1 00:00:01,553 --> 00:00:05,899 LEAD-ME: Leading Platform for European Citizens, Industries, 2 00:00:06,070 --> 00:00:12,835 Academia and Policymakers in Media Accessibility (CA19142). 3 00:00:13,031 --> 00:00:16,700 COST: European Cooperation in Science and Technology. 4 00:00:25,179 --> 00:00:28,587 I'm very pleased to welcome our first speaker, 5 00:00:29,044 --> 00:00:31,594 a founding member of ColNet. 6 00:00:31,794 --> 00:00:33,408 She is Jennifer Lertola. 7 00:00:34,308 --> 00:00:37,921 She holds a PhD from the National University of Ireland 8 00:00:38,391 --> 00:00:41,845 and is an English Junior Assistant Professor 9 00:00:42,005 --> 00:00:45,926 at Universitŕ degli Studi del Piemonte Orientale, in Italy. 10 00:00:46,259 --> 00:00:48,709 Her main research interests include 11 00:00:48,869 --> 00:00:53,527 AVT, foreign language teaching, e-learning and distance learning. 12 00:00:54,477 --> 00:00:58,532 She wrote the book AVT in the Foreign Language Classroom: 13 00:00:58,692 --> 00:01:03,456 Applications in English Teaching and Other Foreign Languages, 14 00:01:03,616 --> 00:01:08,093 published in 2019 by Research-publishing, 15 00:01:08,325 --> 00:01:11,669 and various papers on AVT and language learning. 16 00:01:12,272 --> 00:01:16,372 She's an editor of the journal Translation and Translanguaging 17 00:01:16,532 --> 00:01:20,303 in Multilingual Contexts, published by John Benjamin. 18 00:01:20,603 --> 00:01:22,673 She's also co-editor alongside 19 00:01:23,999 --> 00:01:27,019 Laura Incalcaterra and Noa Talaván 20 00:01:27,179 --> 00:01:29,954 of the Benjamin's current topics 21 00:01:30,508 --> 00:01:34,905 "AVT in Applied Linguistics: Educational Perspectives". 22 00:01:36,065 --> 00:01:40,109 She joined in international projects, including ClipFlair, 23 00:01:40,869 --> 00:01:43,536 funded by the Lifelong Learning Program, 24 00:01:43,696 --> 00:01:45,401 and is part of ARENA, 25 00:01:45,561 --> 00:01:48,187 Accessibility, AVT, Language Learning 26 00:01:48,347 --> 00:01:51,407 teaching innovation group, and TRADIT, 27 00:01:51,567 --> 00:01:56,485 Didactic AVT research group at the UNED. 28 00:01:57,470 --> 00:02:01,037 The TRADIT research group is currently carrying out 29 00:02:01,197 --> 00:02:05,150 the research project TRADILEX. She will talk about it today. 30 00:02:06,020 --> 00:02:09,287 This is a research and innovation project 31 00:02:09,447 --> 00:02:13,223 funded by the Spanish Ministry of Science and Innovation. 32 00:02:13,701 --> 00:02:20,320 After the seminar, her speech, 33 00:02:20,480 --> 00:02:22,932 you can comment and ask questions. 34 00:02:23,132 --> 00:02:28,036 Please raise your hand on Google Meet to participate, 35 00:02:28,196 --> 00:02:30,226 or write on the chat. 36 00:02:30,386 --> 00:02:33,259 I'll be moderating that part of the session. 37 00:02:33,419 --> 00:02:35,204 Thank you, Jennifer. 38 00:02:35,504 --> 00:02:37,908 You can start when you're ready. 39 00:02:38,258 --> 00:02:39,976 Thank you. One second. 40 00:02:40,136 --> 00:02:42,122 I'm going to share my screen. 41 00:02:42,822 --> 00:02:44,988 Let's see if everything works. 42 00:02:45,807 --> 00:02:48,827 I will be watching at the screen. 43 00:02:49,337 --> 00:02:54,937 I'm afraid I won't see your comments, but, as Blanca said, 44 00:02:57,280 --> 00:02:59,095 we've time for questions. 45 00:02:59,321 --> 00:03:02,412 I'd like to thank all of you for being here 46 00:03:02,612 --> 00:03:05,478 and for your interest in this presentation. 47 00:03:05,638 --> 00:03:09,908 I'd like to thank ColNet and Blanca 48 00:03:10,108 --> 00:03:14,672 for organizing this wonderful event 49 00:03:14,832 --> 00:03:20,052 and the Universitat Pompeu Fabra for hosting the event. 50 00:03:22,553 --> 00:03:26,897 I see many colleagues and friends. I'm very glad you're here. 51 00:03:27,688 --> 00:03:31,258 I'm pleased to present this exciting project. 52 00:03:32,245 --> 00:03:34,394 I'd say we can start. 53 00:03:38,460 --> 00:03:41,402 The presentation will focus on the project. 54 00:03:41,835 --> 00:03:47,482 I'd like to give you some information about AVT as a didactic resource 55 00:03:47,682 --> 00:03:49,221 in language learning. 56 00:03:49,453 --> 00:03:53,423 I will focus on didactic subtitling and dubbing, 57 00:03:53,583 --> 00:03:58,283 the most used AVT modes in the language classroom. 58 00:03:59,026 --> 00:04:01,978 We will have a look at the state of the art 59 00:04:02,744 --> 00:04:08,163 and a recent survey on teacher's view on didactic AVT. 60 00:04:08,904 --> 00:04:14,332 We will talk about the context in which TRADILEX was developed 61 00:04:14,532 --> 00:04:18,348 and, in particular, EU-funded projects like ClipFlair. 62 00:04:19,314 --> 00:04:24,551 I will talk about the local context in which TRADILEX was designed, 63 00:04:24,751 --> 00:04:26,223 which is at the UNED, 64 00:04:26,383 --> 00:04:33,341 the teaching innovation project in Spain, the project and the aims. 65 00:04:33,501 --> 00:04:36,168 You'll see the website to meet the team, 66 00:04:36,368 --> 00:04:38,820 and see its main features, 67 00:04:39,220 --> 00:04:43,702 the resources already available and official resources in progress. 68 00:04:44,302 --> 00:04:47,356 I'll briefly mention the dissemination action 69 00:04:47,756 --> 00:04:53,422 and I'll provide the description of a didactic sequence 70 00:04:53,668 --> 00:04:57,639 and a sample of one didactic sequence we have prepared. 71 00:04:57,799 --> 00:05:00,379 Then, I'll show you the references. 72 00:05:00,539 --> 00:05:05,756 This presentation is recorded and, if you need the PowerPoint, 73 00:05:06,114 --> 00:05:07,714 I can provide it to you. 74 00:05:08,363 --> 00:05:11,190 I'm glad that Noa Talaván is here. 75 00:05:11,350 --> 00:05:16,470 She's the coordinator of the project and is doing a great job. 76 00:05:17,950 --> 00:05:18,973 So... 77 00:05:19,643 --> 00:05:20,863 Let's move on. 78 00:05:21,363 --> 00:05:26,532 As I said, we're talking about AVT as a didactic resource. 79 00:05:27,457 --> 00:05:30,835 There's a great deal of research on the use of, 80 00:05:31,795 --> 00:05:35,365 let's say, passive AVT in foreign language learning. 81 00:05:35,586 --> 00:05:41,116 Mainly the use of subtitled material has been proved by several studies 82 00:05:41,276 --> 00:05:43,566 and here you have just a few. 83 00:05:44,516 --> 00:05:46,953 Over the last 20 years, this changed 84 00:05:47,113 --> 00:05:50,722 to the active engagement of language learners 85 00:05:50,882 --> 00:05:52,911 through AVT tasks. 86 00:05:54,429 --> 00:05:59,738 This potential has been recognised by European institutions, 87 00:05:59,898 --> 00:06:06,158 as well as scholars were focused on different aspects of AVT. 88 00:06:06,318 --> 00:06:09,835 In particular, both captioning, 89 00:06:09,995 --> 00:06:14,968 what we define as written language transfer procedures, 90 00:06:15,128 --> 00:06:18,559 and revoicing, oral language transfer procedures. 91 00:06:18,719 --> 00:06:21,337 Let's have a look and see how we can use 92 00:06:21,897 --> 00:06:24,163 AVT in foreign language learning. 93 00:06:24,835 --> 00:06:27,319 Of course, we can have interlingual, 94 00:06:27,869 --> 00:06:33,058 when we have a transfer from one language to another. 95 00:06:33,218 --> 00:06:35,465 That means there's a translation 96 00:06:35,625 --> 00:06:38,788 we've as in normal AVT standards, 97 00:06:38,988 --> 00:06:40,636 from L2 to L1, 98 00:06:40,796 --> 00:06:43,096 second language to first language. 99 00:06:43,256 --> 00:06:46,291 Then, we usually use reverse. 100 00:06:46,451 --> 00:06:51,868 Learners can benefit from a transfer from L1 to L2. 101 00:06:52,929 --> 00:06:57,614 Of course, we can have intralingual, so we move from the same language. 102 00:06:57,774 --> 00:07:04,774 We can also have intersemiotic, we move from non-verbal input to L2. 