Okay. I think we are running out of time.
So I think I want the presentation because all of you can can
check her her curriculum on the Internet.
So, yes,
more or less.
15, 20 minutes, more or less,
because we have a
we have them the roundtable after all.
So thank you very much, Francesca, for being here.
The floor is yours.
Okay.
Thank you.
So today I will present the my experimental study
on the effects of audio visual translation
on children to language vocabulary acquisition.
So today,
I will briefly talk about the benefits of artificial translation
in language learning and provide examples of empirical contribution
which supported the use of Portuguese translation in the foreign language
classroom and including research in the recent.
The study is focus on young people and then I will present
the experimental study procedure and some preliminary results.
And then I concluded this talk.
So as you know, audiovisual translation
is one of the most growing areas and of translation studies
and includes a wide range of the translation task
that can be used in the teaching of modern art, which is so didactic
value of visual translation is closely related to the employment
of the multimedia resources, which are authentic samples
of the target language and imagery in real life situations
and show the use of language in context.
So audio visual translation boosts
student engagement, motivation, confidence, self-esteem,
creativity, and psychological well-being.
And the research in this field as constantly provided
the results that support the use of audio visual translation
in the development of the four basic language skills.
So as you can see here about captioning, we have the
proof about
the use of captioning in vocabulary acquisition,
in listening comprehension, skills development
and intercultural skills and also pragmatic skills.
And with regard to voicing that we have proofs about
the use and the effectiveness
of dubbing voiceover and audio visual description.
Indeed, improvements in development of speaking, writing skills and lexical
and zoological competence in the foreign language
notwithstanding, are only very limited.
The number of studies investigating the combined use of captioning
and revising ever been thus far identified.
As most studies focus on one of visual translation modality.
Furthermore, a considerable amount of the research
has been conducted mainly in regards to university students
with a few contribution to secondary education.
So this is are the gaps.
And now I would just to talk about for a recent the study is to
focus on younger learners.
So do we have the reason to study
to carry out of the primary bilingual education level in Spain?
The first one investigates the teachers perspectives
on the didactic potential of audio visual translation
across the eight primary schools in Spain
and data were collected through a focus group questionnaire
of training session, and the results showed the positive response
of 31 teachers in the use of subtitling and dubbing
as a point that logical tools in a clear context.
According to teachers, the retention of foreign language
vocabulary is favored, and the audiovisual translation activity
can contribute to keep students engaged and motivated.
So doping seems to be the most suitable modality for
for younger people.
The second experiment involved the 120 students aged 1011,
enrolling ten public schools in Spain, and results from a questionnaire
revealed most students found subtitling interesting.
They enjoyed first in the best means.
They prefer in trilingual subtitled and put reverse subtitling up.
The second place.
The main you should see is consider matching the subtitle
with the dialogs, identifying vocabulary and writing the subtitles.
They declared to have learned English.
And with regards to dubbing students appreciate
the creation of alternative dialogs.
They show a preference for dubbing over subtitling.
And finally, I trust to introduce briefly
if I can choose studies that I carry out
seen the 2017.
So my colleague Anastasia Beltrame, I learned myself the design
that would you please on translation Of course, for children aged 912
and the course was entitled Imperial Milk Winning Cartoony
Learning the Italian by captioning their revelation cartoons
at the
University of a Galway here in Ireland University.
Gilbert Galway Galway offers primary school students
a variety of programs that provide
the experience of the learning
in a university context.
So the outcomes of our course
are concerned to develop a mental linguistics and intercultural
skills in line with the level A1 so beginners
according to the Common European Framework for language itself,
we created a booklet, we created syllabus,
audio, visual translation activities, and it was a six week
course took place on Saturday mornings at the university.
The first part took place in the foreign language classroom
and the second part in the language laboratory.
So we collected data about
students thoughts and perceptions.
They were so enthusiastic and happy to try something new.
So elements of surprise was the key success.
They appreciated the materials, clips and expressed
the desire also to learn the language is at school.
India's innovative approach
most preferred subtitling over dubbing and filling the gaps.
The attacks were more accessible for them,
and the clip flair was easy to use for them.
Oh, after three years,
I mean, due to pandemic, I reshaped that course
to make it suitable for children in an online environment.
