Audiovisual translation in teaching foreign languages: contributions of dubbing to develop fluency and pronunciation in spontaneous conversations

• Alicia Sánchez-Requena ^[1]
  1. [1] Manchester Metropolitan University

     Manchester Metropolitan University

     Reino Unido

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 26, 2016, págs. 9-21
• Idioma: inglés
• DOI: 10.30827/digibug.53920
• Títulos paralelos:
  • La traducción audiovisual en la enseñanza de lenguas extranjeras: aportaciones del doblaje al desarrollo de la fluidez y la pronunciación en conversaciones espontáneas
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 16 Citas
• Resumen
  • español

    El desarrollo de las nuevas tecnologías ha supuesto una mayor atención en el uso activo de la traducción audiovisual dentro de la enseñanza de lenguas extranjeras en los últimos años. Este estudio constituye una investigación piloto descriptiva que analiza primordialmente la relación entre la actividad del doblaje activo y la expresión oral de estudiantes ingleses de español. Tras la triangulación de datos, se ha constatado que los alumnos han mejorado en una media de 22 palabras por minuto en solo seis semanas, ha aumentado considerablemente su confianza y comodidad al expresarse oralmente y, a su vez, han desarrollado otras áreas de aprendizaje indirectamente

  • English

    The development of new technologies has led to a greater focus on the active use of audiovisual translation in teaching foreign languages in recent years. This paper constitutes a descriptive pilot research, which primarily looks at the interface between the activity of active dubbing and the oral expression of English students of Spanish. After triangulating the data, it has been established that students have improved their speed by an average of 22 words per minute in only six weeks, their confidence and comfort has considerably increased when expressing orally and, concurrently, students have developed other learning areas indirectly.

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