Skip navigation
  •  Inicio
  • UDC 
    • Cómo depositar
    • Políticas do RUC
    • FAQ
    • Dereitos de Autor
    • Máis información en INFOguías UDC
  • Percorrer 
    • Comunidades
    • Buscar por:
    • Data de publicación
    • Autor
    • Título
    • Materia
  • Axuda
    • español
    • Gallegan
    • English
  • Acceder
  •  Galego 
    • Español
    • Galego
    • English
  
Ver ítem 
  •   RUC
  • Facultade de Ciencias da Educación
  • Investigación (FEDU)
  • Ver ítem
  •   RUC
  • Facultade de Ciencias da Educación
  • Investigación (FEDU)
  • Ver ítem
JavaScript is disabled for your browser. Some features of this site may not work without it.

Multimodalities in didactic audiovisual translation : a teachers' perspective

Thumbnail
Ver/abrir
Bobadilla_Pérez_María_2022_Multimodalities_in_didactic_audiovisual.pdf (354.0Kb)
Use este enlace para citar
http://hdl.handle.net/2183/35613
Atribución-NoComercial 3.0 España
A non ser que se indique outra cousa, a licenza do ítem descríbese como Atribución-NoComercial 3.0 España
Coleccións
  • Investigación (FEDU) [939]
Metadatos
Mostrar o rexistro completo do ítem
Título
Multimodalities in didactic audiovisual translation : a teachers' perspective
Autor(es)
Sánchez-Requena, Alicia
Igareda, Paula
Bobadilla-Pérez, María
Data
2022
Cita bibliográfica
Sánchez-Requena, A.; Igareda, P.; Bobadilla-Pérez, M. (2022). Multimodalities in didactic audiovisual translation: A teachers’ perspective. Current Trends in Translation Teaching and Learning E, 9, 337–372. https://doi.org/10.51287/ctt l202210
Resumo
[Abstract] In the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola & Talaván, 2020; Talaván, 2019). However, previous studies on teachers’ perceptions of the validity of didactic AVT (Alonso-Pérez & Sánchez-Requena, 2018; Sokoli et al., 2011) highlighted areas in need of improvement in the field. With this in mind, the article explores the integration of five AVT modalities (subtitling, voiceover, dubbing, audio description and subtitling for the deaf and hard of hearing) in one autonomous learning sequence of 15 lesson plans, as designed by members of the research project TRADILEX, funded by the Spanish Ministry of Science, Innovation and Universities. This paper analyses the results of a questionnaire completed by teachers (N=30) who supervised the implementation of this learning sequence in B1 and B2 proficiency level courses from higher education language centres. The main aim of this article is to determine to what extent this new approach addresses the weaknesses observed by teachers in previous studies. The analysis of the gathered data led to conclude that teacher training in didactic AVT significantly improves the implementation of the methodology. Besides that, the comprehensive approach of the TRADILEX sequence, including the five AVT modalities, allowed teachers to identity which modality is better suited for their teaching practice. On the other hand, high dependence on technology and motivation were two of the main concerns shown by teachers which require further research.
Palabras chave
Didactic audiovisual translation
Foreign language education
Teachers’ perspectives
TRADILEX project
 
Versión do editor
https://doi.org/10.51287/cttl20221
Dereitos
Atribución-NoComercial 3.0 España
ISSN
2342-7205

Listar

Todo RUCComunidades e colecciónsPor data de publicaciónAutoresTítulosMateriasGrupo de InvestigaciónTitulaciónEsta colecciónPor data de publicaciónAutoresTítulosMateriasGrupo de InvestigaciónTitulación

A miña conta

AccederRexistro

Estatísticas

Ver Estatísticas de uso
Sherpa
OpenArchives
OAIster
Scholar Google
UNIVERSIDADE DA CORUÑA. Servizo de Biblioteca.    DSpace Software Copyright © 2002-2013 Duraspace - Suxestións