John Benjamins Publishing Company
Intralingual dubbing as a tool for developing speaking skills
Abstract
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.
Abstract
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.
Chapters in this book
- Prelim pages i
- Table of contents v
- Audiovisual Translation in Language Education 1
- Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI) 9
- A pedagogical model for integrating film education and audio description in foreign language acquisition 31
- The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL) 57
- Exploring the possibilities of interactive audiovisual activities for language learning 79
- Intralingual dubbing as a tool for developing speaking skills 103
- The use of audio description in foreign language education 131
- Why is that creature grunting? 153
- Studying the language of Dutch audio description 181
- Index 206
Chapters in this book
- Prelim pages i
- Table of contents v
- Audiovisual Translation in Language Education 1
- Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI) 9
- A pedagogical model for integrating film education and audio description in foreign language acquisition 31
- The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL) 57
- Exploring the possibilities of interactive audiovisual activities for language learning 79
- Intralingual dubbing as a tool for developing speaking skills 103
- The use of audio description in foreign language education 131
- Why is that creature grunting? 153
- Studying the language of Dutch audio description 181
- Index 206
