So thank you very much for your very interesting presentations.
I don't know if you have any questions, the audience,
any questions?
Yes, we have one question at the back
with the microphone.
The microphone
there on the table.
Thank you very much.
Right.
So thank you, first of all, for
the presentation was really nice and I was really interested.
So thank you.
I know there wasn't enough time.
Maybe, but I am interested in the
why chose, actually how it Foster and Lord of the Rings.
I'm a big fan of like the nerd for the role of Lord of the Rings.
And, you know, I mean, I was wondering if you could just give us
a little bit more detail on that, because I think it's interesting.
I mean, these are two of the most famous
and well-known fantasy of, you know, our time, I would say.
And so, yeah, you could develop a little bit more on that.
And one very short last question is concerning.
The level of exposure to English that the participants had.
So you mentioned there were undergraduate students, right?
So possibly they've been studying English for
20, 20, not 15 years, more or less.
But and if you think that's
having different participants like different ages, I know like
high school
I'm thinking of students could have changed the results.
And how so?
Thank you.
Thank you for your nice presentation.
Because my question is so much related to her question.
I have just one question.
As you said,
your methodology is experimental
and we will be thankful, if you can explain a little bit about
how did you select the samples, because as you said,
one of the most positive points about your research was that
the participants didn't know that they are going to pay attention
to what aspects of the language, and it follows the blindness
strategies in their experimental studies.
And it's a very positive point because it can prevent
any further bias.
So regarding the selection and also
the distribution of the participants into groups,
how did you distribute them?
Thank you so much.
Okay.
So several things and we'll try to cover everything.
So first of all, why the clips?
Well, they are undergraduate students from the degree in primary education.
So I was interested in finding motivating
kind of products, which they can even consider for
for the future,
for future lesson planning and which in fact they are doing now.
Now they are my final dissertation
pupils and they are very interested in applying that.
So that's, that's wonderful.
Also, I thought the both franchises were interesting motivating.
They show
and intelligible accent that they can understand of course.
So it's not very complicated for them to follow.
And also they just
since they are a lot of different films,
I could work with all the scripts, you know, to find instances
of all the different features.
And also because I'm a huge fan as well.
So so that that was also kind of a bias right there.
The regarding
the Yeah, the level you also discussed was the level I mean they
the sample of course this is a quasi experimental study because they
they were my students from the, from the first year
linking this would be governor class
and and they they I conducted with them
are preliminary tests on their level and they showed like an intermediate
A to plus b1/b1 level something like that.
So yeah but they they in theory
they they have been exposed to a lot of input for 15 years.
But you know.
Right.
And also
regarding the group division, they had to work individually
because I needed them to record the two to pronounce the same phoneme
in the same words, in the same context for the three stages.
So they in this case, they had to work individually
because it was very interesting
to get that information on their pronunciation of the data.
The following year I did it in groups was a different experiment
and it was more engaging for them in a way.
And the other one was the attention to accuracy.
With that you were. I yeah, Yeah.
That, well,
I mean,
they are recording themselves three times as a pretest recording.
They are still recording themselves.
They know they are getting their attention, their spotlight on.
So obviously,
I know that they were paying attention to the pronunciation anyway,
but I didn't tell them exactly what I was going for, you know, in any way.
So it's like, no, no,
you just need to record themselves reading these four scripts.
Then the experimental group performed the dubbing
and then on the post-test, let's read the scripts again,
just to check whether so I knew that or I anticipated that the doublings
were going to show up better pronunciation.
The point was that
the post-test recordings, once the dubbing are forgotten,
still showed up an improvement in most of the phonemes
that that were analyzed actually as compared to the previous recording.
Hopefully have answered all the the comments of the questions.
Thank you.
And then those three
other questions
when I have I actually have one for I actually have one question for for
I am I want to start by saying that I'm very happy, you know,
for the fact that both of you A explained this how to use didactic
or digital translation to to work with intonation and pronunciation,
as you have seen, as you have said within the communicative approach,
very much it's overseen both these elements.
If you take a look at the textbooks, it's often forgotten they're right.
It seems like,
you know,
from the communicative competence,
there's only emphasis on the linguistic leg only.
Mainly it's mainly on grammar and vocabulary.
So it's very interesting, you know, the fact that you into the used
audio description or dubbing to develop that
and you made me think a lot about the type of scenes that you play.
The students in other to.
You know I never thought of, you know, the different types of scenes,
you know, would imply different process.
And so my question is what type of science are better suited
to, to to introduce intonation, for example? And
is there like
there's a connection between the level of proficiency of the students
and the type of scenes, or if we were to choose now,
because I'm going to be use I'm going to be implementing
that right in my resources lesson, right?
I teach a the ethics of foreign language,
preschool for primary school and for secondary with they have
I mean, is there a choice maybe for primary school students?
These type of students are better to work internationally for secondary.
So this this pilot project was carried out with American students
from Iowa University, but they were studying engineering
or maths or whatever, and they were studying Spanish in in Spain.
And because of intonation and suppressing mental elements,
it's very difficult to teach.
And I come from translation studies and my CS on order description,
I thought that maybe it would be something interesting
and motivating to, to work with
the, the,
the scene that worked better in this project
was the children's and comedy,
because they had fun and because they,
they kind of played with intonation and
with drama.
It didn't work quite well, I think, because it's difficult to interpret
to convey sadness through the voice.
And but with comedy, it worked quite well.
I think the important thing is that scenes must be short
but had a complete meaning because they've
they haven't seen all the film, the complete film.
So they just watch a scene and they have to understand
what's happening in order to convey the meaning of that scene.
So for comedy, I chose Mr.
Bean.
It was very, very easy and for children.
So I chose a scene from Coco.
So animation works very well when they had to
to order describe, and it works quite well.
So yes, it depends also on the on the group you have,
because the dynamic of the group is very important.
In this case, I knew my students because it's a 16 week,
16 weeks course and we have a 4 hours classes of phonetics every week.
So I knew my students, I knew what they liked,
and I chose scenes that I knew they were all going to like.
So you can see even children's for adults.
For others, Yes.
Yes. And readers, I think I just You mentioned that, right?
I was wondering for teenagers, the audience. Yes. Right.
I was thinking of the dialogs
the way that you know, the most you know, the climax. Yes.
That looks important.
Also, that the I chose scenes with no dialogs or short dialogs
because they can, you know, interpret
and create a lot of audio description
and they are not so aware of the dialogs.
So they have more creativity.
It's easier because I don't want them to be professional
to describe or just interpret an Internet.
So it's easier like that. Yes.
Now the question
we have time for one more question before the coffee break.
Let me check if we have online.
One question, maybe just quickly so we don't have way more questions.
I want to thank once again, professor, a Professor Lucas and Professor
Raquel for this amazing and very interesting approach to the erotic
or the recent translation.
So thank you very much. Thank you.