103 00:07:07,133 --> 00:07:13,921 Concerning the two main descriptions of captioning and revoicing, 104 00:07:14,374 --> 00:07:15,993 I'm going to show you 105 00:07:16,153 --> 00:07:21,256 which are the most used AVT modes in foreign language learning. 106 00:07:21,708 --> 00:07:27,684 We usually talk about subtitling and that has been used widely 107 00:07:27,844 --> 00:07:30,404 as interlingual and intralingual. 108 00:07:31,161 --> 00:07:32,845 But also, more recently, 109 00:07:33,045 --> 00:07:35,847 there was a proposal by Talaván 110 00:07:36,381 --> 00:07:39,519 about using SDH subtitles. 111 00:07:39,679 --> 00:07:43,020 This proves particularly useful, 112 00:07:43,420 --> 00:07:46,820 as they learn to provide paralinguistic information: 113 00:07:46,980 --> 00:07:50,228 sounds, tones of voice, music, etc. 114 00:07:50,428 --> 00:07:53,667 This also fosters learners 115 00:07:54,796 --> 00:07:57,501 audiovisual accessibility awareness. 116 00:07:58,701 --> 00:08:05,421 Talaván has recently talked about creative subtitling, 117 00:08:05,621 --> 00:08:10,843 and we know creative subtitling as fansubs or fake subs 118 00:08:11,003 --> 00:08:13,976 has also been discussed by Díaz Cintas. 119 00:08:14,726 --> 00:08:20,652 In language learning, students are asked to create subtitles freely 120 00:08:20,852 --> 00:08:23,822 for the audiovisual input, and this helps, 121 00:08:24,229 --> 00:08:28,284 apart from language skills, 122 00:08:28,444 --> 00:08:30,548 also, to develop creativity 123 00:08:30,708 --> 00:08:35,212 and to be able to interact the video in a more creative way. 124 00:08:36,311 --> 00:08:38,211 For what concerns revoicing, 125 00:08:38,411 --> 00:08:40,675 we also have different AVT modes. 126 00:08:41,304 --> 00:08:46,330 Indeed, the most used and studied was dubbing. 127 00:08:47,083 --> 00:08:53,307 Once again, as in case of subtitling: intralingual, interlingual dubbing. 128 00:08:53,467 --> 00:08:57,467 More recently, Talaván has proposed creative dubbing, 129 00:08:58,555 --> 00:09:03,412 and that is the same or similar to creative subtitles. 130 00:09:03,572 --> 00:09:08,044 Students can be creative and create a new script, and usually, 131 00:09:08,244 --> 00:09:14,052 it has been used with a humorous purpose. 132 00:09:14,252 --> 00:09:17,413 Students seem to enjoy it very much. 133 00:09:19,313 --> 00:09:24,287 One positive aspect of creative dubbing... 134 00:09:24,687 --> 00:09:29,812 Talaván suggested that it can be used with even lower-level students, 135 00:09:30,012 --> 00:09:33,600 because they can really freely create a new script 136 00:09:33,760 --> 00:09:36,860 and use the language as much as possible. 137 00:09:37,020 --> 00:09:42,130 So, that is really one positive point of creative dubbing. 138 00:09:42,309 --> 00:09:46,023 We also have audio description, which has also been used 139 00:09:46,623 --> 00:09:50,819 quite a lot recently in different contexts, 140 00:09:51,019 --> 00:09:55,396 voice-over, which is more limited, and free commentary, 141 00:09:55,646 --> 00:09:57,666 once again quite limited used. 142 00:09:57,826 --> 00:10:01,801 I'll show you in the state of the art in some proposals. 143 00:10:03,374 --> 00:10:05,311 I would like to show you here 144 00:10:05,911 --> 00:10:10,595 examples of applications of didactic subtitling. 145 00:10:10,795 --> 00:10:14,218 This is a 2020 proposal by Talaván. 146 00:10:14,378 --> 00:10:18,289 These are the combinations of we were talking about before: 147 00:10:18,449 --> 00:10:25,263 interlingual, intralingual, SDH, keyword captions and creative. 148 00:10:25,463 --> 00:10:27,811 You have the direction of languages 149 00:10:27,971 --> 00:10:34,403 and the suggestion for which level of proficiency 150 00:10:34,853 --> 00:10:37,578 they can be effectively used. 151 00:10:38,981 --> 00:10:41,067 Same here for dubbing. 152 00:10:41,513 --> 00:10:43,865 You can have interlingual reverse, 153 00:10:44,025 --> 00:10:47,291 intralingual, same language, or creative dubbing. 154 00:10:47,451 --> 00:10:52,521 Here are the suggestions to use with different levels of proficiency. 155 00:10:55,054 --> 00:11:00,789 I would like to briefly focus on basic norms for didactic AVT. 156 00:11:01,089 --> 00:11:02,688 We're talking about it 157 00:11:02,848 --> 00:11:07,149 in the previous meeting with the ColNet's members. 158 00:11:07,866 --> 00:11:10,447 This is an application of AVT, 159 00:11:10,607 --> 00:11:16,645 so we aren't training professionals to be AVT experts, 160 00:11:16,805 --> 00:11:22,441 but they need to profit from AVT in terms of language learning. 161 00:11:22,601 --> 00:11:26,305 We take the professional norms of subtitling, dubbing 162 00:11:26,465 --> 00:11:32,455 and other AVT modes and we use them for language learning. 163 00:11:32,615 --> 00:11:36,665 These are basic AVT guidelines. 164 00:11:36,825 --> 00:11:41,173 In the case of subtitling, if the translation is needed, 165 00:11:41,423 --> 00:11:43,223 the quality should be high. 166 00:11:43,383 --> 00:11:48,541 That's what we give to learners before they start the practice. 167 00:11:49,471 --> 00:11:53,691 We insist that the register should be appropriate, 168 00:11:54,134 --> 00:11:56,536 the dialogue should be condensed, 169 00:11:56,696 --> 00:12:00,520 and this can be done by avoiding obvious repetitions. 170 00:12:01,248 --> 00:12:05,598 Then again, each subtitle should be meaningful and self-contained. 171 00:12:05,798 --> 00:12:09,137 That's probably something they learn over time 172 00:12:09,297 --> 00:12:13,070 because they are used to watching subtitles, 173 00:12:13,230 --> 00:12:17,875 but create their own is not that easy as it might seem. 174 00:12:19,395 --> 00:12:22,767 The subtitle should be on a maximum of two lines, 175 00:12:22,927 --> 00:12:26,567 and it's relevant to be in blocks of meaning 176 00:12:26,727 --> 00:12:28,807 and/or grammatical units. 177 00:12:30,056 --> 00:12:33,621 Of course, there are time and space constraints. 178 00:12:34,121 --> 00:12:35,121 Sorry. 179 00:12:35,281 --> 00:12:39,118 They should stay one-second minimum and seven maximum. 180 00:12:40,615 --> 00:12:45,188 We insist on the fact that, as far as possible, 181 00:12:45,348 --> 00:12:49,139 even not professionals, subtitles should be synchronized. 182 00:12:49,889 --> 00:12:53,370 And then of course, in terms of language, 183 00:12:53,542 --> 00:12:59,728 we usually point out that they should be grammatically correct, 184 00:12:59,888 --> 00:13:02,180 and they should use punctuation, 185 00:13:02,340 --> 00:13:06,527 which is something they tend to forget when subtitling. 186 00:13:06,687 --> 00:13:10,296 Probably because they're busy focusing on many aspects. 187 00:13:10,758 --> 00:13:12,534 For what concerns dubbing, 188 00:13:13,468 --> 00:13:18,519 we usually recommend them to rehearse the dialogue beforehand 189 00:13:20,577 --> 00:13:24,710 and pay particular attention to the following aspects: 190 00:13:25,182 --> 00:13:31,350 speed of speech; synchronization between lips movement and dialogue, 191 00:13:31,510 --> 00:13:35,358 one of the most challenging aspects of dubbing for them, 192 00:13:35,518 --> 00:13:39,198 but also, one of the things they enjoy the most; 193 00:13:40,698 --> 00:13:42,525 and pronunciation. 194 00:13:42,685 --> 00:13:46,984 The repetition of a listening 195 00:13:47,144 --> 00:13:52,023 of the original audiovisual input and then rehearsing the dialogue 196 00:13:52,183 --> 00:13:54,353 is really helpful in that sense. 197 00:13:55,554 --> 00:13:58,031 They can also focus on intonation, 198 00:13:58,501 --> 00:14:02,185 and characterisation or dramatization. 199 00:14:02,385 --> 00:14:06,446 So, they need to imitate the actor's performance. 200 00:14:07,851 --> 00:14:12,983 We suggest them that, if necessary, repeat the same phrase several times. 201 00:14:13,927 --> 00:14:17,190 That usually proves very helpful. 202 00:14:17,664 --> 00:14:21,041 And then, of course, as in subtitling, 203 00:14:21,333 --> 00:14:23,854 they need to respect, if possible, 204 00:14:24,354 --> 00:14:25,849 the time constraints. 