So let's move in on my now to the two wives.
And you see Maria played a bit of consultant
who holds a C in languages and cultures
specializing in translation from the University of Cordoba,
is currently a lecturer in the Department of Language
Sciences at the University of Cordoba.
Her research interests focus on new technologies, Updated
translation a specialist translation and foreign language learning
and is a member of the audience Home
940 11 Research Group and private
and co-director of the journal Hikma Studios.
As is presented today, the subtitle
as a tool for teaching French as a foreign language.
So thank you very much.
I will now
thank you all the audience for being here
and the organization on everything.
And now I would like to start and
I'd like to start today with this question
Why is it positive to use the data or the resource translation in French
as a foreign language, in translation and interpreting degree?
And I want to pointed out to out
translation and interpreting degree
and as you know, language learning for the future.
Translator For future translators, an interpreter
is a cornerstone in the acquisition of translation and competence
since the language is the engine of the whole translation process.
But we have to consider that throughout knowledge of the languages
involved in the translation activity doesn't necessarily offer
a solution to the difficulties in controlling the translation process.
In fact, in 2001,
or to denounce the delay in research applied to translation
with a special interest on foreign language teaching
for translators and interpreters, especially in French,
because almost all the research has been done in English
or about
English or how to learn English.
So considering that teaching language
for a specific purpose respond to a clear need to train students
in a specialized languages for the foreign fields, medical field,
economic fear, financial field, etc.
maybe we should consider teaching languages
for translation and interpreters inside this field
as the aim of teaching languages for translators and interpreters
goes beyond the acquisition of the communicative, competent competence.
As we will see now.
So what's what's the aim of learning
languages in translation and interpreting degree?
As you know, our aim is to acquire the translation competence.
That includes all lists of competence.
You can see on the screen and I think they that
the visual translation provides
the needed to tools for that.
As you see, we don't have only to
a to to learn the comp and
the communicative competence, but we have to learn
communicative competence in both languages
and excellent linguistic competence in both languages
and to to transfer all the all
the meanings we have in one languages and even the culture.
So is not only to to to learn a language, it's more than that.
So for this reason, we have to consider
the fact that we cannot talk about
language learning only because
it's not the same.
We have to consider that we have choo
choo choo that's have to go into the the the feel of and
and teaching language for specific purposes.
So what is the aim or the purpose of my research?
And my purpose was to determine the degree of improvement in
in the process of learning French as a foreign language
after using didactic or the visual translation as a methodology.
So we
are we felt last semester we did an intervention
in the intervention, you see,
and that as a methodology concretely
you see in Travelex methodology with subtitling modality,
we took 26 experimental subjects divided into groups.
The first one was the experimental group with 11 subject.
I know the sample is not
very weak, but at the end,
not or not all the student finish or the best.
So yes, we ask that everybody start.
But at the end only 11 finished all the work
and it was the same with the with the control group.
But okay.
Can you can give us
a view of the of the of of the student.
So all these are student work from the translation
and interpreting degree or from the joint programs
containing this degree translation and interpreting.
And the level was B2
according to the European Common Framework of Languages.
So this is the method for each group.
The experimental group we did the initial survey
that we, we will use in in future works, and we did
the initial test of integrated the skills that was BQ exam
and then they took regular classes
plus try the project.
Then we did our final test of integrating the schemes.
That was another exam with the four competencies
and then a final survey to know
the satisfaction and motivation with this with this project.
And then we we took a control group
and they only did the initial test.
They took the regular classes without any
any audiovisual task.
And then the year and the final test of integrated skill.
And now we are going to to see the rest of the methodology. So
we use
the same book or method for both groups.
So it was given the same.
And the only difference was was the use of the Travelex
methodology with a different that the experimental group
did, that Travelex shared sequencing.
And so and we integrated each lesson
plan of Travelex at the end of each unit
and let let's see the syllabus.
Okay.
But yeah, you can see all the contents
and then
each, each unit
was linked to our lesson plan of Travelex.
So either first units took about
cliche and given opinions, the LP,
the first LP, or lesson plan summarized all these contents.
We did the same with the rest of the unit,
so each unit of the book
was link to a to a lesson plan with the same contents.
So like this, they can revise
all the answers we learned during the the lesson.
So here, you know, yeah, we have to suppress the media
and then all the lesson plan we'll talk about the media.
I don't know everything and
the three course lesson plans
went the translation of subtitling.
Also, Titus was from French to French
and the the the last three lesson
they translate from French into Spanish
because we should translate at the end of the degree to our mother tongues.
So they have to learn not only in Spanish,
but how to transfer all the content in
in Spanish.
So I'm not going to talk a lot
about the lesson plan because I think everybody in here
knows how our lesson plan of Travelex works.
Because again,
during all of these conferences we talk about that,
but okay, they are divided into four parts.
One map to anticipate the content
via subtitling and then a post-test
to finish all the whole content.
They they, they have learned during the during the lesson.
And now I'm going to pass slightly because on the static stakes here
I want it it's best And I actually because
all that stuff is number so
I'm going to start playing a little bit these,
these the screen, these this slide.
I have to give my special thanks to Antonio Dinero who
who will help me with the statistics as I use gossip yesterday.
We we have we must have our team and yes, my team.
So thanks.
So the alternative hypotheses for these very case
is that the average mark of the
experimental group is higher than the one of the control group.
So we obtain interesting results
as we may observe when it comes from there it is.
It was the initial test and we have done the p.
The P value is all point 55.
So therefore there is not significant difference for an is statistical
is is statistically point of you.
I mean and we bought
from the same level in experimental group
and the control group so and we use
practically the same methodology only the difference
D subtitling.
