Well, I will introduce our second speaker series
when he opens the presentation.
Look at organic
Lucas Urban.
I completed his studies of German Dutch
on Agricultural Sciences in 2019
and he's currently a research assistant and persistent student
at the Institute of Dutch Philology at the University of Münster.
He is involved in practical language courses for first semester students,
as well as in courses on Dutch language
teaching for Master of Education students.
He also gives workshops to teachers mainly related to
the practical use of or the visual input in that language.
Teaching.
His research interests are in the field of applied linguistics
and relate in particular to neighbor language teaching
in the German Dutch border region, as well as to the multimodal
ity of audio visual media for the development of language skills
in his BSD project, he investigates the relevance of film
subtitles as a support and task for teaching Dutch
as a foreign language in German secondary schools. So
he will be presenting
today evaluating our subtitling activity
with German and to Dutch learners to promote
language, mediation and vocabulary development.
So thank you.
Yes, thank you for that introduction, Emma.
First of all, I want to provide
some information about the research context
into Dutch learning in German schools
that students can learn Dutch in Germany along
the entire German Dutch border
approximately 570 kilometers.
It is learn is a neighboring language with a high mutual intelligibility.
So this makes learning way easier for the students.
They can learn it at the secondary school level
in North Rhine-Westphalia and in Lower Saxony.
And there are there
are approximately 38,000 students learning Dutch.
And yeah, I focus on
subtitling because in Germany
the typical viewing habits is dubbing.
And so it is interesting to zoom into subtitling and business.
Main topic of my Ph.D.
project.
And today I want to zoom in on the evaluation.
We need to say in.
Okay, thanks.
Today, I want to zoom in on
the evaluation of an active
subtitling task and
why it is interesting
to apply actor subtitling to the German school context.
First of all, the task based language learning or the task
orientation is predominant in German schools and
yeah,
active subtitling can contribute to this,
as shown by Rockne, among others.
She states that active subtitling tasks a meaningful
focused on the reality outside the classroom, are related
to receptive and productive skills and the quotes is
subtitle Creation has specific characteristics that make it a task
suitable for use in the communications language classroom.
Taliban agrees with this.
She says that subtitling video could encourage learners to play
a very active role, offering them a functional and professional result.
And last but not least,
the subtitle Creation can also contribute
to learning as a byproduct of a meeting focused task. And
for inter lingual subtitling, it has been shown
that it can positively stimulate listening skills.
It can contribute to incidental vocabulary acquisition,
and can also foster cultural awareness
as shown by forgetting and letting letter
the seconds Big ball.
Main reason to integrate it into the German curriculum is
that it can foster language mediation, and this is defined
for the German context as a transversal competence
with language change and also a change of modality,
for instance, from the spoken modality to the written modality
that students not only have to deal with linguistic information,
but also with cultural information and they have to translate its
adequacy is more relevant than equivalence.
And this implies that word for word
translation is not the main goal of such a task. And
this is also applicable to subtitling
because there are some restrictions in space and time.
Of course,
learners have to be able to paraphrase
to reduce, to use substitution.
They have to be able to recognize culture specific elements
and they have, of course,
how to make them intelligible
for the audience
and for the German school context,
it is important
to mention that the language mediation formats primarily
refer to print media.
And this is also,
yeah, interesting because visual interest
is also becoming more relevant in the school context, and active
subtitling brings the audiovisual input to the classroom
and gives audio visual input to certain
to a certain degree
of relevance.
Furthermore, there are some research deficits.
Little says that English is one of the two language involved,
and it is primarily carried out in university contexts.
So I want to explore under research fields,
not higher
education, but the school context.
And I want to do this.
I did it with bigger sample size,
so I developed a language mediation task based on exit
inter lingual subtitling from Dutch to German.
That is appropriate for the school context in Germany
in terms of time and contents.
As one of the Mr.
would be too long and I tested it with German learners of Dutch
with at least 100 persons.
First of all, it was important to select a film clip.
I used Alice Math that that's in short film
and it deals with the carnival tradition in Brabant.
So not only linguistic features are important,
but also the cultural point of view.
Yeah, the film has a relatively small, slow
speaking rate of approximately 100 words per minute,
and the vocabulary is mostly at a1a2 level. And
how did I do it?
The learners went through different steps
and the duration of the task was approximately eight lessons
of 45 minutes each.
I briefly wants to summarize what the learners did.