205 00:14:26,149 --> 00:14:30,444 That is also one challenging aspect of dubbing. 206 00:14:32,215 --> 00:14:35,111 Then, Talaván (2020) 207 00:14:35,311 --> 00:14:41,320 provided a sample assessment rubric for didactic subtitling. 208 00:14:41,738 --> 00:14:44,173 As you can see here, the criteria 209 00:14:44,333 --> 00:14:50,303 and how a teacher can read the student performance. 210 00:14:51,672 --> 00:14:53,429 Same for didactic dubbing, 211 00:14:53,589 --> 00:14:58,684 there are aspects we mentioned in the AVT basic norms. 212 00:15:00,834 --> 00:15:04,591 I would like to give you an idea of what has been done 213 00:15:04,791 --> 00:15:06,842 as for research on captioning. 214 00:15:08,643 --> 00:15:13,332 In a recent state of the art published in 2019, 215 00:15:13,812 --> 00:15:20,640 we can see many publications, but this is just a sort of synthesis. 216 00:15:20,800 --> 00:15:24,073 Just the aspects I've been studying the most. 217 00:15:24,233 --> 00:15:29,975 We are talking about standard and reverse interlingual subtitling. 218 00:15:30,175 --> 00:15:33,315 Scholars focused on listening comprehension, 219 00:15:33,475 --> 00:15:34,544 writing skills, 220 00:15:34,844 --> 00:15:37,434 vocabulary acquisition, 221 00:15:37,604 --> 00:15:39,804 also integrated language skills. 222 00:15:40,612 --> 00:15:44,902 There was one strand of research on intercultural education 223 00:15:45,062 --> 00:15:47,642 and also, on pragmatic awareness. 224 00:15:48,014 --> 00:15:52,970 These studies that I've mentioned are all experimental studies, 225 00:15:53,130 --> 00:15:57,738 so they collected data for analysis 226 00:15:57,898 --> 00:16:01,617 in terms of qualitative and quantitative analysis. 227 00:16:02,913 --> 00:16:05,333 Concerning intralingual subtitling, 228 00:16:05,640 --> 00:16:08,472 scholars focus mainly on writing skills. 229 00:16:10,184 --> 00:16:12,899 More recently, as I've mentioned, 230 00:16:13,099 --> 00:16:16,795 SDH subtitles have been used in language learning 231 00:16:17,095 --> 00:16:18,647 for integrated skills. 232 00:16:18,807 --> 00:16:23,577 The focus was on written production and listening comprehension. 233 00:16:25,155 --> 00:16:28,805 We have to say that subtitling has also been used 234 00:16:28,965 --> 00:16:32,235 in CLIL, Content and Language Integrated Learning, 235 00:16:32,395 --> 00:16:35,094 and in bilingual education context. 236 00:16:38,147 --> 00:16:40,147 Concerning captioning... 237 00:16:40,885 --> 00:16:43,688 Sorry. For what concerns… It's not moving. 238 00:16:43,948 --> 00:16:47,023 ...revoicing, still from the state of the art, 239 00:16:47,183 --> 00:16:51,187 we can have an idea of what was done on intralingual dubbing. 240 00:16:51,387 --> 00:16:55,467 I added some more references that are more recent. 241 00:16:57,038 --> 00:17:00,441 Scholars have focused on speaking skills, 242 00:17:02,653 --> 00:17:05,815 and, for what concerns interlingual dubbing, 243 00:17:06,015 --> 00:17:07,289 it's more limited, 244 00:17:07,789 --> 00:17:10,789 but the focus was on speaking and writing, 245 00:17:10,949 --> 00:17:16,506 because they have to prepare the script and the translation. 246 00:17:17,882 --> 00:17:22,582 As I've mentioned, Audio Description reached the attention of scholars, 247 00:17:22,742 --> 00:17:25,085 especially over the last ten years. 248 00:17:25,245 --> 00:17:27,539 There's a great deal of research 249 00:17:27,699 --> 00:17:29,526 on vocabulary acquisition, 250 00:17:30,126 --> 00:17:33,215 oral, writing, and integrated language skills. 251 00:17:34,581 --> 00:17:41,381 These are the experimental studies, but also more descriptive studies 252 00:17:41,541 --> 00:17:44,823 on the use of Audio Description. 253 00:17:48,249 --> 00:17:51,642 As I've said before, voice-over is more limited. 254 00:17:51,902 --> 00:17:57,007 There's actually one recent study on speaking skills 255 00:17:57,207 --> 00:18:02,206 and a forthcoming publication on the use of free commentary 256 00:18:02,906 --> 00:18:05,776 in vocational educational training. 257 00:18:06,076 --> 00:18:09,741 That look at the development of speaking skills. 258 00:18:11,140 --> 00:18:14,858 To provide you with a synthesis of the state of the art, 259 00:18:15,018 --> 00:18:18,958 we can say that English is one of the two languages involved 260 00:18:19,118 --> 00:18:23,986 in most of the studies, and usually the target language learned. 261 00:18:25,789 --> 00:18:28,928 We can say that, usually, experimental studies 262 00:18:29,088 --> 00:18:32,121 have been carried out in face-to-face context 263 00:18:32,521 --> 00:18:34,006 in higher education. 264 00:18:34,206 --> 00:18:37,225 Of course, they are not big studies 265 00:18:37,385 --> 00:18:43,663 but they involve at least a minimum of ten participants 266 00:18:43,863 --> 00:18:48,674 and the language level usually ranges from A1 to C1, 267 00:18:49,270 --> 00:18:53,121 being a B1 and B2 the most common. 268 00:18:55,798 --> 00:18:58,548 We can also see from the state of the art 269 00:18:58,708 --> 00:19:02,825 that the audiovisual input employed in experimental studies 270 00:19:02,985 --> 00:19:06,137 is either a movie or a sitcom excerpt, 271 00:19:06,337 --> 00:19:11,247 which prove to be more entertaining and motivating for students. 272 00:19:12,578 --> 00:19:14,712 Regarding subtitling software, 273 00:19:15,145 --> 00:19:21,558 we talk about studies carried out over the last 20 years, 274 00:19:21,758 --> 00:19:25,264 the software was Learning via Subtitling, 275 00:19:25,424 --> 00:19:29,389 ClipFlair, Subtitle Workshop and Aegisub. 276 00:19:30,635 --> 00:19:32,114 Concerning revoicing, 277 00:19:32,414 --> 00:19:37,223 ClipFlair, which has proved to be a great revoicing software. 278 00:19:37,736 --> 00:19:44,695 Another one that was commonly used was Windows Movie Maker, 279 00:19:44,855 --> 00:19:48,697 and the VISP mobile app for Audio Description. 280 00:19:51,888 --> 00:19:57,396 As I've said at the beginning, I'm going to talk about a survey 281 00:19:57,556 --> 00:19:59,825 carried out through an online form 282 00:19:59,985 --> 00:20:03,451 in 2018 by Alonso-Pérez and Sánchez-Requena. 283 00:20:03,651 --> 00:20:09,218 I think it is interesting as it gives an idea of what has been done 284 00:20:09,378 --> 00:20:13,964 and what teachers expect to be able to integrate 285 00:20:14,124 --> 00:20:18,637 Audiovisual Translation in their language classroom. 286 00:20:19,468 --> 00:20:23,971 The questionnaire involved 56 teachers from 15 countries, 287 00:20:24,171 --> 00:20:26,152 mainly in higher education. 288 00:20:26,312 --> 00:20:31,114 That resembles the situation of experimental studies anyway. 289 00:20:32,378 --> 00:20:34,240 The teachers usually... 290 00:20:34,400 --> 00:20:40,326 The subject taught was either English or Spanish, 291 00:20:41,111 --> 00:20:45,526 was in face-to-face context and to intermediate-level students. 292 00:20:46,858 --> 00:20:51,254 Teachers said that they used all the AVT modes. 293 00:20:51,984 --> 00:20:55,584 As expected, subtitling and dubbing were the most used, 294 00:20:55,744 --> 00:21:00,301 79% and 41% respectively, 295 00:21:00,461 --> 00:21:06,931 but also, as we can see, AD, SDH, voice-over and free commentary. 296 00:21:07,091 --> 00:21:10,991 The combinations were both interlingual and intralingual. 297 00:21:12,373 --> 00:21:15,968 Which were the positive aspects according to teachers? 298 00:21:16,468 --> 00:21:19,114 The AVT tasks, according to them, 299 00:21:19,716 --> 00:21:22,906 were useful to develop several learning aspects. 300 00:21:23,106 --> 00:21:25,102 What we've mentioned before, 301 00:21:25,302 --> 00:21:26,782 which were the target 302 00:21:27,332 --> 00:21:32,457 or focus of the experimental studies: listening, vocabulary acquisition, 303 00:21:32,657 --> 00:21:37,877 intercultural awareness, motivation, and oral and written production. 