So and when it comes to the feed,
the P value is 0.0 27 H wise implies
that the difference uses statistically different significance
and being our alternative I bother see the main
the difference among the groups for the very case of the feeds
is is statistically significant.
So even if they have the same
the part and the budget point, the
at the end d
experimental group of same better results
after doing this intervention that the group the control group
so that's is quirky
so here you can see in a graph
and how that is work.
So we offer you the information in two charts.
From the first one, we get that the experimental group
and the control group have the similar, similar the budget.
You can see it's almost the same,
the same and the same level
and why the results in the feed.
These are quantitatively significant for the case of the fifties.
Now you can see the difference.
So I finish up.
So what are my final remarks,
my my thoughts about these experiments?
So first of all, about the studies
of language teaching in translation and studies.
First of all, so everybody talks about teaching languages, but
we we have to t
to focus as well on little things
like, like teaching French
or the language
like Italian, like Catalan, because all these studies
and it language works in a different way.
So I think it's necessary to,
to highlight the rest of the languages and give you importance.
And on the other hand, we language teaching for translation
and interpreters should be as seen from the point of view of the language
teaching for specific purposes, because
then we are not looking only for the
communicative
competence we are looking for.
Translate and translation competence.
So I think that they selected or the visual translation helps
not only to learn foreign languages in general, as
we have seen during this conference, but to achieve translation competence.
So it should be absolutely consider when we teach languages
for translation days later and it's also motivating.
I, I have seen my all my student happy to work in that
because at the end of their studies they are going to to work in that.
So for them is very motivating and very stimulating and therefore
future studies we should create some kind of questionnaire
e.g. some fifties
to measure, to measure not only the, the,
the communicative
language
or I don't know, the competence of the common framework
with all the competence, skills or comprehension and everything.
But maybe we should create
a questionnaire
to measure the translation competence.
And like these, we can measure if this it's working.
I'm sure it's okay, but it but we need to do that.
We think we need to prove if they acquire all of these competence.
We talk about that back a group have to talk about
and that's all I am open for your questions
and thank you.
Thank you very much for your for your attention.
We are fast today
the we have a request.
Okay.
Mr. Dixit, I didn't know your name so much.
So so six.
It So I would like to know
what challenges the students have when doing the direct translation.
If you consider that reverse translation could also be
a good exercise because, for example, Dr.
Diaz Alarcon published a paper I don't remember, but
she said that reverse translation
was a good exercise for teaching French as a foreign language.
What do you think about.
I agree with her,
but but it was an experiment that and I
and from in this experiments,
I have to to correct some things because for example
lesson plans what to longs and everything like that.
And I think yes, because at the end
the market is not the same that
that that our desires
it's it's true that the the perfect translation is when we translating
to the mother tongues but at the end the market
has be
says what we have to do even if is not
the best we know.
So I think it's a good exercise.
But even when they at what when we are one,
they are practicing French into French.
In their minds they are.
And they they do
reverse translation
because a lot of students
think in Spanish and then translate it that false.
But maybe
maybe now is is a good exercise to
to do that maybe the next levels
should be considered as well.
Okay. Thank you.
Thank you very much.
Okay. I do have a question, if I may.
You were talking about the 11 students
that finished the experimental group,
but was more or less a situation that we have in the whole project now
in many in many universities, many students are studied.
And then in the end, there were guest list.
But I was thinking when you were speaking 11, it's okay,
compare with our five now four students.
I think it's enough
in order to make the comparison that you made at the end.
Not so, not, not.
But I think maybe you wish to have more or you knew.
Do you know the reasons why they dropped or to.
No, no.
I think it's the same reason.
In all of. Them. Yes.
They start at the beginning.
Everybody comes to class and everybody just said this
to this year, I'm going to to class every day.
But at the at the end, they have a lot of projects that they have
even if each lesson plan
is is think to do that in one hour.
So it's not so much at
taking into account that's a
bologna plan say says that they have to do 4 hours at week
in class and 6 hours of work at all
but they prefer to do nothing at home.
So I think that this is the problem.
Maybe this year that I put in practice
that they are 11 and maybe next year, I don't know.
They so they have seen that this is fun.
Maybe next year it comes more student.
I think we have to do motivating activities and then
they joke between then
and say, okay, we are going to this class can be fun
and we are we're going to learn something.
But the the reason they are.
More than just the language is.
Yes, but the reason I think they they don't
they don't want to to work or maybe they have other activities,
other subjects that requires more,
more time, life and lives.
They have to learn to leave us when they are.
JONES Yeah.
Why would they go to class if like was.
Yes, but
I have to say that with the joint programs
requires a lot of time of work and a lot of students
that are doing joint programs and leave
these kind of activities because they have a lot of work to do
when they arrive in the home.
Maybe that is a the reason I don't know.
Maybe we have to to create a questionnaire
to know what are the reason why.
Things went on.
A No, no. Yeah.
Me neither.
My only for the study purposes.
Now, of course,
it's and you were also saying and I finished with
that's not let's have non
break to us
talk about everybody talks about teaching languages
which is I think we mentioned it and you said you did it again
and but yes sometimes it's all about English.
No nothing, nothing against Anglia not but it's it's beautiful
to see new approaches, new studies, not dealing with friends.
Catalan just said we have here also Arabic
or not just foreign languages
but also your own language is no the
native languages not.
And I think yesterday and today we're going to see that.
Not that there are other alternatives not to this discipline.
We can open that.
And there is
a big, big space
not to bigness, not to to keep on working.
So thank you very much to be here.
I hope you have enjoyed it and enjoy the rest of the day.
And let's just relax
a little bit, but not 10 minutes.
Thank you for the.