Film Translationan Antidote to Sounding “Bookish”? A Pilot Experimental Study to Assess Naturalness in EFL Learners' Productions
ISSN: 2255-3703
Año de publicación: 2020
Número: 11
Páginas: 45-65
Tipo: Artículo
Otras publicaciones en: Skopos : revista internacional de traducción e interpretación
Resumen
Previous research in the didactics of languages has warned about how traditional materials and methods are failing to provide EFL learners with the ability to achieve naturalness in their own speech. This work proposes a teaching approach based on the translation of film scripts to favor mastery of spontaneous language. For this purpose, a pilot experiment was carried out to assess naturalness of learners' productions through the use of Conversational English (CE) prior and after a training session. Results from both a control and post-training sessions were compared. The pre-test revealed deficiencies in terms of familiarity with CE. After the training session, an increase of naturalness through a higher number of CE units was observed. These preliminary findings suggest that the translation of movie scripts may be an effective teaching tool to favor naturalness in learners’ L2 productions.
Referencias bibliográficas
- BROWN, J.D. (2006):“Authentic communication: Whyzit importan’ ta teach reduced forms?”. Proceedings of the 5th AnnualJALT Pan-SIG Conference, 13-24. Tokai University College of Marine Science.
- BOLAÑOS GARCIA-ESCRIBANO, A. (2017): “The effects of fansubs on EFL education for Translation and Interpreting students: an empirical approach”. JoSTrans: theJournal of SpecialisedTranslation,28, 122-163.
- CALSAMIGLIA, BLANCAFORT, H. & TUSÓNVALLS, A. (2007):Las cosas del decir: manual de análisisdel discurso. Barcelona: Ariel.
- CANNING-WILSON, Christine. (2000):“Practical Aspects of Using Video in the Foreign Language Classroom”[en línea]. The Internet TESL Journal, VI(1). Disponible en Web: <http://iteslj.org/Articles/Canning-Video.html>.[Fecha de última consulta: 14 de enero de 2020].
- CARTER, R. & MCCARTHY, M. (2006):Cambridge Grammar of English: A Comprehensive Guide. Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.
- CHIU, Y. H. (2012):“Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation?”. British Journal of Educational Technology, IVIII(1), 24-27.Disponible enWeb:<https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2011.01252.x>.[Fecha de última consulta: 14 de enero de 2020].
- DE BUSTOS TOVAR, J.J. (1995):“De la oralidad a la escritura”. El español coloquial. Actas del ISimposio sobre análisis del discurso oral,11-28. Almería: Publicaciones Universidad de Almería.
- EGGINS, S. & SLADE, D. (1997):Analysing casual Conversation Teaching. London: Equinox.
- ENGKENT, L.P. (1986):“Real People Don’t Talk Like Books: Teaching Colloquial English”. TESL Canada Journal, 2, 225-234
- FERNÁNDEZ GAVELA, M.D. (2012):The grammar and lexis of conversational informal English in advanced textbooks: an analysis based on Longman Grammar of Spoken and Written English and Cambridge Grammar of English(tesis doctoralsin publicar).Universidad deOviedo (España).
- GOH, C. C. & Burns, A. (2012):Teaching speaking: A holistic approach.New York: Cambridge University Press.
- IBÁÑEZ MORENO, A. & VERMEULEN, A. (2013):“La audiodescripción como técnica aplicada a la enseñanza y aprendizaje de lenguas para promover el desarrollo integrado de competencias”.New Directions on Hispanic Linguistics. Baton Rouge: Cambridge Scholars Publishing,263-292.
- INCALCATERRAMCLOUGHLIN, L. &LERTOLA,J. (2014).“Audiovisual translation in second language acquisition. Integrating subtitling in the foreign-language curriculum”. The Interpreter and Translator Trainer, 8(1),70-83.
- KÄLLKVIST, M. (2004):“The effect of translation exercises versus gap exercises on the learningof difficult L2 structures. Preliminary results of an empirical study”. Translation in Undergraduate Degree Programs, 173-184. Philadelphia, PA: John Benjamins.Disponible en Web: <https://benjamins.com/catalog/btl.59.12kal>. [Fechade última consulta: 14de enero de 2020].
- KRAJKA, J. & LEWICKA-MROCZEK,E.(2014):“Atthe crossroads of linguistics, literature and culture -a case for using audiovisual translationin language teaching”. Zeszyty Naukowe Wyzszej Szkoly Jezykow Obcych w Swieciu (ScientificNotebooks of the College of Foreign Languages in Swiecie), 3, 173-184.
- NARANJO, B. (2014): La traducción audiovisual en la enseñanza del inglés conversacional(tesis de máster sin publicar). Universidad Católica San Antonio de Murcia.
- NEVES, J. (2004):“Language awareness through training in subtitling”. Topics in Audiovisual Translation. Amsterdam: John Benjamins, 127-140.
- POKORN, N. & KOSKINEN, K. (2013):New Horizons in Translation Research and Education Joensuu:Publications of the Universityof EasternFiland.
- RUÍZ GURILLO, L. (1998):La fraseología del español coloquial. Barcelona: Ariel.
- SACKS, H., SCHEGLOFF, E.A. & JEFFERSON, G. (1974):“A simplest systematic for the organization of turn-taking for conversation”. Language, 50, 696-735.
- TALAVÁN, N. &RODRÍGUEZ-ARANCÓN, P. (2015):“The use of interlingual subtitling to improve listening comprehension skills in advanced EFL students. Subtitling and Intercultural Communication". European Languages and beyond, 273-288. Pisa: InterLinguistica, ETS.
- USTASZEWSKI, M. (2014):Towards a methodology for intercomprehension-based language instruction in translator training (tesis doctoral sin publicar).Universidad de Innsbruck (Austria).