She's going to present
a teaching culture on humans through subtitling,
and we'll have the first university student of the case.
These are students that it studies do so.
So young. So.
Good afternoon.
I am so happy. And.
Delighted to.
Be among you here in Madrid and to share with you my.
Appreciation, which is about teaching.
Culture and humor through subtitling.
First University.
Students as.
A case study.
So my presentation is outlined as follows.
First, I'm going to give a short introduction.
Then I will move to the literature review to do.
Research, methodology and data analysis, and finally.
To the.
Main findings and conclusion.
So my study investigates the weather of teaching.
Culture, and the.
Humor through subtitling or subtitles.
Can be beneficial. Tool for.
Promoting students.
Cultural. And. Intercultural awareness.
And of course, several studies have explored the.
Implementation of subtitling in foreign language.
Teaching and. Learning.
However, the.
Teaching of culture in humor.
Through subtitling by taking into account the.
American and American.
Cultures, has.
Not been.
Investigated.
In academia.
So this study is an internal graphics study with a focus group of.
Master's students.
Affiliated with.
Mexico's University.
Which Morocco, and it is a quantitative qualitative study.
Based on the observation.
Of the dress.
Group and a question of.
So this study attempts.
To answer the following questions how. Subtitling.
Can be.
Pedagogical tool.
To enhance students. Intercultural.
And cultural awareness, and what's already implemented.
Activities to help. Students.
Develop their cultural.
Intercultural knowledge.
So within the last 20 years, direct didactic audio visual.
Translation has gained ground among different researchers and.
Scholars and of course, we have.
Interlinked intra lingual subtitling from one language into another
in trilingual subtitling within the same.
Language into semiotics.
Subtitling from nonverbal.
Input to Elsa.
And of course.
Subtitling for the. Deaf and.
Hard of. Hearing, which includes.
Para linguistic.
Information such.
As music, voice tones, etc..
And for invoicing.
We have also in trilingual and trilingual
dubbing and creative dubbing in which students can create.
New scripts. And put their knowledge and language.
Into practice. And also.
Audio description.
VOICEOVER and free commentary.
Are utilized to.
A certain extent in.
Didactic
for subtitling as a pedagogical tool.
So the pedagogical use of.
Subtitling has been mentioned by different.
ABC scholars as the case with irisin.
And. Cattle.
And also, did.
Valle and Canon say. That.
Belgian children.
Show the greater knowledge.
Of Spanish when they are exposed.
To subtitles.
Programs in this language?
And of course. Subtitling.
As a pedagogical tool has.
A significant impact.
On the improvements of various skills.
Including translation, the acquisition of socio.
Cultural knowledge.
And intercultural. Awareness.
We have learned a lot with her different books.
Who mentioned. That?
We mentioned the benefits of. Didactic.
Subtitling on. Vocabulary.
Acquisition, intercultural awareness.
Didactic.
Inter lingual dubbing or subtitling.
Is also used to improve listening comprehension.
Reverse subtitling is also implemented to enhance
writing production, dubbing and subtitling.
Are utilized to develop writing.
And speaking production. Skills.
Also in trilingual Subtitling is applied for writing.
Production and. Vocabulary enhancements.
And also in online environments and creative.
Didactic. Adapting subtitling.
They have potential related benefits.
Also, didactic subtitling has proven to develop.
Students sexual and translation. Skills.
And it has encouraged.
Students to favor.
Semantic and pragmatic reformulation.
Over words for work.
Translation By considering different.
Special temporal. Constraints.
We have also other studies who.
Highlight the significance of subtitling
in developing students motivation, also engagement in the.
Classroom.
As for didactic.
Subtitling and culture.
Behrens stressed the educational role of teaching.
Language within the cultural context in.
Which it operates.
And students. Here are able.
To understand the cultural system.
Of the foreign language.
And they become aware.
Of the pervasiveness of different cultural factors.
And also they are encouraged to examine their own.
Cultures in an objective and analytical manner.
And they develop, of course, intercultural competence.
And of course, the.
Role of the teacher is a facilitator by.
Facilitating the. Learning process and.
Her by making. Sure that. All learners are.
Taking part in the activities and observer as she observes.
Students performance with.
Regards to the activities.
And an informer.
By giving. Students information about.
The. Activities and the.
Language.
So this study is conducted as part of the translation.
Module in.
The program as a university measurement.
First.