304 00:21:39,745 --> 00:21:43,545 But teachers, I think that's very interesting, 305 00:21:43,705 --> 00:21:48,575 mentioned negative aspects, also highlighted in the literature. 306 00:21:49,333 --> 00:21:54,532 Of course, preparing AVT tasks is time-consuming, 307 00:21:55,111 --> 00:21:56,461 very time-consuming. 308 00:21:57,377 --> 00:22:02,257 There's a heavy reliance on ICT for both teachers and learners. 309 00:22:03,973 --> 00:22:09,923 Teachers complained about the absence of evaluation guidelines. 310 00:22:10,335 --> 00:22:15,749 We can see that the study was published in 2018. 311 00:22:15,909 --> 00:22:17,509 What I showed you before 312 00:22:17,669 --> 00:22:24,039 were the evaluation guidelines 313 00:22:24,199 --> 00:22:26,076 provided in 2020 by Talaván. 314 00:22:26,236 --> 00:22:29,055 There's been a lot of work in the meantime, 315 00:22:29,215 --> 00:22:31,897 but we need to take it into account. 316 00:22:32,820 --> 00:22:36,409 What about future perspectives? What do they think? 317 00:22:36,706 --> 00:22:38,216 Teachers are positive. 318 00:22:38,376 --> 00:22:42,317 We can see as much as 55% of them 319 00:22:42,646 --> 00:22:46,820 believe that AVT tasks could be flawlessly integrated 320 00:22:46,980 --> 00:22:52,964 into the foreign-language curriculum and be done face-to-face and online. 321 00:22:55,167 --> 00:22:59,523 What teachers called for is actually proper training 322 00:22:59,683 --> 00:23:02,154 on AVT in foreign language learning. 323 00:23:02,454 --> 00:23:04,146 They want a common ground 324 00:23:04,306 --> 00:23:07,607 on the selection and assessment of AVT material. 325 00:23:09,296 --> 00:23:10,296 So... 326 00:23:12,396 --> 00:23:16,410 In the past, there were two great EU-funded projects. 327 00:23:16,570 --> 00:23:21,442 The first and ground-breaking one was Learning via Subtitling, 328 00:23:21,842 --> 00:23:24,517 funded by the European Commission 329 00:23:24,677 --> 00:23:27,076 from 2006 to 2008 330 00:23:28,529 --> 00:23:32,630 and involved five European universities. 331 00:23:32,830 --> 00:23:36,451 From that project, there was a follow-up, 332 00:23:36,611 --> 00:23:37,981 which was ClipFlair. 333 00:23:38,799 --> 00:23:43,259 Lifelong Learning Program project 334 00:23:43,419 --> 00:23:47,566 was developed between 2011 till 2014, 335 00:23:48,240 --> 00:23:52,867 and there were as many as ten European universities. 336 00:23:53,077 --> 00:23:57,979 The main outcome of the project was this platform, 337 00:23:58,139 --> 00:24:02,715 which is still running. 338 00:24:04,615 --> 00:24:08,127 This platform, as you can see, 339 00:24:08,875 --> 00:24:11,179 includes the video 340 00:24:11,429 --> 00:24:14,618 and the captioning and revoicing components. 341 00:24:14,778 --> 00:24:21,561 Students could create the subtitles and also do the voice-over 342 00:24:21,721 --> 00:24:26,921 of the synchronised language input. 343 00:24:27,764 --> 00:24:34,488 There are useful components for carrying out the activity. 344 00:24:36,488 --> 00:24:39,077 One of the main objectives of ClipFlair 345 00:24:39,237 --> 00:24:42,462 was the integration of captioning and revoicing. 346 00:24:42,622 --> 00:24:43,662 So... 347 00:24:44,412 --> 00:24:47,986 There were 15 languages involved within the project 348 00:24:48,186 --> 00:24:52,815 and ClipFlair, as I've mentioned, was successfully tested 349 00:24:52,975 --> 00:24:57,788 in several experimental studies, and both in face-to-face, 350 00:24:57,948 --> 00:25:00,802 online and blended learning context. 351 00:25:01,741 --> 00:25:03,438 Unfortunately, recently, 352 00:25:04,038 --> 00:25:07,890 Mac users have found problems 353 00:25:08,390 --> 00:25:09,771 opening the studio, 354 00:25:09,971 --> 00:25:14,360 and, also, for Windows with the shift 355 00:25:14,520 --> 00:25:16,914 to Windows 10. 356 00:25:17,214 --> 00:25:19,823 The installation of Mac or Silverlight, 357 00:25:19,983 --> 00:25:23,726 one of the main components of the ClipFlair studio, 358 00:25:24,026 --> 00:25:25,305 gave some problems. 359 00:25:25,465 --> 00:25:30,971 But there's another way around to be able to open it. 360 00:25:31,871 --> 00:25:32,953 Anyway, 361 00:25:33,253 --> 00:25:36,813 it was a great project and I'm glad I was part of it. 362 00:25:38,552 --> 00:25:39,589 Now... 363 00:25:40,789 --> 00:25:42,835 This is what has been done. 364 00:25:42,995 --> 00:25:44,163 As you can see... 365 00:25:44,323 --> 00:25:47,391 The project I'm going to talk about, TRADILEX, 366 00:25:47,591 --> 00:25:49,675 I'll talk about it in a second, 367 00:25:50,145 --> 00:25:52,433 was developed at the UNED. 368 00:25:52,593 --> 00:25:57,540 This is, as you can see, the activity at the UNED from 2009 369 00:25:58,040 --> 00:26:02,690 about the development of educational innovation projects 370 00:26:02,850 --> 00:26:05,212 related to Audiovisual Translation. 371 00:26:05,412 --> 00:26:08,906 Most of them were published 372 00:26:09,206 --> 00:26:13,371 by members of the teaching innovation group 373 00:26:13,805 --> 00:26:15,249 that is called ARENA, 374 00:26:15,719 --> 00:26:20,384 and these are the most recent teaching innovation projects. 375 00:26:20,544 --> 00:26:24,713 We're busy with the preparation of one which is about to start, 376 00:26:24,873 --> 00:26:28,523 the vocal project, voice-over and language learning. 377 00:26:29,831 --> 00:26:34,732 Many members of the ARENA group are actually in the TRADILEX project. 378 00:26:35,152 --> 00:26:39,656 As you can see and as Blanca said at the very beginning, 379 00:26:39,923 --> 00:26:44,223 this is an I+D+i project 380 00:26:44,383 --> 00:26:48,379 funded by the Spanish Ministry of Science and Innovation. 381 00:26:48,679 --> 00:26:52,489 The duration of the project is from 2020 to 2023. 382 00:26:52,944 --> 00:26:56,766 At the moment, we are 20 members involved in the project. 383 00:26:57,560 --> 00:27:02,521 There are people from Spanish and international universities. 384 00:27:03,809 --> 00:27:06,034 Which are the project objectives? 385 00:27:08,034 --> 00:27:12,031 The main objective is to determine the improvement in the L2 386 00:27:12,725 --> 00:27:14,905 promoted by didactic AVT. 387 00:27:15,545 --> 00:27:18,552 It'll be mainly English as a foreign language, 388 00:27:18,712 --> 00:27:21,574 but also other languages. 389 00:27:23,674 --> 00:27:26,424 To this purpose, a methodological proposal 390 00:27:27,324 --> 00:27:30,377 for a didactic AVT sequence has been prepared, 391 00:27:30,597 --> 00:27:33,270 and this includes a complete lesson plan 392 00:27:33,430 --> 00:27:37,016 which uses different AVT modes. 393 00:27:38,283 --> 00:27:41,464 This methodology will be piloted 394 00:27:41,893 --> 00:27:45,945 with B1-and-B2-level learners, 395 00:27:46,256 --> 00:27:51,309 and the experimental phase will take place 396 00:27:51,469 --> 00:27:57,656 in the university language centers, mainly in the Spanish institutions, 397 00:27:57,856 --> 00:28:02,400 over a duration of five months. 398 00:28:04,275 --> 00:28:09,555 What is included in this AVT sequence? 399 00:28:10,653 --> 00:28:12,910 There will be three lessons plans 400 00:28:13,590 --> 00:28:16,094 for each of these five AVT modes. 401 00:28:16,294 --> 00:28:21,279 We'll have subtitling, voice-over, dubbing, audio description, 402 00:28:21,439 --> 00:28:25,700 and subtitles for the deaf and hard of hearing. 403 00:28:27,902 --> 00:28:31,561 So, the project has a website 404 00:28:32,461 --> 00:28:36,852 and you can actually meet the members of the group, 405 00:28:37,012 --> 00:28:42,489 and get news about events and dissemination 406 00:28:43,057 --> 00:28:45,060 of the project on the website. 407 00:28:46,360 --> 00:28:49,324 I would like to mention to you 408 00:28:49,484 --> 00:28:52,307 which are the resources already available. 