Integrating corpus‐based audio description tasks into an intermediate‐level German course

Abstract

This paper presents a method for designing corpus exploration tasks and integrating them into an intermediate-levelGerman course during which learners collectively produce the audio description (AD) of a film trailer. ADs are additional soundtracks that inform blind people about the visual events that are considered necessary to understand a film.The Audiodeskription corpus, available on Sketch Engine, contains the AD scripts produced for two German television series. Exploring such a corpus to (re)write an AD script is an activity that is likely to foster language awareness of features of linguistic items needed for describing spatial events and visual perceptions. The tasks designed tackle learning issues identified during the course implemented at the teacher training department, Sorbonne University. K E Y W O R D S audio description, corpus linguistics, foreign language teaching methodology, German, tasks Dieser Artikel stellt eine Methode zur Entwicklung korpusbasierter Aufgaben vor. Er zeigt, wie diese in einen Deutschkurs (B2) für Lehramtsstudierende integriert wurden. Die Hauptaufgabe des Kurses war die Erstellung der Audiodeskription (AD) eines Filmvorspanns. ADs sind zusätzliche Tonspuren, die sehbeeinträchtige Personen über visuelle Ereignisse informieren, die ihnen helfen sollen, die Handlung eines Films zu verstehen. Das Korpus My warmest thanks go to Uschi Heerdegen-Wessel (Norddeutscher Rundfunk), who kindly provided me with audio description manuscripts corresponding to 69 episodes of the series Neues aus Büttenwarder and to Bernd Benecke (Bayerischer Rundfunk), who provided me with audio description manuscripts corresponding to 606 episodes from the series Dahoam is Dahoam (2007). Rights are granted for research and teaching only. The data remain the property of the original owners.

mirada transdisciplinar a la Traducción Audiovisual Didáctica

“…Esta modalidad de TAD es una de las más completas desde el punto de vista pedagógico porque el alumno escucha (el original), escribe de modo creativo (un guion a partir de las imágenes) y habla (al grabar la nueva pista oral), además de trabajar los contenidos gramaticales y de vocabulario para poder describir los objetos, paisajes, personajes, acciones, etc., del modo más correcto y conciso posible. Diversas autoras han explorado las posibilidades de la AD didáctica con enfoques diversos y de gran interés educativo (Calduch y Talaván, 2018;Ibáñez y Vermeulen, 2013, 2014, 2015Ibáñez et al, 2016;Palion-Musiol, 2020;Navarrete, 2018;Schaeffer-Lacroix, 2020;Talaván y Lertola, 2016;Vermeulen y Escobar, 2021;Walczak, 2016).…”

Audio description as a didactic tool in the foreign language classroom: a pilot study within the TRADILEX project

“…In this case, conclusions are based on the researcher's observation and account for the benefits of AD in L2 acquisition (Burger, 2016;Clouet, 2005;Gajek & Szarkowska, 2013;Herrero & Escobar, 2018;Herrero et al, 2017;Rodrigues Barbosa, 2013). • Studies with a focus on the acquisition of certain skills, such as, speaking (Ibáñez Moreno & Vermeulen, 2015a, 2015b, 2015cIbáñez Moreno et al, 2015;Navarrete, 2018Navarrete, , 2020Navarrete, , 2021Talaván & Lertola, 2016), writing (Calduch & Talaván, 2018), lexical competence and idiomaticity (Calduch & Talaván, 2018;Cenni & Izzo, 2016;Ibáñez Moreno & Vermeulen, 2013;Martínez Martínez, 2012;Sadowska, 2015), metalinguistic competences (Ibáñez Moreno & Vermeulen, 2017b) and integrated linguistic skills (Cenni & Izzo, 2016;Ibáñez Moreno & Vermeulen, 2014;Schaeffer-Lacroix, 2020;. As can be seen, oral skills have received special attention, since along with writing, it is the skill that can benefit the most from AD (Talaván, 2020, p. 575).…”