Video Dubbing Projects in the Foreign Language Curriculum

Burston, Jack

doi:10.1558/cj.v23i1.79-92

Cited by 51 publications

(71 citation statements)

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“…In Burston (2005), technical difficulties were overcome by encouraging an appropriate division of the task into stages: "video selection, scene cropping and muting, initial class presentation of the target video, group listening comprehension (or scenario creation) activities, individual practice, group rehearsal and, finally, soundtrack dubbing" (79). The author acknowledges that these tasks respond to the principle of being action-oriented, communicative and need not focus solely on oral production, as they involve writing and reading as well.…”

Section: H) Pedagogical Applicationsmentioning

confidence: 99%

iDub - El potencial del doblaje intralingual en el aprendizaje de idiomas extranjeros: cómo evaluar la tarea

Zanón

Costal

2018

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Research on the use of active dubbing activities in foreign language learning is gaining an increasing amount of attention. The most obvious skill to be enhanced in this context is oral production and a few authors have already mentioned the potential benefits of asking students to record their voices in a 'semiprofessional' manner. The present project attempts to assess the potential of intralingual dubbing (English-English) to develop general oral production skills in adult university students of English B2 level in an online learning environment, and to provide general guidelines of dubbing task assessment for practitioners. To this end, a group of undergraduate pre-intermediate students worked on ten sequenced activities using short videos taken from an American sitcom over a period of two months. The research study included language assessment tests, questionnaires and observation as the basic data gathering tools to make the results as reliable and thorough as possible for this type of educational setting. The conclusions provide a good starting point for the establishment of basic guidelines that may help teachers implement dubbing tasks in the language class.

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Section: H) Pedagogical Applicationsmentioning

confidence: 99%

iDub - El potencial del doblaje intralingual en el aprendizaje de idiomas extranjeros: cómo evaluar la tarea

Zanón

Costal

2018

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“…In this process of practice and rehearsal, learners are capable to improve their pronunciation. According to J Burston (2005) dubbing provides various types of strategies that can improve different skills in language learning. Of course this kind of research has been done before but the few of them are available such as a research by Yi-hui Chiu (2012) who has investigated the dubbing projects positive effect in EFL classes that can facilitate the learner"s English pronunciation acquisition.…”

Section: Background and Purposementioning

confidence: 99%

English Animation Dubbing Based Techniques and Iranian Intermediate EFL Learners’ Nativelike Pronunciation Development

Karimzadeh¹,

Ghahroudi²

2017

IJELE

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This research was an attempt to investigate the remarkable dubbing techniques that can improve communicative competence to achieve appropriate level of speaking abilities. The growth of technology increases the need for learning an international language. Because of this learners tend to improve their speaking abilities specifically the suprasegmental features that can shed light on the quality of their interaction and communication. Since EFL learners" muscles need to be well developed to produce the new words of the target language, pronunciation becomes so difficult. The main focus of this study was the investigation of a great deal of variety in the dubbing techniques that lead to more rehearsal, high motivation, self-confident and more successful English speakers. In order to investigate the relationship between dubbing and improved suprasegmental features, 24 homogeneous intermediate 10-15 year old learners were chosen from 40 randomly by an oral test that was divided to two sub groups, i.e,12 in experimental who received treatment and 12 in control group without that. Students took posttest orally and their performances were recorded and investigated. The result of data analysis indicated that dubbing based strategies have a significant influence on native like pronunciation development.

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“…Compared with reading written Chinese characters, videos are comprised of visual input of colorful images, sounds of the real world, and all other information into a holistic analysis (Kress 2010). Such multimodal input of information is a very useful starting point for many language learning activities, such as reproduction of the scenes in spoken and written words, discussion and commentary of facts and actions in the video, creation of the missing parts, and so on (Swaffar & Vlatten, 1997;Burston, 2005;Rowsell, 2006). Creation of the missing parts is believed to be a very important activity in language learning, especially in developing students' creative writing and speaking skills (Tse, 2002).…”

Section: Features Of Video That Facilitate the Learning Of Narrative mentioning

confidence: 99%

“…It should be interpreting visual as well as auditory messages coded in the images, language and sound effects of some authentic video clips, and followed by language production on the topic of the video (Swaffar & Vlatten, 1997). Jack Burston (2005) suggested the production of video clips by students from shooting to dubbing into sound tracks, but it will incur quite a number of technical problems and stress to the teachers and students.…”

Section: Multimodal Language Learning With Video Dubbing Activitiesmentioning

confidence: 99%

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Using video dubbing activities in primary Chinese classroom for creative writing, a case study of students with multilingual background

Chu¹,

Chow²

2017

L1 Educational Studies in Language and Literature

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The multimodal approach of teaching and learning Chinese language is a new area to explore. Student do not only learn from reading, reproducing written Chinese words and listening to teachers' explanations of the words, other modes of input and output also help students learn Chinese. In this case study, video dubbing activities are introduced in a primary 2 Chinese classroom with 19 children who have arrived to Hong Kong less than 6 months earlier. They speak different Chinese dialects and know very little traditional written Chinese. They have to immerse into Hong Kong society where Chinese language is composed of spoken Cantonese and written Modern Chinese; which is also within the mainstream curriculum of most local schools. The newly arrived children in the school would have school-based learning materials and lesson designs catering for their special needs. In this case study, promising learning behaviors were observed during the trial lessons and desirable learning outputs were noted in their worksheets of creative writing. Students were highly motivated and showed a high level of engagement in the learning process. The narrative writing showed their good effort in learning how to write in traditional Chinese. In spite of their new arrival to Hong Kong, it showed how the students improved in learning Chinese under a new school context.

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Video Dubbing Projects in the Foreign Language Curriculum

Cited by 51 publications

References 0 publications

iDub - El potencial del doblaje intralingual en el aprendizaje de idiomas extranjeros: cómo evaluar la tarea

iDub - El potencial del doblaje intralingual en el aprendizaje de idiomas extranjeros: cómo evaluar la tarea

English Animation Dubbing Based Techniques and Iranian Intermediate EFL Learners’ Nativelike Pronunciation Development

Using video dubbing activities in primary Chinese classroom for creative writing, a case study of students with multilingual background

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