409 00:28:52,507 --> 00:28:55,835 The team has actually worked 410 00:28:56,235 --> 00:28:58,273 actively on preparing 411 00:28:58,924 --> 00:29:03,924 more than 400 references on didactic AVT, 412 00:29:04,461 --> 00:29:08,658 and they were published on Mendeley, in a public group. 413 00:29:08,818 --> 00:29:14,450 It changed the policy in December, so it is a private group now, 414 00:29:14,610 --> 00:29:19,161 but references will be soon available on the project website. 415 00:29:19,883 --> 00:29:21,183 In the meantime, 416 00:29:21,713 --> 00:29:25,483 it was also organized a course on educational research, 417 00:29:25,643 --> 00:29:29,379 and I highly recommend you to visit the project website 418 00:29:29,579 --> 00:29:33,546 and check the course because it's actually available. 419 00:29:33,706 --> 00:29:34,857 It's in Spanish. 420 00:29:36,545 --> 00:29:40,095 It has been very useful, and it will be for you too. 421 00:29:40,682 --> 00:29:44,116 For resources in progress, 422 00:29:44,432 --> 00:29:45,666 it is planned to, 423 00:29:46,111 --> 00:29:49,068 we plan to publish a manual of good practices 424 00:29:49,228 --> 00:29:51,499 on the use of didactic AVT. 425 00:29:51,699 --> 00:29:57,538 It will be useful for teachers, they need a common ground, 426 00:29:58,167 --> 00:30:02,225 and we should provide that to them, and also for researchers. 427 00:30:03,298 --> 00:30:10,215 One main objective of the project is to have an online platform 428 00:30:10,762 --> 00:30:16,192 where teachers, students and researchers can use 429 00:30:16,352 --> 00:30:21,205 AVT lesson plans that we will design 430 00:30:21,405 --> 00:30:22,736 within the project. 431 00:30:24,186 --> 00:30:28,744 We also plan to have a MOOC, 432 00:30:29,644 --> 00:30:34,462 a Massive Online Opened Course, at the UNED about the project, 433 00:30:35,162 --> 00:30:38,376 and summer courses in the future, 434 00:30:38,536 --> 00:30:41,021 before the end of the project, 435 00:30:41,181 --> 00:30:43,186 also available at the UNED. 436 00:30:45,824 --> 00:30:50,294 I'm going to show you a description of the didactic sequence. 437 00:30:50,598 --> 00:30:53,429 As I've said, it will be over five months, 438 00:30:54,229 --> 00:30:55,763 it will be online, 439 00:30:57,322 --> 00:31:00,963 and the content of this didactic sequence 440 00:31:01,123 --> 00:31:05,583 is actually 15-60-minute lesson per level of students. 441 00:31:05,743 --> 00:31:10,476 We said we're going to have both B1 and B2 level students. 442 00:31:10,776 --> 00:31:16,539 There will be 15 extra lesson plans with different videos, 443 00:31:16,739 --> 00:31:20,933 but, of course, following the same sequence structure. 444 00:31:21,093 --> 00:31:27,138 And so, we'll have a total of 30 out of 60 lesson plans per level. 445 00:31:29,493 --> 00:31:33,848 We will have the five AVT modes I've already mentioned 446 00:31:34,008 --> 00:31:37,251 and there will be three of each of them. 447 00:31:40,251 --> 00:31:42,095 And the learning outcomes? 448 00:31:43,295 --> 00:31:47,182 First of all, to develop audiovisual mediation skills, 449 00:31:48,682 --> 00:31:51,582 to develop reception and production skills, 450 00:31:53,100 --> 00:31:56,700 but also, grammar, lexical and intercultural competence 451 00:31:57,988 --> 00:32:01,248 and to enhance transferable ICT skills. 452 00:32:01,848 --> 00:32:04,110 And one of the aims is also 453 00:32:05,010 --> 00:32:08,754 to promote creativity, which is one motivating aspect 454 00:32:08,914 --> 00:32:12,300 of learning a foreign language. 455 00:32:14,625 --> 00:32:18,740 Concerning the role of learners and teachers, 456 00:32:20,547 --> 00:32:24,794 we ought to promote learners' critical thinking 457 00:32:25,091 --> 00:32:27,768 and online L2-reception, 458 00:32:27,928 --> 00:32:31,379 production and mediation, and ICT. 459 00:32:32,080 --> 00:32:34,553 And the role of the teacher will be 460 00:32:37,005 --> 00:32:39,280 that of facilitator. 461 00:32:39,492 --> 00:32:43,066 They will be specifically-trained to do so. 462 00:32:44,304 --> 00:32:46,043 In the experimental phase, 463 00:32:46,203 --> 00:32:51,774 they will create the online groups within the language center, 464 00:32:52,274 --> 00:32:54,544 present the didactic sequence, 465 00:32:54,704 --> 00:32:59,330 and follow the instructions that research members provided them. 466 00:33:00,680 --> 00:33:01,680 They... 467 00:33:01,840 --> 00:33:04,162 We'll monitor the learners weekly. 468 00:33:04,653 --> 00:33:10,451 They should check that a task is completed within the time frame 469 00:33:11,351 --> 00:33:16,151 and motivate learners to complete it because it's an online activity. 470 00:33:16,311 --> 00:33:23,006 Students will be learning together but carrying tasks individually. 471 00:33:24,256 --> 00:33:28,156 They will be available to solve specific issues, 472 00:33:28,316 --> 00:33:33,246 and there will be the research team available to help the teachers. 473 00:33:35,591 --> 00:33:40,736 I show you here a sample of a didactic sequence. 474 00:33:42,178 --> 00:33:46,750 As you can see here, we have the Common European Frame of Level. 475 00:33:46,910 --> 00:33:50,775 This is the very first session, just to give you an idea. 476 00:33:51,375 --> 00:33:54,267 It's a taught for B1 learners. 477 00:33:54,982 --> 00:33:59,138 We selected a short video extract. 478 00:33:59,298 --> 00:34:03,315 It's actually a short film 479 00:34:04,635 --> 00:34:07,229 called "The worst that could happen". 480 00:34:07,589 --> 00:34:11,059 It's available on the YouTube channel of the project. 481 00:34:11,219 --> 00:34:15,611 The function of the didactic sequence is socialising, 482 00:34:15,771 --> 00:34:20,895 the AVT mode we selected is subtitling, and, in this case, 483 00:34:21,095 --> 00:34:26,565 as it is the first time they use it, 484 00:34:26,725 --> 00:34:32,014 it's interlingual keyword subtitling to insert only the missing keyword. 485 00:34:32,714 --> 00:34:35,784 The aim is to introduce students to subtitling. 486 00:34:36,414 --> 00:34:43,414 They can do these lesson plans more easily. 487 00:34:43,714 --> 00:34:48,768 And, in this particular case, because of the audiovisual inputs, 488 00:34:48,928 --> 00:34:52,328 they should practise requests and invitations. 489 00:34:54,592 --> 00:34:59,692 This is the lesson plan overview so you can have a look, 490 00:34:59,852 --> 00:35:03,902 and this is going to be repeated for the different AVT modes. 491 00:35:04,293 --> 00:35:08,990 Remember that we are working with learners 492 00:35:09,730 --> 00:35:14,653 that should carry out the activity online on their own. 493 00:35:15,553 --> 00:35:20,246 We decided for them to dedicate about ten minutes to the warm-up, 494 00:35:20,446 --> 00:35:26,109 and in this case, they have both reception and production task. 495 00:35:26,509 --> 00:35:29,486 We include writing, reading and mediation. 496 00:35:29,878 --> 00:35:32,378 We anticipate the video content, 497 00:35:32,538 --> 00:35:35,928 prepare the vocabulary for the actual viewing, 498 00:35:36,229 --> 00:35:40,979 and gather the necessary background information 499 00:35:41,139 --> 00:35:44,122 to face the didactic task. 500 00:35:44,869 --> 00:35:47,229 Concerning the video viewing, 501 00:35:47,389 --> 00:35:49,959 it will take only about five minutes. 502 00:35:50,899 --> 00:35:56,029 They will listen but also mediate with the audiovisual input. 503 00:35:56,969 --> 00:35:58,867 We ask them... 504 00:36:00,685 --> 00:36:06,505 to watch the audiovisual input with Spanish subtitles twice, 505 00:36:06,665 --> 00:36:09,671 paying attention to subtitling condensation. 506 00:36:10,405 --> 00:36:14,389 The objective is to understand the message to be subtitled 507 00:36:14,549 --> 00:36:17,949 and to get familiar with the key linguistic content. 508 00:36:18,518 --> 00:36:23,791 The actual core part of the task is didactic subtitling. 509 00:36:24,391 --> 00:36:29,219 In this case, there will be involved both listening and writing skills. 