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Audiovisual translation for foreign language learning: new multimodal resources Stavroula Sokoli Universitat Pompeu Fabra
TISLID ConferenceÁvila, 8 May 2014
•New educational tools and ideas for foreign language learning
•Active ways to work with audiovisual materials such as films
•Authentic tasks to enhance authentic materials
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Learner and teacher needs
Because the audiovisual mode:
•offers variety and flexibility• contextualizes linguistic items•provides exposure to cultural and nonverbal
elements• is closer to natural ideal communication than the
written or oral modes
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Why Clips?
• Learning by doing ▫more effective than learning by watching
•Active approach, hands-on experience▫ increases motivation
• “Tangible”, shareable result: the captioned or revoiced clip ▫as opposed to note-taking
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Why ClipFlair?
What is ClipFlair?
•A web platform for foreign language learning through interactive revoicing and captioning of clips
•A community of learners and teachers who are interested in using audiovisual material for language learning in an active and motivating way
•Watch this one minute animation
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•The Gallery: for uploading, accessing and sharing activities, clips and other materials http://gallery.clipflair.net
•The Studio: for creating and using activities through revoicing and captioning tools http://studio.clipflair.net
•The Social Network: for interacting, collaborating etc. in forums and groups http://social.clipflair.net
•The Conceptual Framework establishing guidelines for activity creation and evaluation criteria
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ClipFlair offers:
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ClipFlair basicsClick here to watch a three-minute video
•To add speech to a clip▫Dubbing: a new sound track and especially dialogue
in a different language▫Voice over: words that are spoken in a movie or
television program by a person who is not seen▫Audio description: description of what is happening
in the film - for the blind and visually impaired ▫Free commentary, karaoke singing, reciting
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What is revoicing?
•To add writing to a clip
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What is captioning?
Intertitles Foreign film subtitles
Also: subtitles for the deaf and Hard-of-Hearing, annotations, speech bubbles, comments
•En casa de los padres de Rosa•For ClipFlair beginners •Does not require subtitling knowledge•Fill-in-the-gaps exercise
resulting in an authentic product
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Subtitling activity example
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Audio description activity example
•Edinburgh tourist guide for the blind•Raises awareness of accessibility issues•Promotes audiovisual literacy•For practicing speaking skills
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The Social Network: http://social.clipflair.net
•ClipFlair is not only about standard subtitling and dubbing
•The possible kinds of activities are multiplied depending on combinations of:▫Skills “From X to Y”▫Language combinations▫Types of learner response▫Audiovisual skills developed
•Available here: http://clipflair.net/outcomes
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The Conceptual Framework
• Prompt: Stimulation, input. Teacher-driven or activity-authored. The term from. Learners write, speak and AV produce, responding to prompts. We can extend the concept of from to mean involves doing (in pursuit of final goal: to, output), including prompts and what the learner may do in the process of getting to their target, i.e. to.
• X-to-Y: An activity provides X as a prompt for learner to produce Y. X could be one of the four skills; Y, too. Y can also specify: verbatim, gist, or react. “from-X-to-Y” can also be expressed as: X-to-Y.
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From-X-to-Y prompts
• L0 >> Language of instructions/description: could be L1 or L2 but an activity may be introduced or described in any number of languages. For example, the same intralingual activity for learning Polish can be used for speakers of different languages.
• L1 >> Learner’s language: A language the learner knows well enough to work “from” (the prompt).
• L2 >> Language being learned: The target language to learn.• L3 >> Other languages: Any other language that might appear
in a clip being used in an activity (when it might be important to know such information).There may be different language combinations in an activity.
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Languages
• Intralingual: activity developed (from) and carried out (to) in one language only, usually designed regardless of the learners’ L1, L2; L3 level. Intralingual has no interlinguistic transfer (e.g. translation).
• Interlingual: the clip (from), is in one language; the learner’s production (to), is in another. Includes activities made specifically for a given L1. It may (not) be reusable for other learners. A translation exercise or other interlinguistic transfer is typical , but our methodology is not rooted in traditional grammar-translation. We wish to highlight the rich possibilities of combining the intra- v. interlingual variable with repeat-rephrase-react options.
intralingual L2-to-L2 // interlingual L1-to-L2 / L2-to-L1.
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Multilingual combination
•Multilingual: scenarios and combinations which are not strict L1-to-L2 or L2-to-L1 interlingual exercises; ▫either because an L3 (some other language) is involved
(e.g. in the clip)▫ or because the learner’s expected output is a mixture of
L1 and L2. ▫ “multilingual” can also signal that the clip is not entirely
monolingual even if it only includes the learner’s L1 and L2 (the combination is not FROM a purely monolingual clip TO a purely monolingual learner output).
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Language combinations
• Repeat/verbatim: essentially, the same message in the same words (or quite closely followed), “faithful” lexico-semantic rendering, paraphrase, or translation.
