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LEAD-ME: Leading Platform
for European Citizens, Industries,
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Academia and Policymakers
in Media Accessibility (CA19142).
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COST: European Cooperation
in Science and Technology.
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I'm very pleased
to welcome our first speaker,
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a founding member of ColNet.
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She is Jennifer Lertola.
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She holds a PhD from the National
University of Ireland
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and is an English Junior
Assistant Professor
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at Universitŕ degli Studi
del Piemonte Orientale, in Italy.
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Her main research interests include
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AVT, foreign language teaching,
e-learning and distance learning.
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She wrote the book AVT
in the Foreign Language Classroom:
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Applications in English Teaching
and Other Foreign Languages,
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published in 2019
by Research-publishing,
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and various papers on AVT
and language learning.
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She's an editor of the journal
Translation and Translanguaging
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in Multilingual Contexts,
published by John Benjamin.
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She's also co-editor alongside
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Laura Incalcaterra and Noa Talaván
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of the Benjamin's current topics
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"AVT in Applied Linguistics:
Educational Perspectives".
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She joined in international projects,
including ClipFlair,
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funded by the Lifelong
Learning Program,
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and is part of ARENA,
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Accessibility, AVT,
Language Learning
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teaching innovation group,
and TRADIT,
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Didactic AVT research group
at the UNED.
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The TRADIT research group
is currently carrying out
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the research project TRADILEX.
She will talk about it today.
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This is a research
and innovation project
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funded by the Spanish Ministry
of Science and Innovation.
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After the seminar, her speech,
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you can comment and ask questions.
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Please raise your hand
on Google Meet to participate,
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or write on the chat.
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I'll be moderating
that part of the session.
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Thank you, Jennifer.
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You can start when you're ready.
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Thank you.
One second.
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I'm going to share my screen.
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Let's see if everything works.
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I will be watching at the screen.
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I'm afraid I won't see your comments,
but, as Blanca said,
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we've time for questions.
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I'd like to thank all of you
for being here
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and for your interest
in this presentation.
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I'd like to thank ColNet and Blanca
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for organizing this wonderful event
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and the Universitat Pompeu Fabra
for hosting the event.
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I see many colleagues and friends.
I'm very glad you're here.
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I'm pleased to present
this exciting project.
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I'd say we can start.
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The presentation
will focus on the project.
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I'd like to give you some information
about AVT as a didactic resource
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in language learning.
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I will focus on didactic subtitling
and dubbing,
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the most used AVT modes
in the language classroom.
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We will have a look
at the state of the art
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and a recent survey
on teacher's view on didactic AVT.
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We will talk about the context
in which TRADILEX was developed
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and, in particular,
EU-funded projects like ClipFlair.
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I will talk about the local context
in which TRADILEX was designed,
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which is at the UNED,
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the teaching innovation project
in Spain, the project and the aims.
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You'll see the website
to meet the team,
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and see its main features,
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the resources already available
and official resources in progress.
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I'll briefly mention
the dissemination action
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and I'll provide the description
of a didactic sequence
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and a sample of one didactic sequence
we have prepared.
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Then, I'll show you the references.
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This presentation is recorded
and, if you need the PowerPoint,
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I can provide it to you.
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I'm glad that Noa Talaván is here.
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She's the coordinator of the project
and is doing a great job.
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So...
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Let's move on.
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As I said, we're talking about AVT
as a didactic resource.
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There's a great deal of research
on the use of,
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let's say, passive AVT
in foreign language learning.
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Mainly the use of subtitled material
has been proved by several studies
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and here you have just a few.
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Over the last 20 years, this changed
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to the active engagement
of language learners
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through AVT tasks.
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This potential has been recognised
by European institutions,
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as well as scholars were focused
on different aspects of AVT.
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In particular, both captioning,
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what we define as
written language transfer procedures,
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and revoicing,
oral language transfer procedures.
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Let's have a look and see
how we can use
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AVT in foreign language learning.
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Of course, we can have interlingual,
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when we have a transfer
from one language to another.
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That means there's a translation
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we've as in normal AVT standards,
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from L2 to L1,
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second language to first language.
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Then, we usually use reverse.
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Learners can benefit
from a transfer from L1 to L2.
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Of course, we can have intralingual,
so we move from the same language.
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We can also have intersemiotic,
we move from non-verbal input to L2.
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Concerning the two main descriptions
of captioning and revoicing,
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I'm going to show you
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which are the most used AVT modes
in foreign language learning.
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We usually talk about subtitling
and that has been used widely
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as interlingual and intralingual.
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But also, more recently,
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there was a proposal by Talaván
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about using SDH subtitles.
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This proves particularly useful,
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as they learn to provide
paralinguistic information:
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sounds, tones of voice, music, etc.
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This also fosters learners
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audiovisual accessibility awareness.
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Talaván has recently talked
about creative subtitling,
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and we know creative subtitling
as fansubs or fake subs
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has also been discussed
by Díaz Cintas.
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In language learning, students
are asked to create subtitles freely
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for the audiovisual input,
and this helps,
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apart from language skills,
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also, to develop creativity
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and to be able to interact the video
in a more creative way.
