Multimodal Texts and Translation Tasks in Spanish Foreign Language (SFL): The acquisition of reflexive clitic “se” by Dutch-speaking adults

Autores

DOI:

https://doi.org/10.18002/ehf.i44.7363

Palavras-chave:

Dutch speaking subjects, Spanish as a foreign language, clitic se, audio description, dubbing

Resumo

This article presents the results of an experimental study on the acquisition of the clitic se by Dutch-speaking students of Spanish as a foreign language in the third year of the Department of Translation, Interpretation and Communication at the University of Ghent. Based on a sequence taken from the anglophone film The Help (Taylor, 2011), one group of 35 Belgian participants carried out two tasks: an intersemiotic translation (they created an audio description script) and an interlingual translation (they translated the English dialogues into Spanish).

Downloads

Não há dados estatísticos.

Métricas alternativas

Biografia Autor

Anne Vermeulen, Ghent University

Anna Vermeulen obtained a Master degree in Roman philology (French and Spanish) and holds a PHD in Linguistics and Literature of Roman Languages (Spanish) from the Catholic University of Louvain (KUL). She currently works as an associate professor at the Department of Translation, Interpretation and Communication of the Faculty of Arts and Philosophy of the Ghent University (Belgium) where she teaches Spanish Structures, Translation Spanish-Dutch and Audiovisual Translation (AVT). Her research and publications focus on translation strategies and techniques, pragmatic aspects and linguistic variation in AVT as well as AVT as a didactic tool in foreign language teaching and learning. As a visiting professor she held conferences and workshops at different  Universities in Spain and Latin-America. She is a member of the research group MUTLIPLES of the Ghent University and the ATLAS group of the UNED (Madrid).

Referências

Ajayi, L. (2009): “English as a Second Language Learner’s Exploration of Multimodal Texts in a Junior High School”, Journal of Adolescent and Adult Literacy, 52(7), 585-595.

Anstey, M. and Bull, G. (2010): “Helping Teachers to explore multimodal texts”, Curriculum and Leadership Journal. An electronic journal for leaders in education,8(16).http://www.curriculum.edu.au/leader/vol8_no16,29838.html?issueID=12141

Beltramelo, A. (2019): “Exploring the Combination of Subtitling and Revoicing Tasks: A Proposal for Maximising Learning Opportunities in the Italian Language Classroom”, International Journal of Language, Translation and Intercultural Communication, 8, 93-109. https://doi.org/10.12681/ijltic.20279

Bosque, I. y Gutierrez-Rexach, J. (2009): Fundamentos de sintaxis formal, Madrid: Akal.

Calduch, C. and Talaván, N. (2018): “Traducción audiovisual y aprendizaje del español como L2: el uso de la audiodescripción”, Journal of Spanish Language Teaching, 4 (2), 166–180.

https://doi.org/10.1080/23247797.2017.1407173

Chaume, F. (2004): “Discourse Markers in Audiovisual Translation”, Meta, 49 (4), 843-855. https://doi.org/10.7202/009785ar.

Council of Europe (2020): Common European Framework of Reference for Languages; Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe, www.coe.int/lang-cefr

Curry, P. and Sherry, R. (2004): The Hidden Value of Higher Education Learning: Transferable Skills and their Importance for Graduates of Modern Language Programmes. Dublin: Transferable Skills Project.

De Miguel, E. (1999): El aspecto léxico. I. Bosque y V. Demonte (Eds.) Gramática descriptiva de la lengua española. Madrid: Espasa Calpe, 2977-3060.

Devís Márquez, P.P. (2020): “Estados, transitividad y clíticos”. Nueva Revista de Filología Hispánica (NRFH), 68(1), 3-46. https://doi.org/10.24201/nrfh.v68i1.3581

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Escobar, M.A. (2017): “L2 acquisition of Spanish dative clitics by English and Dutch learners”. Studies in Second Language Learning and Teaching, 7(3), 517-534. https://pressto.amu.edu.pl/index.php/ssllt/article/view/9513/9198

Escobar, L. and Torrens, V. (2007): “On the acquisition of clitic se and aspect in Spanish”, in S. Baauw et al. (eds.) (2007) The Acquisition of Romance languages. Utrecht, Netherlands Graduate School of Linguistics, 3: 59-71.

Escobar, L. and Teomiro, I. (2016): “The gradual acquisition of clitic se in Spanish L2”, Topics in Linguistics, 17(1), 17-29. https://sciendo.com/pdf/10.1515/topling-2016-0002

Gee, J. P. (2003): What video games have to teach us about learning and literacy, New York, Palgrave MacMillan.

Heiss, C. (2004): “Dubbing Multilingual Films. A new Challenge?” Meta, 49 (1), 208-220. https://doi.org/10.7202/009035ar

Hyks, V. (2005): “Audio Description and Translation. Two related but different skills”. Translating Today, 4, 6-8.

Ibáñez Moreno, A. y Vermeulen, A. (2014): “La audiodscripción como recurso didáctico en el aula de ELE para promover el desarrollo integrado de competencias”, in R.Orozco (ed.) (2014) New Directions in Hispanic Linguistics, Newcastle upon Tyne, Cambridge Scholars Publishing: 264-292.