So I changed software.
I changed the teaching methodology as it was based on MICROLEARNING
and the flip a classroom approach
and ask my students to collaborate online in a or generation
task while the subtitle of the clips in a outrun them was sweet
so differently from previous results.
In this case, they prefer to
voicing activities over subtitling.
And this is because this method of collaborative and synchronous
activities just fosters sociability and prevent isolate action.
So most of them
also struggle to use technology.
But after six weeks
they were more familiar
with with the platform.
So I can see that
there is a paucity of studies on the application
of audio visual translation
practices in the foreign language classroom are tailored for children.
So is it still evident that there is a need for further research?
So my research question is do captioning
every voice in activities, help children develop
lexical competency in Italian as a foreign language?
I mean, this is esperimenti is still ongoing, so
I will present in here a first attempt to prove the impact
of the both captioning i in activity
on the children foreign language vocabulary acquisition.
So I repeat just once again that the setting is the University of Galway.
So the Youth Academy works with high ability primary school
children in the local community and the D program aims to inspire them
and introduce the children and their families to university.
So I created a DIA's online
course to run for a six week weeks participant
two are where 22 children aged
912 with no previous knowledge of Italian
O saw or practiced.
I guess to just not to interrupt you if you have 5 minutes left.
Okay. Yep.
I thank you very much.
And just just to share
the overview experimental design.
So I just created a pre and post
test plan in the first three weeks.
The captioning was the focus is so I just deliver pretest
before a the captioning
task and then an immediate post-test test after that.
In the second week and the third week I just deliver their post
the post test the same as structure was that was followed
for a d revising activities
in the last two three weeks up
oc d test
where receptive vocabulary test or yeah,
there were multiple choice tests.
As you can see here students were asked to read the
diversity target
were and then to choose that the correct answer
and in the second case of for a to test the replacing activities
and effect into the effectiveness of the revision activities.
They were asked to listen to the word and then select
one of the picture the correct option.
There. Okay.
I will just to show preliminary preliminary results about it.
For example, you can see we have the experimental group
in the control group, the experimental group
just to improve the D,
the choir, the foreign language vocabulary.
I mean, in this case, we have the target word.
Maria Si.
So hence you can see in the pretest we have just a one third of
but attached to choose their right I mean option
and in the post and the immediate post-test and delayed but both pass
they improve the so most of them just cast the correct answer
on the other way.
We have the control group and
oh they did have
you can see there there are no improvements
nobody of them in the pre test
guessed the correct options and D
just improve a little bit thanks to other kind of activities
like quizzes and compare attention test
but just the D are 30% of them
and I just skip this part.
I'm so sorry, but I have a just 2 minutes.
And as you can see here, we have also the results
of for the zero voicing task and heads.
You can see once again in the pretest, the experimental group
just matched the correct answer at 20%.
And after the group voicing activities
to improved, they acquired, for example, the target to work
clock month then and and they they maintain also the same level
or the percent in the delayed post-test.
This is what happens for the experimental group
but in the control group we we don't have any sort
any kind of improvement to meet this situation.
It's as you can see, a little bit confused for the control group. So
I think that
we have preliminary results
about two days to experiment and
show that both audio visual translation modality
helped the younger learners to acquire Italian foreign language vocabulary.
So the experimental group improved the lexical competence.
There is a slight difference
between immediate post-test and delayed post-test
and results showed different trends in the control group,
but in some cases they acquired new vocabulary in Italian
for language, but in other pieces they showed no improvement. So.
So we need to for further experimental studies,
we need to create and learn to turn the longitudinal
experimental studies, increase the number of participants
in the legs of the course, and we still need
between two collect and analyze data
and increase statistics
about that.
The thank you for our for your patience too.
And I want to just to thank all of you
for helping me to present
what I try to present to today.
And I want to also thank Dr.
Jennifer La Crosse, who was helping me who is helping me
with the C is experiment to and I will
just carry out
also in September this year
to still collected data about it.
Thanks. Okay.
Thank you very much.
I think the countries yes, we wanted to thank you once again
and now we have the roundtable with our colleagues from from Teleflex.
Thank you. Just about.