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For what concerns revoicing,
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we also have different AVT modes.
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Indeed, the most used and studied
was dubbing.
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Once again, as in case of subtitling:
intralingual, interlingual dubbing.
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More recently, Talaván has proposed
creative dubbing,
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and that is the same
or similar to creative subtitles.
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Students can be creative
and create a new script, and usually,
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it has been used
with a humorous purpose.
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Students seem to enjoy it very much.
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One positive aspect
of creative dubbing...
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Talaván suggested that it can be used
with even lower-level students,
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because they can really freely create
a new script
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and use the language
as much as possible.
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So, that is really one positive point
of creative dubbing.
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We also have audio description,
which has also been used
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quite a lot recently
in different contexts,
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voice-over, which is more limited,
and free commentary,
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once again quite limited used.
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I'll show you in the state of the art
in some proposals.
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I would like to show you here
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examples of applications
of didactic subtitling.
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This is a 2020 proposal by Talaván.
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These are the combinations
of we were talking about before:
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interlingual, intralingual, SDH,
keyword captions and creative.
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You have the direction of languages
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and the suggestion
for which level of proficiency
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they can be effectively used.
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Same here for dubbing.
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You can have interlingual reverse,
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intralingual, same language,
or creative dubbing.
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Here are the suggestions to use
with different levels of proficiency.
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I would like to briefly focus
on basic norms for didactic AVT.
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We're talking about it
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in the previous meeting
with the ColNet's members.
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This is an application of AVT,
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so we aren't training professionals
to be AVT experts,
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but they need to profit from AVT
in terms of language learning.
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We take the professional norms
of subtitling, dubbing
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and other AVT modes and we use them
for language learning.
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These are basic AVT guidelines.
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In the case of subtitling,
if the translation is needed,
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the quality should be high.
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That's what we give to learners
before they start the practice.
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We insist that the register
should be appropriate,
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the dialogue should be condensed,
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and this can be done
by avoiding obvious repetitions.
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Then again, each subtitle should be
meaningful and self-contained.
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That's probably something
they learn over time
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because they are used
to watching subtitles,
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but create their own is not that easy
as it might seem.
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The subtitle should be
on a maximum of two lines,
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and it's relevant to be
in blocks of meaning
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and/or grammatical units.
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Of course, there are
time and space constraints.
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Sorry.
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They should stay one-second minimum
and seven maximum.
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We insist on the fact that,
as far as possible,
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even not professionals,
subtitles should be synchronized.
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And then of course,
in terms of language,
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we usually point out that
they should be grammatically correct,
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and they should use punctuation,
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which is something
they tend to forget when subtitling.
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Probably because they're busy
focusing on many aspects.
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For what concerns dubbing,
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we usually recommend them
to rehearse the dialogue beforehand
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and pay particular attention
to the following aspects:
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speed of speech; synchronization
between lips movement and dialogue,
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one of the most challenging aspects
of dubbing for them,
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but also, one of the things
they enjoy the most;
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and pronunciation.
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The repetition of a listening
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of the original audiovisual input
and then rehearsing the dialogue
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is really helpful in that sense.
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They can also focus on intonation,
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and characterisation
or dramatization.
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So, they need to imitate
the actor's performance.
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We suggest them that, if necessary,
repeat the same phrase several times.
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That usually proves very helpful.
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And then, of course,
as in subtitling,
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they need to respect, if possible,
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the time constraints.
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That is also one challenging aspect
of dubbing.
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Then, Talaván (2020)
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provided a sample assessment rubric
for didactic subtitling.
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As you can see here, the criteria
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and how a teacher can read
the student performance.
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Same for didactic dubbing,
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there are aspects we mentioned
in the AVT basic norms.
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I would like to give you an idea
of what has been done
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as for research on captioning.
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In a recent state of the art
published in 2019,
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we can see many publications,
but this is just a sort of synthesis.
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Just the aspects
I've been studying the most.
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We are talking about standard
and reverse interlingual subtitling.
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Scholars focused
on listening comprehension,
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writing skills,
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vocabulary acquisition,
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also integrated language skills.
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There was one strand of research
on intercultural education
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and also, on pragmatic awareness.
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These studies that I've mentioned
are all experimental studies,
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so they collected data for analysis
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in terms of qualitative
and quantitative analysis.
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Concerning intralingual subtitling,
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scholars focus mainly
on writing skills.
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More recently, as I've mentioned,
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SDH subtitles have been used
in language learning
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for integrated skills.
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The focus was on written production
and listening comprehension.
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We have to say that subtitling
has also been used
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in CLIL, Content and Language
Integrated Learning,
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and in bilingual education context.
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Concerning captioning...
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Sorry. For what concerns…
It's not moving.
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...revoicing, still
from the state of the art,
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we can have an idea of what
was done on intralingual dubbing.
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I added some more references
that are more recent.
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Scholars have focused
on speaking skills,
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and, for what concerns
interlingual dubbing,
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it's more limited,
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but the focus was on speaking
and writing,
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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.