp. 319–326).
Couto-Cantero, P., Fraga-Castrillón, N., & Trovato, G. (2023). InnoDAT —An innovative project based on subtitling for the deaf and hard-of-hearing for learning languages and cultures. Languages, 8(4), 235. https://doi.org/10.3390/languages8040235
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. REALIA. Research in Education and Learning Innovation Archives, 2, 73–88. https://doi.org/10.7203/realia.27.20634
Couto-Cantero, P., Sabaté-Carrové, M., & Tinedo-Rodríguez, A. J. (2022). Effectiveness and assessment of English production skills through audiovisual translation. Current Trends in Translation Teaching and Learning E, 9, 149–182. https://doi.org/10.51287/cttl20225
Díaz-Cintas, J. (1995). El subtitulado como técnica docente. Vida Hispánica, 12, 10–14. http://hdl.handle.net/10044/1/1400
Díaz-Cintas, J. (1997). Un ejemplo de explotación de los medios audiovisuales en la didáctica de lenguas extranjeras. In M. C. Cuéllar (Ed.), Las nuevas tecnologías integradas en la programación didáctica de lenguas extranjeras (pp. 181–191). Universidad de Valencia.
Díaz-Cintas, J. (2020). Audiovisual translation. In E. Angelone, M. Ehrensberger-Dow & G. Massey (Eds.), The Bloomsbury companion to language industry studies (pp. 209–230). Bloomsbury. https://doi.org/10.5040/9781350024960.0014
Fernández-Costales, A. (2021). Audiovisual translation in primary education. Students’ perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning. Meta, 66(2), 280–300. https://doi.org/10.7202/1083179ar
Fernández-Costales, A., Talaván, N., & Tinedo-Rodríguez, A. J. (2023). Didactic audiovisual translation in language teaching: Results from TRADILEX. Comunicar: Revista científica iberoamericana de comunicación y educación, (77), 21–32. https://doi.org/10.3916/C77-2023-02
Fuentes-Luque, A., & Campbell, A. P. (2020). Using subtitling to improve military ESP listening comprehension: An experimental study. Ibérica, (40), 245–266. https://www.revistaiberica.org/index.php/iberica/article/view/66
Gonzalez-Vera, P. (2021). Building bridges between audiovisual translation and English for Specific purposes. Ibérica, (41), 83–102. https://doi.org/10.17398/2340-2784.41.83
Gonzalez-Vera, P. (2022a). The integration of audiovisual translation and new technologies in project-based learning: An experimental study in ESP for engineering and architecture. DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 261–278. https://doi.org/10.17979/digilec.2022.9.0.9217
Gonzalez-Vera, P. (2022b). Integración de la subtitulación activa en el aula: estudio de una intervención educativa. LFE: Revista de lenguas para fines específicos, 28(2), 48–63. https://doi.org/10.20420/rlfe.2022.551
Goñi-Alsúa, E. (2023). Translation and subtitling in an English class of L2: Positive results on the motivation of students. TRADIT23. Book of abstracts. 1st International Conference on Didactic Audiovisual Translation and Media Accessibility (p. 47). (March 22–24, 2023). UNED, Madrid, Spain. https://bit.ly/3HbL0gO
Goñi-Alsúa, E., & Rejas Vicente, G. (2025). Educational methodologies and didactic audiovisual translation: Results of an implementation of combined revoicing and subtitling in a class of primary education with the Montessori method. Texto Livre, 18. https://doi.org/10.1590/1983-3652.2025.51717
Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36, 85–93. https://doi.org/10.1016/j.system.2007.11.005
Hanley, J. E. B., Herron, C. A., & Cole, S. P. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79(3), 287–296. https://doi.org/10.1111/j.1540-4781.1995.tb01116.x
Herrero, C., & Escobar, M. (2018). A pedagogical model for integrating film education and audio description in foreign language acquisition. Translation and Translanguaging in Multilingual Contexts, 4(1), 30–54. https://doi.org/https://doi.org/10.1075/ttmc.00003.her
Ibáñez Moreno, A., & Vermeulen, A. (2013). Audio description as a tool to improve lexical and phraseological competence in foreign language learning. In D. Tsagari & G. Floros (Eds.), Translation in language teaching and assessment (pp. 45–61). Cambridge Scholars Publishing.