Ibáñez Moreno, A. and Vermeulen, A. (2015): “Using VISP (Videos for Speaking), a Mobile App Based on Audio Description, to Promote English Language Learning: A Case Study”. Procedia, Social and Behavioural Sciences, 178, 132–138. https://doi.org/10.1016/j.sbspro.2015.03.169

Ibáñez Moreno, A. and Vermeulen, A. (2017): The ARDELE Project: Controlled Empirical Research on Audio Description as a Didactic Tool to Improve (Meta)linguistic Competence in Foreign Language Teaching and Learning. J. Díaz Cintas and K. Nikolic (eds.) (2007) Fast-Forwardig with Audiovisual Translation, Bristol, Multilingual Matters, 195-211.

Ibáñez Moreno, A. and Vermeulen, A. (2018): “Audio Description for All: a Literature Review of its Pedagogical Values in Foreign Language Teaching and Learning”. Encuentro, 26, 52-68.

Jiménez Hurtado et al (2012): “Museos para todos: la traducción e interpretación para entornos multimodales como herramienta de accesibilidad universal.” MonTI. Monografías de Traducción e Interpretación, 4, 349-383.

https://doi.org/10.6035/MonTI.2012.4.15

Kempchinsky, P. (2004): “Romance se as an aspectual element”. J. Auger et al (eds.) (2004) Contemporary Approaches to Romance Linguistics. Amsterdam: John Benjamins: 239-256.

Knobel, M. and Lankshear, C. (2007): “Online memes, affinities, and cultural production”. M. Knobel and C. Lankshear (eds.) (2007). A new literacies sampler, Frankfurt del Main, Peter Lang Publishing: 199-227.

Lertola, J. (2018): “From translation to audiovisual translation in foreign language learning”, Trans. Revista de Traductología, 22, 185–202. https://doi.org/10.24310/TRANS.2018.v0i22.3217

Lertola, J. (2019): Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Viollans: Research-publishing.net, https://doi.org/10.14705/rpnet.2019.27.9782490057252

Lertola, J. and Mariotti, C. (2017): “Reverse dubbing and subtitling: Raising pragmatic awareness in Italian English as a second language learners”, The Journal of Specialised Translation, 28, 103–121. https://jostrans.org/issue28/art_lertola.pdf

Littlewood, W. (2004): “The task-based approach: some questions and suggestions”, ELT Journal, 58(4), 319-326.

Navarrete, M. (2020): “The use of Audio Description in Foreign Language Education: A Preliminary Approach”, in L. Incalcaterra et al (eds.) (2020) Audiovisual Translation in Applied Linguistics. Educational Perspectives, Amsterdam, John Benjamins: 131–152. https://doi.org/10.1075/bct.111.ttmc.00007.nav

Navarrete, M. (2021): Active audio description as a didactic resource to improve oral skills in foreign language learning. PhD Thesis, UNED.

Romero Fresco, P. (2009): “Naturalness in the Spanish Dubbing Language: a Case of Not-so close Friends”, Meta, 54, 49-72. https://doi.org/10.7202/029793ar

Salway, A. (2007): “A corpus-based analysis of audio description”, in J. Díaz Cintas et al (eds.) (2007) Media for All: Subtitling for the deaf, audio description, and sign language, Amsterdam, Rodopi: 151–174.

Sánchez Requena, A. (2016): “Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations”. Porta Linguarum 26: 9-21.

Sanz, M. (2000): Events and Predication, Amsterdam: John Benjamins.

Talaván, N. (2019): “Creative audiovisual translation applied to foreign language education: a preliminary approach”, Journal of Audiovisual Translation, 2(1), 53-74.

https://www.jatjournal.org/index.php/jat/article/view/57

Talaván, N. and Ávila-Cabrera, J.J. (2015): “First Insights into the Combination of Dubbing and Subtitling as L2 Didactic Tools”, in A. Caimi and C. Mariotti (eds.) (2015) Subtitles and Language Learning, Oxford: Peter Lang: 149-172.

Talaván, N. and Lertola, J (2016): “Active Audio Description to Promote Speaking Skills in Online Environments”. Sintagma, 28, 59-74.

Teomiro, I. (2013): “Low applicatives and optional se in Spanish non-anticausative intransitive verbs”. Revista de Lingüística y Lenguas Aplicadas, 8, 248-270.

Teomiro, I. and Romero, C. (2012): “Theta meets aspect: The Spanish aspectual se with consumption verbs”, Topics in Linguistics, 10, 20-27.

Vermeulen, A., and Ibáñez Moreno, A. (2017): “Audio description as a tool to promote intercultural competence”, in J. Deconinck et al (eds.) (2017) Towards Transcultural Awareness in Translation Pedagogy. Wien: LIT Verlag: 133-153.

Vermeulen, A. and Escobar, M.A. (2021): “Audiovisual Translation (Dubbing and Audio Description) as a Didactic Tool to Promote Foreign Language Learning: The Case of Spanish Clitic Pronouns”, Translation and translanguaging in multilingual contexts, 7(1), 86-105. https://doi.org/10.1075/ttmc.00060.ver

Zabalbeascoa, P. (2008): The Didactics of Audiovisual Translation, Amsterdam: John Benjamins: 21-37.

Publicado

2022-12-26

Como Citar

Escobar Álvarez, M. Ángeles, & Vermeulen, A. (2022). Multimodal Texts and Translation Tasks in Spanish Foreign Language (SFL): The acquisition of reflexive clitic “se” by Dutch-speaking adults. Estudios Humanísticos. Filología, (44), 45–65. https://doi.org/10.18002/ehf.i44.7363

Edição

Secção

Monográfico 2022: Fenómenos de interferencia entre lenguas afines