Multimodalities in didactic audiovisual translation: a teachers' perspective

In the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola &...

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Autores: Sánchez-Requena, Alicia, Igareda, Paula, Bobadilla-Pérez, Maria
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/72008
Acceso en línea:http://hdl.handle.net/10230/72008
http://dx.doi.org/10.51287/cttl202210
Access Level:acceso abierto
Palabra clave:Didactic audiovisual translation
Foreign language education
Teachers&apos
perspectives
Tradilex project
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spelling Multimodalities in didactic audiovisual translation: a teachers' perspectiveSánchez-Requena, AliciaIgareda, Paula Bobadilla-Pérez, MariaDidactic audiovisual translationForeign language educationTeachers&aposperspectivesTradilex projectIn the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola & Talaván, 2020; Talaván, 2019). However, previous studies on teachers' perceptions of the validity of didactic AVT (Alonso-Pérez & Sánchez Requena, 2018; Sokoli et al., 2011) highlighted areas in need of improvement in the field. With this in mind, the article explores the integration of five AVT modalities (subtitling, voiceover, dubbing, audio description and subtitling for the deaf and hard of hearing) in one autonomous learning sequence of 15 lesson plans, as designed by members of the research project TRADILEX, funded by the Spanish Ministry of Science, Innovation and Universities. This paper analyses the results of a questionnaire completed by teachers (N=30) who supervised the implementation of this learning sequence in B1 and B2 proficiency level courses from higher education language centres. The main aim of this article is to determine to what extent this new approach addresses the weaknesses observed by teachers in previous studies. The analysis of the gathered data led to conclude that teacher training in didactic AVT significantly improves the implementation of the methodology. Besides that, the comprehensive approach of the TRADILEX sequence, including the five AVT modalities, allowed teachers to identity which modality is better suited for their teaching practice. On the other hand, high dependence on technology and motivation were two of the main concerns shown by teachers which require further research.Spanish Government, Science, and Innovation Ministry / Ministerio de Ciencia e Innovación (PID2019107362GA-I00).University of Helsinki2025202520222025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/72008http://dx.doi.org/10.51287/cttl202210reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésCurrent Trends in Translation Teaching and Learning E. 2022;(9):337-72info:eu-repo/grantAgreement/ES/2PE/PID2019107362GA-I00Following publication, the author's rights will be protected under a Creative Commons License Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/720082026-06-12T07:21:37Z
dc.title.none.fl_str_mv Multimodalities in didactic audiovisual translation: a teachers' perspective
title Multimodalities in didactic audiovisual translation: a teachers' perspective
spellingShingle Multimodalities in didactic audiovisual translation: a teachers' perspective
Sánchez-Requena, Alicia
Didactic audiovisual translation
Foreign language education
Teachers&apos
perspectives
Tradilex project
title_short Multimodalities in didactic audiovisual translation: a teachers' perspective
title_full Multimodalities in didactic audiovisual translation: a teachers' perspective
title_fullStr Multimodalities in didactic audiovisual translation: a teachers' perspective
title_full_unstemmed Multimodalities in didactic audiovisual translation: a teachers' perspective
title_sort Multimodalities in didactic audiovisual translation: a teachers' perspective
dc.creator.none.fl_str_mv Sánchez-Requena, Alicia
Igareda, Paula
Bobadilla-Pérez, Maria
author Sánchez-Requena, Alicia
author_facet Sánchez-Requena, Alicia
Igareda, Paula
Bobadilla-Pérez, Maria
author_role author
author2 Igareda, Paula
Bobadilla-Pérez, Maria
author2_role author
author
dc.subject.none.fl_str_mv Didactic audiovisual translation
Foreign language education
Teachers&apos
perspectives
Tradilex project
topic Didactic audiovisual translation
Foreign language education
Teachers&apos
perspectives
Tradilex project
description In the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola & Talaván, 2020; Talaván, 2019). However, previous studies on teachers' perceptions of the validity of didactic AVT (Alonso-Pérez & Sánchez Requena, 2018; Sokoli et al., 2011) highlighted areas in need of improvement in the field. With this in mind, the article explores the integration of five AVT modalities (subtitling, voiceover, dubbing, audio description and subtitling for the deaf and hard of hearing) in one autonomous learning sequence of 15 lesson plans, as designed by members of the research project TRADILEX, funded by the Spanish Ministry of Science, Innovation and Universities. This paper analyses the results of a questionnaire completed by teachers (N=30) who supervised the implementation of this learning sequence in B1 and B2 proficiency level courses from higher education language centres. The main aim of this article is to determine to what extent this new approach addresses the weaknesses observed by teachers in previous studies. The analysis of the gathered data led to conclude that teacher training in didactic AVT significantly improves the implementation of the methodology. Besides that, the comprehensive approach of the TRADILEX sequence, including the five AVT modalities, allowed teachers to identity which modality is better suited for their teaching practice. On the other hand, high dependence on technology and motivation were two of the main concerns shown by teachers which require further research.
publishDate 2022
dc.date.none.fl_str_mv 2022
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/72008
http://dx.doi.org/10.51287/cttl202210
url http://hdl.handle.net/10230/72008
http://dx.doi.org/10.51287/cttl202210
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Current Trends in Translation Teaching and Learning E. 2022;(9):337-72
info:eu-repo/grantAgreement/ES/2PE/PID2019107362GA-I00
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv University of Helsinki
publisher.none.fl_str_mv University of Helsinki
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
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