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This empirical study focuses on the use of Spanish clitic pronouns when they function as accusative or as dative clitics in the translation tasks performed by university students of Spanish as a foreign language (SFL). The participants were 35 Belgian Dutch-speaking students of SFL (Level B2) from the Department of Translation, Interpreting and Communication of Ghent University (Belgium), who are enrolled in the Translation course. They were asked to perform two tasks: (1) to create an audio description script in Spanish, and (2) to translate the English dialogues into Spanish from a sequence taken from the film The Help (Taylor 2011). The written texts they produced were compared to those written by 39 Erasmus Spanish native students, who carried out the same tasks. The results showed that the Belgian students produced significantly fewer clitic pronouns, especially in the case of dative clitic doubling, than those produced by the Spanish natives. As for the differences between the two modes of audiovisual translation, the findings revealed that the Belgians produced more accurate results in the interlingual than in the intersemiotic task. The results of our study also made it clear that more attention should be paid to the use of redundant clitic pronouns in the SFL classroom.

In this paper the methodological steps taken in the conception of a new mobile application (app) are introduced. This app, called VISP (Videos for Speaking), is easily accessible and manageable, and is aimed at helping students of English as a Foreign Language (EFL) to improve their idiomaticity in their oral production. In order to do so, the app invites the user to make the Audio-Description (AD) of a clip, as part of a communicative task. This paper gives an account of the processes followed after creating and testing VISP, until arriving at the conception of its second version, VISP 2.0. This was accomplished by carrying out several empirical tests to evaluate the app and the learning outcomes it contributes to achieve. The data obtained to date have led to the proposal of some pedagogical guidelines that can be applied to a Mobile-Assisted Language Learning (MALL) app in order to make it enjoyable and, above all, effective.

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ResumenEn el presente artículo se introduce una nueva aplicación para el móvil llamada VISP (Videos for Speaking) de fácil acceso y simple manejo, por la que se pretende ayudar a los estudiantes de inglés como lengua extranjera a mejorar su idiomaticidad (léxico, fraseología, sintaxis) en la producción oral, pidiéndoles que hagan una audiodescripción (AD) de un clip mediante una tarea comunicativa auténtica, enmarcada dentro del método basado en tareas. Tras un breve repaso a lo que se ha hecho hasta ahora en el campo de la enseñanza de lenguas basada en dispositivos móviles (a la que nos referimos como MALL, del inglés Mobile Assisted Language Learning) y una descripción de los principios básicos de la AD, este trabajo da cuenta del proceso de la concepción y lanzamiento de VISP hasta llegar a la segunda versión, VISP 2.0, tras haber realizado una serie de pruebas empíricas para evaluar la app y los resultados de aprendizaje a los que conduce. Los datos obtenidos hasta ahora permiten esbozar el marco teórico-pedagógico en el que se puede enmarcar una aplicación de MALL que se vaya a usar en la educación a distancia, haciendo un balance de los pasos metodológicos que se han ido siguiendo hasta llegar a VISP 2.0.Palabras clave: enseñanza de lenguas; lingüística aplicada; lenguaje hablado; TIC; audiodescripción. AbstractIn this paper a new mobile application (app), called VISP (Videos for Speaking), is introduced. This app is easily accessible and manageable and it is aimed at helping students of English as a foreign language to improve their idiomaticity (lexicon, phraseological competence, syntax) in their oral production. In order to do so, the user is invited to make the audio description (AD) of a clip, as part of an authentic communicative task framed within the task-based learning method. After a brief overview of what has been done in the field of mobile assisted language learning (MALL) and a description of the basic principles of AD, this paper gives an account of the process followed to create and launch VISP until arriving to