It is based on qualitative content, quantitative methods,
and my.
Role here.
Was an. Observer, informal facilitator.
And involvement, and the analysis.
Is divided into two parts.
The first. One.
So here the the data from the.
Preliminary questionnaire.
We have here,
the majority of students are female, while the the rest are male.
And for they. Age.
They range from a 23 to 27 and the others from 20.
8 to 32.
And for.
Their ABC or AP models, your preference, they prefer.
Subtitling over Davian.
Because they can follow the subtitles.
And they. Use it for. Their learning.
Purposes, while the others prefer.
Dubbing.
Because they feel like they are more attracted to
the series or.
Programs than subtitling.
So the majority of students say that they use subtitling.
For learning.
Purposes and they improve their academic.
Cultural and.
Linguistic knowledge.
And of course.
They prefer to watch audiovisual programs.
In. English with Arabic subtitles to be able to see
how the original dialog is transferred.
And students who prefer dubbing say that they find it difficult
to watch and follow subtitles at the same time.
For de AV products preference, they prefer movies
over series
because they are short, while the others who prefer series
they follow because series have the same main characters.
And all.
The secondary characters, they.
Change from one episode to another.
So the corpus of the study is The.
Simpsons Movie, and they.
Series some episodes of the series Friends. And.
They are chosen because they involve they are basically.
Chosen on.
Students preference to increase their involvement in the activities.
And. Assist.
They are familiar with both the audiovisual products.
The pre watching activity activities.
Well, mainly a. Discussion
of the main events, the.
Characters and themes, for example, friendship.
Religion and. Teamwork afterwards.
The second step is that students were invited to watch the.
Movie in some selected. Episodes.
And do some comprehension activities.
Related to the. Cultural and.
Humorous subtitles.
For example, classification of jokes and cultural specific items.
In two different categories,
and matching them with some Moroccan equivalents and the.
Post.
Watching.
Activities here d Selected culture specific.
Items and jokes are translated into the Moroccan dialects.
We have here. In this example.
Rachel I realized how much Mary looks like Mr.
Potato.
And they.
Translated it into Moroccan dialect.
Adults help very last.
The book, which is transcribed there here Mr.
Potato, which is. A toy in American.
So it is translated into a book which is cultural substitution.
So although they are not familiar with the toy, they try to.
Find an equivalent.
Term.
In the Moroccan culture.
And the.
Book is a place.
Is a place, and it comes from the Arabic.
Word Starbucks.
But in the Moroccan. Dialect we use it.
It is a colorful.
Handmade plates and it has a humorous connotation.
It is this one. This is the. Culture in the.
Moroccan culture for.
Of course, names of celebrities, American songs.
Cities are kept the same in the subtitle, of course.
As they cannot be transferred into another.
City or song in the Moroccan culture.
The other example, Dear Lord, hear our prayers.
And they.
Translated it into We are equal.
And here there.
Is a cultural substitution between.
Lord and.
Allah in rock and in the Muslim culture.
The other example.
Kids, you want to go Christmas shopping.
Here, Christmas shopping is translated.
Into what's back into.
Sweetly.
As you can see in the transcription.
So in the Moroccan culture.
Usually kids buy clothes or new clothes. In.
Celebrations, for example, a path to Ramadan.
And there is a kind of. Cultural substitution.
Between Christmas shopping and and.
Subtly for Moroccans.
So of course, didactic subtitling has proven to be effective.
In language, in learning, in foreign.
Language, specifically Egyptian culture and humor.
They develop students. They love their.
Cultural, intercultural knowledge and intercultural.
Competence. By finding searching.
For the Moroccan equivalents.
And the humorous expression of the American culture.
Of course, soft skills are also short lived, as they did the post.
Watching. Activities altogether.
It seems.
They are open also to cultural diversity.
And their intensive and extensive listening note taken.
Are improved.
So the study.
Cases do not.
Cover all the cultural specific items, of course,
and numerous expressions related to the American culture.
But further research.
Can be implemented.
For example, new methodologies can be implemented to meet.
Students. Needs.
Other audiovisual modalities can be used, for example, dubbing and etc..
Also, multilingual films can be also implemented.
Different. Dialects can be used, and of course.
Other software and. Programs can.
Be utilized to familiarize students with other.
Things. And these are some.
References of the study and these flowers are for you.
Thank you for your efforts.
So thank you.
Thank you very much. I an the.