Learning via Subtitling:
Software & Processes for Developing
Language Learning Material based on Film Subtitling
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Δευτέρα, 26 Ιούνιος 2017
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EnglishRomanaSpanishportuguesehungarianΕλληνικά

HOU
CTI
Universitat Autonoma de Barcelona (UAB)
The Transilvania University of Brasov (UTBv)
University of the Algarve (UALG)
Roehampton University
University of Pecs
 

Overview Print E-mail

It is becoming increasingly evident to FL teachers and researchers that there is no one and only guaranteed teaching method and that a variety of technical and methodological resources are needed in the classroom. It is now commonplace to say that audiovisual material with its rich context is a powerful instructional tool known to have a motivational, attentional, and affective impact on viewers, which in turn facilitates auditory processing. However, learners need to be trained to develop active viewing strategies for an efficient use of audiovisual material, which very often is not feasible for lack of motivation. Therefore, tools and methods, such as the ones proposed here, are necessary to counter passivity when working with audiovisual material.

More specifically, this approach aims to cover the need for:

  • creation of active learning, task-based activities where cultural elements are involved in an authentic and motivating way and which expose the learners to highly contextualised language input
  • productive use of multimedia as the core of an activity and not as a nice add-on
  • creation of reusable activities requiring a relatively low level of computer literacy by tutors developing such activities;
  • soundness of the development methodology and transferability across various languages and educational systems.

In the proposed activity the student is asked, after some introductory tasks, to create subtitles or complete unfinished ones for a film scene selected according to the teacher's specific pedagogical goals. The outcome of this activity (the subtitled clip), unlike most FL learning activities used in the classroom, is practical and concrete given that the student's work provides an actual product which can be viewed by and shared with other students and teachers.



 

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Outputs Print E-mail

The main products of the project will be used both by the partners but can be also used by other institutions, teachers of foreign languages, researchers or other interested parties. These products are the following:

1.     A pedagogical model for creating language-learning activities: This model will provide the framework within which the activities will be designed. Specifications will be defined for a detailed lesson plan and activity abstraction, and pedagogical goals will be outlined.

2.     A software environment for the creation of language-learning activities based on film subtitling and for the use by the students in the classroom. (See section “The LvS Environment”.

3.     Language-learning activities for Portuguese, Hungarian, Romanian, Greek, Spanish and English. What follows is the outline of a possible self-study LvS activity:

a.     The learner reads the instructions and starts the activity. In the “instructions” window s/he can be involved in pre-viewing activities, such as reading the film's synopsis and answering relevant open or multiple-choice questions

b.     The learner can watch the clip (pausing, restarting, skipping, etc) any number of times. The learner adds/edits the subtitles and views the clip with his/her subtitles, saves the subtitles and sends them to the teacher.

c.      The teacher makes comments and sends feedback.

  d.     The learner loads the subtitles with the teacher's corrections and watches the film again.

 

  4.     A workshop for i) project promotion, dissemination and diffusion of outcomes (e.g. presentation of results, links to related initiatives , best practice material) ii) project co-ordination and partner communication (access to project documents, project activities and calendar, discussions between participating parties and prospective users) iii) discussion forum and know-how diffusion among LvS users and iv) serving also as an eLearning platform providing facilities and tools for course management and class management, Computer Supported Collaborative Learning (CSCL), storage, sharing and publish work. The portal will be maintained during and after the project.

  5.     A portal for i) project promotion, dissemination and diffusion of outcomes (e.g. presentation of results, links to related initiatives , best practice material) ii) project co-ordination and partner communication (access to project documents, project activities and calendar, discussions between participating parties and prospective users) iii) discussion forum and know-how diffusion among LvS users and iv) serving also as an eLearning platform providing facilities and tools for course management and class management, Computer Supported Collaborative Learning (CSCL), storage, sharing and publish work. The portal will be maintained during and after the project.

  6.     A library of video clips suitable for subtitling as exercises in the various languages and for various levels of language proficiency. The nature of the video clips will depend on the outcome of the report on Intellectual Property Rights concerning the use of film for educational purposes (see paragraph 5.3).

 

 7.  A guide on how to use the software environment for teaching and learning.
 
Expected Impact Print E-mail

Direct benefits will flow to:

  • participating universities' tutors who will be extending their inventory of tutoring techniques with the subtitling activities. Due to the relatively low level of computer literacy required to use the software environment, a large number of tutors is expected to become self-sufficient in developing material.
  • participating universities' students will directly benefit from being involved in new learning activities, in their existing learning environment. These activities may be a minor change in the overall learning environment but their potential for introducing new concepts in foreign language learning is substantial.

As a result of the free distribution of the project products (open source software environment, guide, library of video clips etc.) through the project portal and the dissemination of the project outcomes through scientific publications and the workshop organised at the end of the project, the following target groups are also expected to be benefited:

  • tutors and students from institutions not participating in the project: language schools, universities, associations of foreign language teachers, etc. will benefit from using the software and the educational model, which will give them the possibility to enrich their teaching and learning activities.
  • researchers interested in the use of ICT in education, and more specifically in the use of new techniques for foreign language learning and teaching such as subtitling learning activities.
  • software development teams in Universities, Research Institutes and Private Companies active in this field who will be encouraged to further develop and enhance the tool's features and capabilities.

The project's expected impact includes:

  • From an educational point of view, the engagement of many tutors (universities, language schools, associations of foreign language teachers etc.) even beyond the project duration, due to i) the reusable aspect of project outcomes, ii) the relatively low level of computer literacy expected from tutors in order to use the tool and develop such activities, iii) the possibility given to tutors to broaden their experience and outlook of using ICT for in-classroom activities and iv) the flexibility of the tool in terms of supporting all European languages (multilinguality)
  • From an academic point of view, the project will serve as a sound research resource for universities and research institutes.
  • From a technical point of view, the delivery of the tool as a free open source software is expected to encourage development teams in Universities, Research Institutes, and Private Companies active in this field to further develop and enhance the tool's features and capabilities.

 
Objectives Print E-mail

The project's main pedagogical and technical objectives are:

  • To develop educational material for foreign language learning based on the idea of film subtitling. An open-source software environment (LvS), i.e. a tool, a prototype of which already exists, will be further developed and used to create language-learning activities. Through this tool and activities, the student is asked to add subtitles to a film thus engaging in active listening and writing tasks and real life communication awareness (pragmalinguistics), in a way that integrates existing multimedia capabilities. Therefore, multimedia will be used as the core of an activity which even when presented as an exercise for learning remains a valid real-world engaging task.
  • To engage European university tutors in developing material for learning Greek, Hungarian, Romanian, Portuguese and Spanish as foreign languages.
  • To utilize the learning material in actual university courses.
  • To evaluate the material from the point of view of both the tutor and the student.
  • To analyze the process of developing learning material and to propose an explicit best-practice implementation roadmap.
  • To disseminate the results of the project by i) setting up and operating a portal, for effective partner communication and promotion of project outcomes, ii) diffusion of the project's results to the scientific community through scientific publications and participation in fora, iii) distribution of the products on an open-source license basis to interested parties, iv) integration of LvS in the participating universities' curricula, v) the organization of a workshop in September 2008.

 

 

 



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