First of all, they have noticed the typical characteristics
of subtitles based on the beginning of the short film
and the main questions where What do subtitles look like regarding the form
and what are the differences between the dialog and the subtitles?
And we discussed it, or the teachers discussed it with the students
by means of different PowerPoint slides with examples.
So the learners recognize that there are two lines, that
the subtitles are synchronized with the dialog, and of course,
that there are differences between the spoken dialog and the subtitles,
and that there are that
reduction strategies
are useful to apply.
After this, the learners
got a worksheet and they
practiced subtitles at the dry run.
More or less, they used shortening strategies
and they also had to deal with anti-Semitic repetitions.
Then it was important to gain the learners
an occasion for subtitling.
It is important to
yeah that the learners have a real reason to do so.
So I uploaded the middle, the middle of the short
film on YouTube and I activated
auto generated German subtitles
and then them has shown that these subtitles are less than perfect.
So the learners recognize this, and this was the reason
why they made their own subtitles.
Yeah, they all said, Well, that's let's looks weird,
let's correct it, or let's improve these subtitles.
So they
had the film clip,
the subtitle file, of course,
with prepared spotting, and they worked with the tool
subtitles as it is a
browser based subtitles tool.
And no.
Yeah.
They can use it online without problems
regarding eyesight.
Okay.
I will give you some impressions by means of this short
clip and I get it from I got it from one school.
It's an Instagram story.
Oh, I'm in a deep voice.
They work for me now.
Oh. Ha
ha. Oh.
This is the
fifth and last step was that the learners
provided each other with a feedback and they got a feedback sheet
and they had to indicate whether the subtitles are short,
whether know the form is okay
and so on.
There was also an accompanying research, of course,
the questions Where does active
subtitling improve the learners vocabulary form and meaning?
The second question how How is the task perceived by the learners?
And last but not least, what strategies to learners use
when subtitling especially with regards to reduction?
Because this is the main goal for the German
definition of language mediation.
I use of pre post design.
First of all, the learners filled in a background questionnaire.
After this they filled in the vocabulary test with 34
target words in a pre and post test before
and after the intervention
and the content before and after was identical,
but the the item order was randomized
to reduce test effects.
They got a questionnaire after the intervention
to get information about the perception
and last but not least, yeah, I also collected
the subtitle The Improved Subtitles of the Learners to
get the
information about the subtitling strategies they used.
Here is some information about the sample.
A total of 128 learners
participated in 11 learning groups.
They were mainly female and
only one learner was familiar
with the active subtitle Creation.
Here is other demographic data.
They were on average 15.5 years old.
They learned Dutch for 2.7 years
and they got 3.5
lessons Dutch per week on average,
and their language level was on an intermediate level.
B one on average.
Now I want to zoom in on the vocabulary findings.
This is the test I have used.
There were three different
ID, three different parts, four
for vocabulary, all words, knowledge.
First of all, form recognition for all 34 items.
They had to indicate if they had seen this word before, yes or no,
for 16 items they had to
select the correct L1 translation from four different options.
And last but not least, where the learners ask
to provide a synonym or description or L1
translation for 18 difference
Dutch word forms.
So here you can see one of the findings regarding form recognition.
As you can see, the mean score
increases from pre to post from 46.9
to 68.1%.
This is a significant difference
between pre and post in all 11 learning groups and this is a
strong effect size according to Cohen's D
regarding meaning recognition with 16 target items
more or less the same is visible on the screen.
The pre score was 20.6%
and the post score 53%.
This is also a strong effect between pre
and post in all 11 learning groups.
So I did it not only with all learners but also
with the individual groups.
And regarding meaning recall, we can see that the learners were able
to provide more synonyms descriptions or had one translations for the l two
from after the intervention after the active subtitling session
than before.
Okay, so we see learning is a byproduct of a meeting.
Focused task is possible.
The learners did not know that there was a post test
and by creating subtitles they learned that word forms and also meanings
regarding the perceptual.
Um, I used a relatively long
questionnaire after the intervention
with scales or most speech scales.
The learners had to agree or disagree with different statements,
and I can't focus on all different
scales.
I had to make a selection.
For now.
The task in general is perceived
as interesting by the majority of learners.
We can see this if it works here.
They also want to do it more often.
Um, the learners didn't find that the task was too challenging.
And regarding enough time, we see that there is a
a normal distribution.
So some of the learners would have liked to have more time,
but some of the learners perceived the task as okay,
regarding to the length
regarding learning Dutch, we can see that
the majority of learners
saw an intensive language treatment in this task.