Ibáñez Moreno, A., & Vermeulen, A. (2014). La audiodescripción como recurso didáctico en el aula de ELE para promover el desarrollo integrado de competencias. In R. Orozco (Ed.), New directions in Hispanic linguistics (pp. 263–292). Cambridge Scholars Press.
Ibáñez Moreno, A., & Vermeulen, A. (2015a). Profiling a MALL app for English oral practice. A case study. Journal of Universal Computer Science, 21(10), 1339–1361. https://dblp.org/rec/journals/jucs/MorenoV15.html
Ibáñez Moreno, A., & Vermeulen, A. (2015b). Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: A case study. Procedia - Social and Behavioral Sciences, 178, 132–138. https://doi.org/10.1016/j.sbspro.2015.03.169
Ibáñez Moreno, A., & Vermeulen, A. (2016a). VISP: A MALL-based app using audio description techniques to improve B1 EFL students’ oral competence. In E. Martin-Monje, I. Elorza, & B. García-Riaza (Eds.), Technology-enhanced language learning for specialized domains: Practical applications and mobility (pp. 266–276). Routledge.
Ibáñez Moreno, A., & Vermeulen, A. (2016b). VISP design and evaluation, a mobile application to practise oral competence. AIESAD RIED, 19(1), 63–81. https://doi.org/10.5944/ried.19.1.14580
Ibáñez Moreno, A., & Vermeulen, A. (2017). The ARDELE project: Controlled empirical research on audio description as a didactic tool to improve (meta)linguistic competence in foreign language teaching and learning. In J. Díaz Cintas & K. Nikolic (Eds.), Fast-forwarding with audiovisual translation (pp. 195–211). Multilingual Matters. https://doi.org/10.2307/jj.22730496.16
Kumai, W. (1996). Karaoke movies: Dubbing movies for pronunciation. The Language Teacher Online, 20(9). https://jalt-publications.org/tlt/departments/myshare/articles/2049-karaoke-movies-dubbing-movies-pronunciation
Lertola, J., & Goñi-Alsúa, E. (2025). Didactic voice-over in secondary education to develop integrated language skills and raise ecological awareness: A case study with pre-service teachers. Alfinge. Revista de Filología, 36, 1–26. https://doi.org/10.21071/arf.v36i.17648
Lertola, J., & Talaván, N. (2022). Didactic audiovisual translation in teacher training. LFE: Revista de lenguas para fines específicos, 28(2), 133–150. https://doi.org/10.20420/rlfe.2022.555
Lonergan, J. (1984). Video in language teaching. Cambridge University Press.
Markham, P. L., Peter, L. A., & McCarthy, T. J. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, 3, 439–445. https://doi.org/10.1111/j.1944-9720.2001.tb02083.x
Navarrete, M. (2018). The use of audio description in foreign language education: A preliminary approach. In L. Incalcaterra McLoughlin, J. Lertola & N. Talaván (Eds.), Special issue of Translation and Translanguaging in Multilingual Contexts. Audiovisual Translation in Applied Linguistics: Beyond Case Studies, 4(1) (pp. 129–150). John Benjamins. https://doi.org/10.1075/ttmc.00007.nav
Navarrete, M., & Bolaños-García-Escribano, A. (2022). An Action-oriented Approach (AoA) to audiovisual translation in modern foreign languages. In H. Adams & J. Díaz-Cintas (Eds.), Audiovisual Translation in the Foreign Language Classroom, Special Issue of Revista de Lenguas para Fines Específicos, 28(2), 151–164. https://dialnet.unirioja.es/descarga/articulo/8735145.pdf
Pavesi, M. (2018). Reappraising verbal language in audiovisual translation: From description to application. Journal of Audiovisual Translation, 1(1), 101–121. https://doi.org/10.47476/jat.v1i1.47
Plaza-Lara, C., & Fernández-Costales, A. (2022). Enhancing communicative competence and translation skills through active subtitling: A model for pilot testing didactic Audiovisual Translation (AVT). Revista de lenguas para fines específicos, 28(2), 16–31. https://doi.org/10.20420/rlfe.2022.549
Rodríguez-Arancón, P. (2023). Developing L2 intercultural competence in an online context through didactic audiovisual translation. Languages, 8(3), 160. https://doi.org/10.3390/languages8030160
Sánchez-Requena, A. (2016). Audiovisual translation in teaching foreign languages: Contributions of dubbing to develop fluency and pronunciation in spontaneous conversations. Porta Linguarum, 26, 9–21. https://doi.org/10.30827/Digibug.53920
