Publicación: Subtitling as a Task and Subtitles as Support: Pedagogical Applications.
Fecha
2010
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info:eu-repo/semantics/restrictedAccess
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Rodopi
Resumen
This article analyses the role of both reading and producing subtitles as functional activities and didactic tools in foreign language education. Firstly, it examines the need for the educational use of both subtitles and subtitling in the classroom. Then, it provides a sample activity that exploits both tools with the aim of improving oral comprehension skills that is assessed through multi-methodological research. All in all, the didactic application of an activity based on the use of subtitles as learning support and of subtitling as the active production of subtitles by students in front of the computer, entails a series of benefits that are worth noting: it assists students in the development of oral comprehension skills, provides them with different types of support
(visual, textual, and technological) for language development, encourages learners to face authentic input, and produces tangible output (the subtitles produced by students) that can be shared with their peers (or even on the web).
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Citación
Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical Applications. In J. Díaz Cintas, A. Matamala, and J. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility (pp. 285–299). Rodopi.
Centro
Facultades y escuelas::Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas