Just one minute.
We'd like to thank you all
for coming to our presentation, which is what we need.
Those who know us well
will know now that we're not trying to promote what we do.
But a couple of things, because this is a study we've only
presented like very small results if you're interested.
This is based on a study that we just published there at the end of 2022,
if you were interested. This year, we're happy to share.
And other than that, I was asked by my university
to please, please, please share in this forum
that there is opportunities to advance research on this field.
So there is some I am the funding and postdoc.
If you know of anybody that would like to, you know
and do more research on this field, Florian myself
would be more than happy to take them on.
Thank you.
Thank you very much.
Thank you very much, Gloria and Theo, for your presentation.
Now time for.
Questions.
Yeah. No.
Can you hear me?
I just have a question about.
I know very little about your description overall, shall we say,
but I am a language teacher, uh, as a sort of sidekick
to my academic job, I remain a teacher of Italian
as a foreign language, which is my native language.
So if I wanted ever to incorporate in small groups
or do describing activities, what would you recommend?
What would be your recommendations?
And I'm particularly interested in potential challenges
that might arise in this sort of not 1 to 1 but small group.
So not in a university settings where there are perhaps more,
more technological possibilities, there are more tools available.
You have classrooms with computers, for example.
So what do you think you know, what are the main challenges
involved in order descriptions, particularly practical challenges?
And do you think that this is transferable to a sort of
small setting in which, you know, if I wanted to use this
this as a tool with smaller groups, would this be feasible challenges?
I think you.
But sorry,
are you interested in language, in develop language skills.
In developing the language skills,
the Italian as a foreign language skills of my students?
Yes. And the level of your students is.
Intermediate or sometimes also quite high.
So it's easy to say.
So it is something that would apply, right?
They are. These are not complete beginners.
I do not teach complete beginners any longer.
I've only kept this sort of at the very minimum
intermediate, so they would be absolutely very balanced together.
I realized that
that was the only thing about the level of of of of these students.
But they are they are very able to have conversations.
So I thought it could be an interesting and engaging way
of engaging them in a different way.
But I wonder if there are some challenges that I might be
totally unaware of that you might shed some light on?
Yeah.
I think the biggest challenge is to find a suitable clip.
And. We
have work a lot when finding different clips.
So, so
I don't know if you have
if you have work with the description, but
when you are able to describe, you have to
translate the entire semiotic information
and to to put this information in the gaps between the dialogs.
So if they have not a really high level, our
yeah I think I would
I would we will find we.
Let me see.
I think you should find clips with not many dialogs
so if you have seen this example at the beginning
there were many gaps so a students could develop their
first day right writing and then their oral skills.
And after that there were more dialog.
So with students had to try to, to,
to sum up the ideas, to find, for example, to work with synonyms.
Let's, let's try to, to look for another way
to say the same information, but in a, in a shorter space.
So I think it's really important to think about the, the, the clip.
I think that's the biggest challenge.
Yeah, I'm just going to be very practical.
A big challenge is also
and I don't know the flexibility of the curriculum, but
finding the time to implement these tasks.
I, I've been told that I was so lucky to have three full weeks to do,
you know, where we could work on this task.
Because if you try to do it in a very, very small
period of time, students will have too much information.
I think it's more stressful for them than enjoyable.
So that for me, for me would be number one,
depending on the time that you have,
you can plan to do one thing or another
as opposed to the other way around.
I would say
Thank you very much for that.
Yes, I use the clip cauliflower in the past,
but the university setting and to teach subtitling
to do any of the revising activities that they offer.
And obviously and I would totally agree with you,
it took a long time to design a 12 week course
where students had, you know, different clips so that there was
a considerable amount of clips in there
for my private teaching, which is what I'm talking about.
I wouldn't be, you know,
it would be something much more small scale
and it wouldn't be in a university setting, which is lesson mean.
That is less valuable, Of course. Of course. That's right. Yes. Yeah.
But I was just wondering if the challenges that you mentioned,
the clips, you mentioned finding a clip that has enough gaps
and obviously having enough time as well.
So really great.
And also it depends on what skills you want to work on
because, you know, at the moment we haven't really you know,
we have mentioned like communication, but if you want to work on
writing skills or on oral skills, that's a very different story.
For instance, Nikola Francisca.
Nikola, I don't know if you know her, but she works on
fluency and pronunciation and all that.
So it. Depends.
I think that's the kind of thing I would like
the students to practice, really.
And the synonyms that your colleague was mentioning earlier.
Right.
They are of of of a proficient enough level
that they can really start to expand their ways of expressing themselves.
And I think that would you
description would be a marvelous way of of fostering this skill.
Thank you very much.
Well actually, it's 12. O'clock and it's time for coffee break.
You think everybody's eager to have a coffee now?
But yeah, you are free to ask our speakers during the coffee break if.
You'd like to. Ask them more questions.
Thank you very much for attending.