Sánchez-Requena, A. (2020). Intralingual dubbing as a tool for developing speaking skills. In L. Incalcaterra McLoughlin, J. Lertola & N. Talaván (Eds.), Audiovisual translation in applied linguistics: Educational perspectives (pp. 104–130). John Benjamins. https://doi.org/10.1075/bct.111.ttmc.00006.san
Sánchez-Requena, A. & Frumuselu, A. D. (2024). Audiovisual translation as a didactic tool to enhance foreign language speaking skills. Journal of Audiovisual Translation, 7(1), 1–4. https://doi.org/10.47476/jat.v7i1.2024
Sánchez-Requena, A., Igareda, P. & Bobadilla-Pérez, M. (2022). Multimodalities in didactic audiovisual translation: A teachers’ perspective. Current Trends in Translation Teaching & Learning E, 9, 337–372. https://doi.org/10.51287/cttl202210
Sempleski, S. (2003). Integrating video into the classroom curriculum. Selected Papers from the Twelfth International Symposium on English Teaching. Crane.
Sokoli, S. (2006). Learning via subtitling (LvS): A tool for the creation of foreign language learning activities based on film subtitling. In M. Carroll, H. Gerzymisch-Arbogast & S. Nauert (Eds.), Audiovisual Translation Scenarios: Proceedings of the Marie Curie Euroconferences MuTra: 1–5 May 2006. http://www. euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_ Stravoula.pdf
Sreehari, P. (2012). Communicative language teaching: Possibilities and problems. English Language Teaching, 5(12), 87-93. https://doi.org/10.5539/elt.v5n12p87
Talaván, N. (2006). Using the technique of subtitling to improve business communicative skills. Revista de Lenguas para Fines Específicos, 12, 313–346. https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/170
Talaván, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class. International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/ijes.338671
Talaván, N. (2020). The didactic value of AVT in foreign language education. In Ł. Bogucki & M. Deckert (Eds.), The Palgrave handbook of audiovisual translation and media accessibility. Palgrave studies in translating and interpreting (pp. 567–591). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42105-2_28
Talaván, N., & Avila-Cabrera, J. (2014). First insights 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. https://doi.org/10.3726/978-3-0351-0719-7
Talaván, N., & Costal, T. (2017). iDub – The potential of intralingual dubbing in foreign language learning: How to assess the task. Language Value, 9(1), 62–88. https://doi.org/10.6035/LanguageV.2017.9.4
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., & Fernández-Costales, A. (2023). Didactic audiovisual translation and foreign language education. Routledge. https://doi.org/10.4324/9781003293958
Tinedo-Rodríguez, A. (2023). Creativity and language learning through digital narratives, didactic audiovisual translation and ‘The Sims’. Revista Letras Raras, 12(2), 40–59. https://doi.org/10.5281/zenodo.8299800
Vale, D., & Feunteun, A. (1999). Teaching children English: A training course for teachers of English to children. Cambridge University Press.
Vesely, A. K., Saklofske, D. H. & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85. https://doi.org/10.1016/j.paid.2014.01.052
Vermeulen, A., & Escobar-Alvarez, M. (2021). Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning: The case of Spanish clitic pronouns. Translation and Translanguaging in Multilingual Contexts, 7(1), 86–105. https://doi.org/10.1075/ttmc.00060.ver
Vermeulen, A., & Ibáñez Moreno, A. (2017). Audio description as a tool to promote intercultural competence. In J. Deconinck, P. Humblé, A. Sepp, & H. Stengers (Eds.), Transcultural competence in translation pedagogy (pp. 133–156). LIT Verlag.
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
Wati, I. M., & Rozimela, Y. (2019). The use of dubbing video technique for improving students speaking skill and confidence of senior high school students. Journal of English Language Teaching, 8(1), 259–269. https://repository.unibos.ac.id/xmlui/bitstream/handle/123456789/1844/2022%20HAERUNNISA%204517101022.pdf
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Catégories
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
