Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction

This article describes a series of exploratory L1 to L2 dubbing projects for which students translated and used editing software to dub short American film and TV clips into their target language. Translating and dubbing into the target language involve students in multifaceted, high-level language...

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Bibliographic Details
Published in:Computer assisted language learning 2010-12, Vol.23 (5), p.441-456
Main Author: Danan, Martine
Format: Article
Language:English
Subjects:
Afghanistan
Audiovisual communications
audiovisual translation
autonomous learning
communicative translation
Computer Software
dubbing
Educational software
Foreign Countries
Independent Study
Indo European Languages
Intensive Language Courses
Languages
Military Personnel
Online instruction
Questionnaires
Second Language Instruction
Second Language Learning
Student Attitudes
Student Motivation
subtitling
task-based instruction
Teaching Methods
Translation
Translations
Vocabulary Development
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Summary:This article describes a series of exploratory L1 to L2 dubbing projects for which students translated and used editing software to dub short American film and TV clips into their target language. Translating and dubbing into the target language involve students in multifaceted, high-level language production tasks that lead to enhanced vocabulary acquisition, register awareness, emphasis on concision, delivery practice, and mastery of paralinguistic elements. Such projects also increase learner motivation as students progress from teacher-directed, task-based instruction to self-initiated, task-based learning. Further experimental research should be conducted to generalize these findings and quantify the benefits of such dubbing projects.
ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2010.522528