Integrating Didactic Audiovisual Translation for Improved French Language Acquisition in Translation and Interpreting Programmes

Abstract

Recent technological advancements have given rise to innovative approaches to foreign language instruction, including Didactic Audiovisual Translation (DAT). DAT involves integrating audiovisual translation tasks into education to enhance communication skills and transform students into active producers of audiovisual content (Talaván, 2019). Despite being a relatively young field of research, DAT has gained momentum, as is evident in projects such as ClipFair, PluriTAV, and TRADILEX. In this study, which was part of the TRADILEX project, we introduced a methodological proposal (Talaván & Lertola, 2022b) for DAT-based sessions. The primary objective was to assess the impact of subtitling as a pedagogical tool for the acquisition of French as a foreign language for adult Translation and Interpreting Degree students, building on prior research in this area (Ibáñez & Vermeulen, 2017, 2014; Talaván, 2019; Torralba-Miralles, 2020; Vanderplank, 1988). The research encompassed two groups, the experimental group (EG) and the control group (CG), which were instructed in French at CEFR level B2 for a period of four months. Both groups participated in pre- and post-tests that assessed their language proficiency at the beginning and conclusion of the course. During the course, the EG received additional training in AVT and completed a six-unit sequence, focusing on French subtitling. The evaluation of the students' work and responses indicated a positive perception of AVT and its potential to improve the French language, suggesting further exploration of AVT in FLE contexts.