510 00:36:30,619 --> 00:36:35,268 They should get familiar with the subtitling editor 511 00:36:36,152 --> 00:36:40,895 and they should complete the keyword within the subtitles. 512 00:36:43,395 --> 00:36:47,466 They will mainly work on audiovisual mediation skills 513 00:36:47,626 --> 00:36:50,875 but also on lexical competence. 514 00:36:51,990 --> 00:36:54,540 To conclude the activity, 515 00:36:54,700 --> 00:36:59,722 they will dedicate 15 minutes to the post-AVT task, 516 00:37:00,022 --> 00:37:04,172 which is a related writing task to practise the video elements. 517 00:37:04,332 --> 00:37:10,182 This is aimed at making the most of the linguistic content. 518 00:37:12,582 --> 00:37:18,649 We've been working on the production of the lesson plan. 519 00:37:19,139 --> 00:37:21,539 For now, we are working with Google, 520 00:37:21,701 --> 00:37:26,210 and we produced the lesson plan in Google Form. 521 00:37:26,370 --> 00:37:28,948 This a sample to see how it looks like. 522 00:37:31,829 --> 00:37:37,406 In this case, as we said, the warm-up they should prepare for the AVT task. 523 00:37:37,566 --> 00:37:41,870 So there's a number of activities that they need to focus on. 524 00:37:42,030 --> 00:37:44,460 For example, this video was about 525 00:37:44,620 --> 00:37:49,560 asking somebody out for lunch, 526 00:37:49,720 --> 00:37:51,445 so we will focus on that. 527 00:37:51,645 --> 00:37:56,845 They will also work on mediation, so they have to read sayings 528 00:37:57,005 --> 00:38:00,969 like "You are my happy place" and translate them. 529 00:38:01,129 --> 00:38:06,869 We invite them not to translate them word by word 530 00:38:07,029 --> 00:38:13,469 but to look for a phrase that could mean the same in Spanish. 531 00:38:14,159 --> 00:38:15,876 As for the video viewing, 532 00:38:16,036 --> 00:38:19,816 the video is embedded in the form, 533 00:38:20,513 --> 00:38:24,141 on the TRADILEX YouTube channel, 534 00:38:24,898 --> 00:38:27,968 and they need to have an active video watching. 535 00:38:28,957 --> 00:38:31,804 They should focus on the gap between 536 00:38:31,964 --> 00:38:35,818 the oral language input and the written language input, 537 00:38:35,978 --> 00:38:39,348 which means the audio, dialogue and subtitles. 538 00:38:40,998 --> 00:38:43,655 Then, move on to the didactic subtitling 539 00:38:43,815 --> 00:38:46,388 for the 30 minutes allocated, 540 00:38:46,588 --> 00:38:48,308 and download the clip. 541 00:38:48,468 --> 00:38:53,405 Everything is on Google Drive. It's easy to download and work on. 542 00:38:54,240 --> 00:38:59,060 In this case, we suggested a subtitling editor 543 00:38:59,895 --> 00:39:02,812 that usually works fine for Mac and Windows, 544 00:39:03,399 --> 00:39:07,306 but we also suggest Subtitle Edit. 545 00:39:07,466 --> 00:39:12,061 They need to produce the keyword intralingual subtitles, 546 00:39:12,221 --> 00:39:18,515 and then, submit the activity by uploading their file here. 547 00:39:18,815 --> 00:39:23,300 We are going to have many learners involved into project, 548 00:39:23,460 --> 00:39:25,300 in the experimental phase. 549 00:39:25,750 --> 00:39:29,853 We also have... Each activity is coded. 550 00:39:30,175 --> 00:39:34,725 For example, lesson plan, subtitling 1, level B1. 551 00:39:35,696 --> 00:39:39,109 They need to provide their student code. 552 00:39:39,969 --> 00:39:43,439 We found an effective way 553 00:39:44,282 --> 00:39:48,639 to code the students and collect the results. 554 00:39:49,849 --> 00:39:52,256 These are the references. 555 00:39:52,416 --> 00:39:55,786 I hope I respected the time constraints. 556 00:39:56,537 --> 00:40:02,427 Thank you for your attention. I'm happy to answer your questions. 557 00:40:03,776 --> 00:40:05,157 Thank you, Jennifer. 558 00:40:05,517 --> 00:40:11,197 Who would like to ask questions, or make comments? 559 00:40:11,675 --> 00:40:13,925 We have a comment on the chat. 560 00:40:15,586 --> 00:40:19,167 Well, I'll read that loud, just in case. 561 00:40:19,327 --> 00:40:20,817 "Thanks for the talk 562 00:40:20,977 --> 00:40:23,977 and teaching translation and dialogue writing. 563 00:40:24,137 --> 00:40:28,308 I find this is the easiest, but very time-consuming to assess. 564 00:40:28,615 --> 00:40:34,462 The revoicing aspect of dubbing isn't usually assessed in modules. 565 00:40:34,622 --> 00:40:37,349 It's a bit of a bonus fun activity. 566 00:40:37,509 --> 00:40:40,579 Are there assessment criteria for revoicing? 567 00:40:40,739 --> 00:40:43,617 You mentioned Talaván's new guidelines. 568 00:40:43,997 --> 00:40:46,069 Provide the reference, please." 569 00:40:50,815 --> 00:40:52,608 Please raise your hand 570 00:40:52,768 --> 00:40:58,238 and ask by speaking aloud, I mean. 571 00:40:59,994 --> 00:41:02,758 - Well. - Here is the reference list. 572 00:41:02,918 --> 00:41:05,714 I've already asked Blanca 573 00:41:05,914 --> 00:41:09,714 for permission to have the recording 574 00:41:09,874 --> 00:41:15,115 and PowerPoint of this presentation available on the TRADIT website. 575 00:41:16,308 --> 00:41:19,781 - Here is the link. - Hello. 576 00:41:19,941 --> 00:41:22,167 - Hi, Patrick. - Hello Patrick. 577 00:41:23,167 --> 00:41:25,984 - OK. - Well, in regard to references, 578 00:41:26,144 --> 00:41:28,243 if I can blow my own horn, 579 00:41:29,443 --> 00:41:32,070 there's probably a strategic mistake. 580 00:41:34,070 --> 00:41:36,770 That's the ClipFlair progress report, 581 00:41:38,170 --> 00:41:41,868 which although the name doesn't seem very attractive, 582 00:41:42,768 --> 00:41:48,480 it includes a very strong rational for AVT in language learning. 583 00:41:51,102 --> 00:41:54,102 That's in the repository. 584 00:41:55,199 --> 00:42:01,529 I think it has a very detailed part about the combinations of languages, 585 00:42:01,689 --> 00:42:05,060 revoicing, captioning 586 00:42:05,802 --> 00:42:08,358 and activities that could be done. 587 00:42:08,518 --> 00:42:09,518 That's all. 588 00:42:10,248 --> 00:42:11,868 Thank you. Yes, indeed. 589 00:42:12,568 --> 00:42:15,468 ClipFlair is a great reference for all this. 590 00:42:15,628 --> 00:42:19,338 I did include the reference to the state of the art 591 00:42:19,498 --> 00:42:22,185 we have in 2019 since I didn't have space 592 00:42:22,345 --> 00:42:25,758 to include all the references in the slides. 593 00:42:25,918 --> 00:42:27,787 Everything is there too. 594 00:42:33,553 --> 00:42:36,753 Anyone else has questions or comments? 595 00:42:42,603 --> 00:42:44,991 You are not asking questions. 596 00:42:45,269 --> 00:42:49,508 - Can I ask you a question? - Patrick and then Irene. 597 00:42:50,508 --> 00:42:53,787 If I understood well, it's an ambitious project. 598 00:42:54,087 --> 00:42:56,400 You plan to design a whole course 599 00:42:58,700 --> 00:43:04,180 exclusively based on AVT, no other activities or materials. 600 00:43:04,340 --> 00:43:05,367 Isn't it? 601 00:43:05,925 --> 00:43:08,595 Right, it's an ambitious project. 602 00:43:08,755 --> 00:43:14,030 As I said, we are 20 members involved in the project, 603 00:43:14,190 --> 00:43:18,308 and Noa Talaván is doing a great job coordinating all of us. 604 00:43:18,608 --> 00:43:22,948 We actually managed to have several language centers 605 00:43:23,833 --> 00:43:26,216 to join in the experimental phase 606 00:43:26,376 --> 00:43:30,338 and involve teachers and a good number of learners. 607 00:43:30,538 --> 00:43:34,995 So, the experimental phase will be carried out over five months 608 00:43:35,314 --> 00:43:37,994 and there'll be all these sequences. 609 00:43:38,264 --> 00:43:41,225 A didactic sequence as in the sample 610 00:43:41,694 --> 00:43:43,724 I presented to you today, 611 00:43:43,884 --> 00:43:45,944 and the five modes involved. 612 00:43:46,104 --> 00:43:51,879 Students will follow progression by doing these AVT modes 613 00:43:52,529 --> 00:43:54,799 according to their language level. 614 00:43:56,904 --> 00:43:58,287 Irene. 615 00:43:59,787 --> 00:44:01,007 Irene De Higes. 