• Rephrase/gist: a noticeable, deliberate change of wording; “loose” paraphrase, free rendering or account; a report; a summary, “free” translation.
• React/respond: a new communicative contribution (e.g. utterance) prompted or elicited by a previous one. Including diglossic, multilingual (contribution to a) conversation.
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Types of learner response (to-Y)
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Visual literacy defined• Literacy refers to the ability to read for knowledge, write
coherently, and think critically about the written word.
• Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video ...
• Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development.
• In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts.
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Deep understanding of text• The primary sense of literacy still represents the lifelong,
intellectual process of gaining meaning from a critical interpretation of the written or printed text.
• Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text.
• Full language literacy, including:• the abilities to approach printed material with critical analysis,
inference and synthesis;
• to write with accuracy and coherence;
• and to use information and insights from text as the basis for informed decisions and creative thought.
1. Watch: AV interpreting skill for AV texts (e.g. film) as a whole, single, complex semiotic communication act, to find meaning and sense from a combination of verbal and non-verbal signs. It includes interpreting non-verbal pictures, icons, symbols, metaphors, cultural elements, etc., and any combination of verbal and non-verbal textual items.
2. AV listen: linguistic oral comprehension with the combined effect of other elements of the AV text.
3.-AV read: linguistic written comprehension with the combined effect of other elements of the AV text, and the ability to read according to the requirements of the screen (speed, focus, etc.).
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6 Audiovisual skills
4. AV speak: revoicing (dubbing, karaoke, voice-over, free commentary), adapt to speed, voice quality, performance, character-portrayal, etc. Including a variety of prompts, such as improvising, reading from a script, repeating, mimicking, etc.
5. AV write: effective script writing or captioning in its various forms. A specific component of “full” AV-production skills. Include storyboard skills, and visual narrative skills involving the use of the camera
6. AV produce: film making, film directing. In the context of education, students and learners being able to produce video films and clips to a certain standard, displaying a combination of other semiotic and communicative, linguistic and non-linguistic, technical and artistic skills.
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6 Audiovisual skills contd.
Read-to-speak:• (a) repeat/verbatim: read aloud e.g. also interlingual “sight translation” • (b) rephrase/gist: e.g. oral report or summary; • (c) react/answer: e.g. answer, analyze, criticize, agree, etc.
Listen-to-speak:• (a) repeat: intralingual or interlingual (more or less verbatim); e.g.
traditional “listen-and-repeat” exercises. Liaison and consecutive interpreting
• (b) rephrase: also intra- or inter-lingual; e.g. simultaneous interpreting, relay, or paraphrase, or report (e.g. reported speech)
• (c) react: answer questions, turn taking in spontaneous conversation or debates. Dialogue would involve minimum two instances of “listen to speak” by two people to each other.
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X-to-Y combinations between skills
Read-to-write: Reading prompts >> elicits writing: • (a) repeat: intra- or inter-lingually (translation); intertextuality • (b) rephrase: summarize; report; adapt; • (c) react: e.g. book review. Film analysis.
Listen-to-write: Listening prompts >> elicits: • (a) repeat: intralingual dictation, also possibly on-the-spot
translation, transcription. • (b) rephrase: e.g. intra-/inter- lingual note-taking. • (c) react: radio-listener’s letters to the editor or program,
viewers’ texting during TV or radio program.
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X-to-Y combinations between skills
How to create a captioning activity1) Plan the activity
a) Decide the learning objectivesb) Decide the task(s)
2) Select a video from the Galleryhttp://gallery.clipflair.net3) Add text component for activity instructions4) Add captioning component and do the spotting5) Save the activity as ClipFlair file
How to create a revoicing activity1) Plan the activity
a) Decide the learning objectivesb) Decide the task(s)
2) Select a video from the Galleryhttp://gallery.clipflair.net/ http://clipflair.net/ > Social Network > Gallery > Video3) Add text component for activity instructions4) Add captioning component and do the spotting5) Go to options and enable “Audio visible”6) Save the activity as ClipFlair file
Learner feedback
•One year (since April 2013)•967 users•The questionnaire is available here: •http://tinyurl.com/clipflairfeedback
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The ClipFlair activity was… (1/2)28
The ClipFlair activity was… (2/2)29
The ClipFlair Studio is…30
About the learners (1/2)31
About the learners (2/2)32
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The Partnership
Spain
UK
Greece
Romania
Ireland
Portugal
Poland
Estonia
Arabic, Basque, Catalan, Chinese, English, Estonian, Greek, Irish, Japanese, Polish, Portuguese,
Romanian, Russian, Spanish, Ukrainian
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Languages targeted in the project
More info?clipflair.net
facebook.com/ClipFlair
twitter.com/ClipFlair
Join us at the ClipFlair Conference, Barcelona, 18-19 July 2014http://clipflair.net/conference2014
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