They saw an
improvement of listening comprehension, an improvement
of language mediation, and also an improvement of vocabulary.
Yeah, and regarding language mediation, especially text reduction,
the learners thought that yeah,
they had to consider the relevance of the content.
They also
perceived the dialog with the reduction
and they don't think that they have exclusively translated verbatim
the question is, is this also reflected
in the 38 subtitled slides I have collected?
So the next step was that
I use an adaption of Gottlieb Subtitling strategy classification
as an indicator of the learners linguistic flexibility.
One strategy was assigns per subtitle sequence.
So there was a total of 3572
sequences in 38 subtitle files, and we can see that
the learners used other subtitling strategies,
transcription deletion, imitation extension and resignation.
This animation and this location.
But they also use, paraphrase and paraphrase means
that they were able to gave the gifs without loss of content.
They replaced longer idioms by shorter synonyms.
For instance, they were also able to apply a condensation strategy.
So an omission of unimportant aspects without the loss of content,
the omission of spoken language elements, for instance,
also the repetition
they use transfer in 31% of the cases.
And and this is also interesting, they took over
the automatic generators YouTube subtitles
in 26% of the cases, and this indicates
a lack of time.
So we can see this,
especially at the end of the film clip that it's
that there is a disk freezing trend.
Okay.
To sum up
the learners vocabulary is positive.
It is stimulated by this active subtitling task.
It is also shown by the syntax and one
and also my husband and manian
regarding the perception and the strategies,
we can see that the learners are mostly positive about the task.
This is also shown by often unethical studies
for primary education.
The learners perceived some time constraints and this is also
confirmed in the subtitle files.
So for future activities, I want to use the shorter film,
not 7 minutes, but two or 3 minutes maybe.
All I want to give them more processing time.
If the teachers agree
with this and the majority of the learners perceived
the dialect reduction of dialect reduction was necessary.
And this is also reflected in the subtitles files as well,
since in addition to transfer the learners also use
paraphrase and conversation.
For instance, and the main conclusion
is that the task is promising for foreign language teaching.
In Germany, there is no research in the German context
for almost no research.
And my personal goal or my personal objective
is to make more teachers and more learners
aware of the potential that
detecting audio visual translation has.
So this is my literature.
Thank you very much for your attention.
Or in Dutch, you say you feel down for you on that.
Thanks.
I thank you very much, Lucas.
It was very interesting.
The amount of material and work is impressive.
Do we have any questions?
We have like very few minutes, but this.
I would like to say something.
Yes, Thank you.
Thank you.
Because as you have.
Said, there is no.
Research on the German.
And I think it's very important that the of of the station
goes farther than English
special for us.
So why you
taking this task?
It very, very much here at the
first point whatever you.
Thank you very very much thank you.
Most excited to say that I really need this
a that is supported by everyone so that.
Yes I would you stop because very much.
But you've got to.
Get excited
you have to it for son
Yeah I'm always open for collaboration
so if you like.
Well I actually have a question because you mentioned that in Germany
you have more tradition to use Darwin.
So do you think that this is some this affects in some way
the way in which students
work with subtitles because they maybe may they may feel
more like not familiar with subtitling
or maybe that's more challenging for them and they may feel
more interested because with time you'll see I don't know this.
Yeah.
I asked the learners in the pre
questionnaire whether they
watch audiovisual input with subtitles
and most of the learners did it at least once,
so they are a little bit familiar with it.
Yeah.
But I think and this is also the objective from my of,
for my PhD project that it's, it's, it's gross or that it's gross.
So yeah, I think it's very interesting
and also very important because
also for the for outside of the classroom
it's can be good because learners has to learn
have to learn more and more also outside of the classroom,
although they want to do it.
And this is a very good occasion to do so.
Yeah, okay.
Yeah, I think it's more or less the same in Spain
because we've been consuming dubbing for years
and now we are getting used to subtitles.
And as you say, the first step is inside the classroom.
But if you wake this interesting, then I think it's wonderful.
Yeah.
And it has to begin in the classroom because when it begins
in the classroom,
the learners can see, Oh, it is it, it has potential for myself.
And they will also do it outside of the classroom.
So the first step, I think, is to integrate it into the classroom.
And then as the the second step that they do it on their own autonomy.
Yeah.
Okay.
Thank you very much.
Who was very interesting.
Now we will have a break for coffee
until 530, so we'll end this session here.
Thank you very much.
Addition to the speakers then back to you. Let.