616 00:44:01,700 --> 00:44:02,700 Sorry. 617 00:44:03,818 --> 00:44:06,550 I was thinking maybe, Patrick was... 618 00:44:07,206 --> 00:44:11,706 How do you get the clips, how do you select them? 619 00:44:11,866 --> 00:44:14,670 Are they only films, short films, 620 00:44:15,170 --> 00:44:19,224 short clips of films, short films or TV series? 621 00:44:19,694 --> 00:44:23,544 Can you add some information? Thank you. 622 00:44:23,763 --> 00:44:24,913 Thank you, Irene. 623 00:44:25,073 --> 00:44:29,944 Noa was also typing in the chat for Patrick and the rest. 624 00:44:30,104 --> 00:44:36,864 It's not just a course on AVT, but it's an extra resource. 625 00:44:37,314 --> 00:44:41,143 So, there will be 15 hours in five months. 626 00:44:42,688 --> 00:44:48,828 Each level of students should do the 15 lesson plans, 627 00:44:48,988 --> 00:44:52,395 and the duration of each lesson plan is 60 minutes. 628 00:44:53,160 --> 00:44:54,702 So, that's it. 629 00:44:54,862 --> 00:44:56,742 And... Thank you. 630 00:44:56,942 --> 00:45:00,036 Irene, to answer your question. 631 00:45:00,196 --> 00:45:04,962 So basically, as we said, 632 00:45:05,512 --> 00:45:08,244 it's time-consuming to prepare AVT tasks, 633 00:45:08,404 --> 00:45:12,246 mainly for the audiovisual selection of the clips. 634 00:45:12,920 --> 00:45:19,272 In this case, we decided, all together, to focus, if possible, 635 00:45:19,472 --> 00:45:26,091 on short films and documentaries. It depends on the AVT mode. 636 00:45:26,251 --> 00:45:30,462 Voice-over, for instance. There will be documentaries mainly. 637 00:45:30,622 --> 00:45:35,390 We are trying to find creative common material. 638 00:45:35,810 --> 00:45:38,361 That's not that easy, 639 00:45:38,521 --> 00:45:42,221 especially because we need to find the perfect video. 640 00:45:42,381 --> 00:45:45,990 I mean, the two-minute video that is motivating 641 00:45:46,150 --> 00:45:49,907 and has meaningful language input. 642 00:45:50,067 --> 00:45:51,704 That's not easy at all. 643 00:45:51,904 --> 00:45:56,454 But we also thought that we can use video clips, 644 00:45:57,242 --> 00:46:00,873 I mean, for different AVT modes, if possible. 645 00:46:01,033 --> 00:46:05,033 We are preparing 15 extra activities for the same level. 646 00:46:05,193 --> 00:46:06,940 We have 30 instead of 15. 647 00:46:07,100 --> 00:46:12,300 In case some students can and wish to do further practice. 648 00:46:14,420 --> 00:46:15,420 Thank you. 649 00:46:15,620 --> 00:46:19,224 - Well. And also... Sorry, Blanca. - Don't worry. 650 00:46:19,384 --> 00:46:24,814 The videos are available on the YouTube of the project. 651 00:46:26,589 --> 00:46:31,833 I think Mar wanted to ask a question, but perhaps not anymore. 652 00:46:32,483 --> 00:46:38,670 Yes. My question was similar to the one that Irene asked. 653 00:46:38,830 --> 00:46:39,830 But... 654 00:46:41,591 --> 00:46:46,330 First of all, congratulations on your interesting seminar. 655 00:46:46,490 --> 00:46:47,590 Thank you. 656 00:46:47,750 --> 00:46:51,908 Do you have any criteria for selecting the clips, 657 00:46:52,068 --> 00:46:56,716 but most specifically related to the topics? 658 00:46:56,876 --> 00:47:03,876 I mean, clips on audiovisual humour or cultural aspects. 659 00:47:04,036 --> 00:47:05,176 So... 660 00:47:05,576 --> 00:47:07,576 That was my question. 661 00:47:08,762 --> 00:47:09,862 Thank you, Mar. 662 00:47:10,196 --> 00:47:15,396 That was one of the ideas we brainstormed at the beginning. 663 00:47:15,896 --> 00:47:19,617 To have a fil rouge of the videos. 664 00:47:19,777 --> 00:47:25,990 But we must create many activities and we need more variety, 665 00:47:26,150 --> 00:47:28,798 and it's difficult to find 666 00:47:29,860 --> 00:47:33,387 motivating videos because we need very short videos, 667 00:47:33,547 --> 00:47:36,041 so we proposed two-minute videos. 668 00:47:36,201 --> 00:47:40,701 The AVT task is carried out of only one minute 669 00:47:41,871 --> 00:47:47,331 because it's time-consuming for them to either translate or dub... 670 00:47:47,531 --> 00:47:50,887 Any type of AVT task is quite time-consuming. 671 00:47:51,047 --> 00:47:54,317 Since they are also working online on their own, 672 00:47:54,902 --> 00:47:57,053 that was our decision. 673 00:47:57,213 --> 00:48:01,015 So, there are many different videos. 674 00:48:04,315 --> 00:48:07,675 I saw a few questions in the chat, 675 00:48:07,835 --> 00:48:12,910 - one from Boris. - I'm sorry. I can read them aloud. 676 00:48:13,110 --> 00:48:16,271 Boris Vázquez is asking a question. 677 00:48:16,431 --> 00:48:22,020 "Did you consider drawing inspiration from the fan-made AVT translation? 678 00:48:22,180 --> 00:48:24,288 If yes, how? If not, why not? 679 00:48:24,508 --> 00:48:26,956 Thank you for this presentation." 680 00:48:27,154 --> 00:48:30,396 Thank you for the comments and the question. 681 00:48:30,746 --> 00:48:34,446 For what concerns fan-made AVT translations... 682 00:48:34,606 --> 00:48:40,079 We said that we are happy to include creativity 683 00:48:40,279 --> 00:48:44,124 to the project, because a creative dubbing 684 00:48:44,324 --> 00:48:45,416 or subtitling 685 00:48:45,638 --> 00:48:50,651 has been a recent proposal, and is raising scholars' attention 686 00:48:50,811 --> 00:48:52,786 and especially students'. 687 00:48:52,946 --> 00:48:56,746 In this case... I'm gonna go back to the presentation. 688 00:48:56,906 --> 00:49:00,422 You will have that in front of you. I think is... 689 00:49:02,583 --> 00:49:04,789 here. 690 00:49:04,987 --> 00:49:06,895 I'm going back to the Meet. 691 00:49:08,395 --> 00:49:12,395 What we decided? We decided to include subtitling, 692 00:49:12,555 --> 00:49:19,555 like in this case, intralingual keyword, 693 00:49:19,715 --> 00:49:21,149 but still subtitling. 694 00:49:21,923 --> 00:49:25,353 Voice-over is pure voice-over, dubbing as well. 695 00:49:25,513 --> 00:49:30,250 Usually, we respect the text 696 00:49:30,450 --> 00:49:34,131 and the same for Audio Description and SDH. 697 00:49:34,291 --> 00:49:37,599 But since we are still in sort of 698 00:49:38,749 --> 00:49:42,754 even creativity phase ourselves, the members of the project, 699 00:49:42,914 --> 00:49:45,064 it's something we can consider. 700 00:49:45,224 --> 00:49:48,104 Since we also have Noa Talaván here 701 00:49:48,504 --> 00:49:51,604 to get more impression and suggestion, 702 00:49:51,764 --> 00:49:57,731 we definitely take into account the idea of including creative AVT. 703 00:49:59,414 --> 00:50:02,114 - And then was Ilaria... - Ilaria Parini. 704 00:50:02,274 --> 00:50:07,046 "Are the students involved specializing in foreign languages 705 00:50:07,206 --> 00:50:08,842 or other degree courses? 706 00:50:09,002 --> 00:50:13,135 Are they taking science in English, for example, economics?" 707 00:50:13,922 --> 00:50:19,159 As far as I know, and Noa, in this case, can also add more 708 00:50:19,319 --> 00:50:21,519 because at the moment we are... 709 00:50:22,445 --> 00:50:26,609 The language centers involve 710 00:50:26,769 --> 00:50:29,924 language learners and adults studying languages. 711 00:50:30,084 --> 00:50:33,824 So, they are not really specializing in foreign languages 712 00:50:33,984 --> 00:50:37,514 in terms of a degree in foreign language. 713 00:50:39,106 --> 00:50:44,750 I think we have a great variety of target learners. 714 00:50:46,100 --> 00:50:47,150 OK. 715 00:50:48,331 --> 00:50:49,853 Any further questions? 716 00:50:50,013 --> 00:50:51,297 Thank you. 717 00:50:54,500 --> 00:50:55,500 No. 718 00:50:56,713 --> 00:50:57,713 Thank you. 719 00:50:58,242 --> 00:51:01,625 We have time for one or two more questions. 720 00:51:05,375 --> 00:51:08,775 There's another one. Inmaculada Rosal Bustamante. 721 00:51:08,935 --> 00:51:11,799 "Thanks for the presentation. It's helpful. 722 00:51:11,959 --> 00:51:17,706 Working on a similar study for my final master's thesis, 723 00:51:17,996 --> 00:51:21,336 I was wondering if there were any resources online 724 00:51:21,496 --> 00:51:26,772 for the AVT material input with English grammatical structures 725 00:51:26,932 --> 00:51:33,662 that are used in specific language such as inversions for a C1 level. 726 00:51:33,822 --> 00:51:39,959 It's not easy to find videos with grammatical examples like these. 727 00:51:40,119 --> 00:51:41,919 Thank you so much." 728 00:51:42,854 --> 00:51:43,854 OK. 729 00:51:44,416 --> 00:51:47,556 It's a very specific question, but we like that. 730 00:51:48,683 --> 00:51:51,518 Thank you very much for your question, 731 00:51:51,678 --> 00:51:57,781 and good luck with your final master's dissertation. 732 00:51:57,981 --> 00:52:01,931 OK, Boris suggested Bridgerton, the new Netflix series. 733 00:52:02,796 --> 00:52:09,446 You're asking about AVT material that includes specifical grammar. 734 00:52:10,186 --> 00:52:11,519 I have to say that 735 00:52:12,619 --> 00:52:18,257 it's a bit difficult to find a repository in that sense. 736 00:52:18,669 --> 00:52:22,603 But, for example, if you want to... 737 00:52:22,763 --> 00:52:24,945 I'm gonna paste here the link. 738 00:52:27,216 --> 00:52:30,009 Since ClipFlair is still running, 739 00:52:32,169 --> 00:52:33,469 you can actually... 740 00:52:35,249 --> 00:52:39,079 you can go to ClipFlair and look in the studio. 741 00:52:39,666 --> 00:52:44,505 You actually have... I can't open it because I have a Mac. 742 00:52:44,705 --> 00:52:46,052 But in the studio, 743 00:52:46,769 --> 00:52:50,449 you have the filter and you can put keywords 744 00:52:50,609 --> 00:52:54,760 in case of the video description, 745 00:52:54,920 --> 00:52:57,480 and the activity has what you want. 746 00:52:57,858 --> 00:52:59,905 The suggestion I would do... 747 00:53:00,255 --> 00:53:05,206 When I look for very specific input as you are doing now, 748 00:53:05,576 --> 00:53:08,346 I actually tend to prefer... 749 00:53:08,506 --> 00:53:10,960 You said you are working on, 750 00:53:11,360 --> 00:53:14,916 but you don't specify the AVT modes you are using. 751 00:53:15,258 --> 00:53:18,800 Anyway, if you're gonna use a movie 752 00:53:18,960 --> 00:53:22,250 or a TV series script, I'd go on the Internet. 753 00:53:22,410 --> 00:53:25,900 There are many websites where you can find the script 754 00:53:26,060 --> 00:53:28,608 of the series or movie. 755 00:53:29,088 --> 00:53:34,088 You can open it and then research within the script, 756 00:53:34,248 --> 00:53:40,169 looking for grammatical input, for example, structures you seek. 757 00:53:40,369 --> 00:53:47,369 It's just as simple as find and search within the document. 758 00:53:47,823 --> 00:53:50,290 If you find the script you need, 759 00:53:50,450 --> 00:53:52,622 you should look for 760 00:53:53,222 --> 00:53:56,422 that episode of the series or moment in the film 761 00:53:56,582 --> 00:54:00,482 and check if the script is exactly what is being said. 762 00:54:00,642 --> 00:54:05,156 Actors or dubbers change it a little bit sometimes. 763 00:54:05,316 --> 00:54:10,436 But if you find that in the script, the audiovisual input changes too. 764 00:54:12,856 --> 00:54:15,051 I hope I answered your question. 765 00:54:18,351 --> 00:54:22,101 Which AVT mode are you using since you are on the chat? 766 00:54:28,238 --> 00:54:30,063 OK, subtitling. 767 00:54:30,907 --> 00:54:32,016 OK, thank you. 768 00:54:36,006 --> 00:54:41,151 Inmaculada, If I may add this in my PhD thesis about subtitling, 769 00:54:41,351 --> 00:54:45,490 I conducted a corpus study, and I have examples of inversions. 770 00:54:45,922 --> 00:54:48,393 If you want to contact me afterwards. 771 00:54:48,553 --> 00:54:53,173 It's not that a whole clip has a lot of inversions, 772 00:54:53,333 --> 00:54:57,140 but perhaps I can help you find some examples. 773 00:54:57,559 --> 00:54:58,632 That's great. 774 00:55:01,215 --> 00:55:04,465 Anyone else? We have time for one more question. 775 00:55:04,625 --> 00:55:08,682 That would be an hour, and that would be very good timing. 776 00:55:08,907 --> 00:55:12,063 So, one last question. Anyone? 777 00:55:13,591 --> 00:55:14,591 Aurora. 778 00:55:15,062 --> 00:55:16,241 Aurora Troncoso. 779 00:55:16,642 --> 00:55:19,515 "Thanks for the talk. It's very interesting. 780 00:55:19,675 --> 00:55:23,474 Maybe I've missed it, but are you going to use the data, 781 00:55:23,634 --> 00:55:26,534 the pronunciation in the voicing exercises, 782 00:55:26,694 --> 00:55:31,455 to measure improvement and learning pronunciation improvement?" 783 00:55:31,857 --> 00:55:33,107 Thank you. 784 00:55:33,267 --> 00:55:36,702 Thank you. Yes. Actually, we have the... 785 00:55:37,591 --> 00:55:43,367 We're lucky, as in our research group involved in the project 786 00:55:43,606 --> 00:55:47,845 we have profiles of different scholars, 787 00:55:48,005 --> 00:55:53,125 and one is an expert in pronunciation. 788 00:55:53,285 --> 00:55:56,299 I'm sure we will focus also on that, 789 00:55:56,499 --> 00:56:00,299 because there will be a good number of teachers 790 00:56:00,459 --> 00:56:04,359 and students involved in the different language centers. 791 00:56:04,519 --> 00:56:06,570 I'm sure that we will gather 792 00:56:06,970 --> 00:56:11,834 many data that we can analyze in terms of also pronunciation. 793 00:56:12,142 --> 00:56:16,588 As I've said, the TRADILEX website, 794 00:56:16,748 --> 00:56:20,137 within the TRADIT group is very up to date. 795 00:56:20,537 --> 00:56:25,924 I didn't mention it, but we also opened a Twitter account 796 00:56:26,084 --> 00:56:32,588 to disseminate the results and everything we do in the project. 797 00:56:32,748 --> 00:56:36,069 The project is going to be finished in 2023, 798 00:56:36,496 --> 00:56:40,614 but the website is very up to date. So, Aurora, 799 00:56:40,774 --> 00:56:47,494 you can keep an eye on the website and see all the outcomes. 800 00:56:49,022 --> 00:56:52,460 - I've just shared it. - Thank you, Blanca. 801 00:56:53,560 --> 00:56:55,348 - Thank you. - Thank you. 802 00:56:55,508 --> 00:56:59,743 I think we could finish here if you agree, Jennifer. Yes? 803 00:56:59,903 --> 00:57:01,954 - Yeah. - OK. 804 00:57:02,254 --> 00:57:04,262 Thank you for your attendance. 805 00:57:04,462 --> 00:57:10,428 You'll know about our next seminars on social networks. 806 00:57:10,588 --> 00:57:12,973 We hope that you'll be there too. 807 00:57:13,173 --> 00:57:16,778 Thank you for this interesting talk. Thank you all. 808 00:57:17,202 --> 00:57:20,921 Thank you, Blanca. Thank you all for being here, 809 00:57:21,081 --> 00:57:24,476 those who watched it online, and for your interest. 810 00:57:24,636 --> 00:57:26,542 You have my email. 811 00:57:27,036 --> 00:57:28,822 That was in the very last. 812 00:57:28,982 --> 00:57:35,582 If you wish to ask me something, here's my email address. 813 00:57:35,742 --> 00:57:37,429 Thank you very much. 814 00:57:38,192 --> 00:57:39,292 Thank you. 815 00:57:41,517 --> 00:57:45,223 COST (European Cooperation in Science and Technology). 816 00:57:45,614 --> 00:57:52,368 This video is based upon work from COST Action LEAD-ME CA19142, 817 00:57:52,528 --> 00:57:54,280 supported by COST 818 00:57:54,440 --> 00:57:57,680 (European Cooperation in Science and Technology). 819 00:57:57,880 --> 00:58:01,547 COST (European Cooperation in Science and Technology) 820 00:58:01,707 --> 00:58:05,521 is a funding agency for research and innovation networks. 821 00:58:05,681 --> 00:58:09,381 Our Actions connect research initiatives across Europe 822 00:58:09,541 --> 00:58:13,739 and grow scientists' ideas by sharing them with their peers. 823 00:58:14,239 --> 00:58:17,539 This boosts their research, career and innovation. 824 00:58:17,803 --> 00:58:20,629 www.cost.eu. 825 00:58:20,789 --> 00:58:24,293 It is licensed under Creative Commons Attribution 826 00:58:24,453 --> 00:58:25,953 CC-BY. 827 00:58:26,113 --> 00:58:30,594 Funded by the Horizon 2020 Framework Program of the EU.