Then I'm going to introduce the second.
The second speaker of the of the afternoon,
Lucas Bivens.
Lucas Biden's
wife, works as a lecturer at the fucking location
of real belonging to the University of Patiala Mansour,
where he combines his teaching work with research duties.
His main areas of are the application of dubbing activities
in language learning environments and their influence
on the enhancement of English as a lingua franca implementation.
He has recently defended his doctoral thesis.
Congratulations on the influence of Internet Lingual Derby
and activities on the pronunciation of problematic consonants
of English for the Spanish learners.
The talkies you have here
that take the title of the talks, you can maybe you're going to start.
Thank you very much, Lucas.
Okay. Thank you very much, Maria, for your introduction.
Although I forgot to include in the bio notes, I forgot that
this is my biggest accolade
and going to be the opening act for Professor The Apprentice, which is
I mean, this is like the Wembley scene as academically speaking, right?
So it's like your favorite band asking you to open the Wembley Stadium,
you know?
Okay, so
this is the presentation that I'm giving to, well, the introduction.
I'm going to begin with the introduction.
I mean, just theoretical framework on the two
main blocks that I'm going to follow or which
in which this research has been based on the teaching of pronunciation.
On the one hand, the use of deducted inter lingual dubbing on the other.
I will commence
briefly on the methodology that I followed in my study to finish
with the data analysis, discussion and some conclusions.
Okay.
So first of all, this
this study has been extracted from my doctoral dissertation
in which I was very, very interested in the use of intra lingual
dubbing activities for the enhancement of the pronunciation
of problematic features of English for Spanish learners
in that little intersection over there.
Well, that gave way to the main research question,
which was can in trilingual dubbing activities be interesting,
motivational and useful tools in the development
of the pronunciation of those features?
One of them, of course, the one that I'm going to base
this presentation on is the the initial plosives
sounds, the initial plosives consonants.
So those two main ideas were the core of this research,
whether they are in fact problematic as it's anticipated by the literature
on whether dubbing activities
can make participants improve the pronunciation
Very briefly to comment on their theoretical framework,
I wanted to highlight the importance of pronunciation.
Of course, we know about communication communicative competence.
In order to communicate, we need to be intelligible
and in order for us to be intelligible, we need to show
some degree of control of the pronunciation, particularly
of specific pronunciation features, both segmental and super segmental,
which can be problematic in this case for for Spanish learners.
And we say based on my research
and also since well, I highlighted the
the idea of intelligibility, it was a key notion for my study.
But the question remains intelligible.
For whom?
Because we in this world we currently live in, right now
we are three times more likely to find ourselves
speaking in English with a non-native speaker rather than
a native speaker, which is why the lingua franca caught
was taking into account the lingua franca.
Cor for those who might be unfamiliar with
it is a set of pronunciation features
whose pronunciation must to be considered in order to avoid
intelligibility problems in English as lingua franca communication.
Combining those two areas that gave way
to the attention of 14 features which were analyzed
in terms of whether dubbing activities could be good for the pronunciation.
In this case, I'm going to base this this study
on the lack of aspiration in in the initial plosives.
If you're interested in knowing the effect of into lingual dubbing,
then the rest of the features you may need to follow My future work.
Haha. Spoiler alert.
Sounds good.
And on the other hand of course.
Well, I wanted to focus briefly on why are these phones problematic.
In fact, for Spanish learners,
these are the voiceless by labial alveolar alveolar plosives
sounds which in English are aspirated, so there are pronounced as pin
ten can, and in Spanish they are not
so they sound like been then Quincy.
Also, the te sound is alveolar in English, but incidental alveolar
in Spanish, and that could also make us pronounce it differently in a way.
And according to the lingua franca, cor accurate pronunciation is required
for all consonants,
almost all consonants, in order to avoid intelligibility problems.
Why are they?
This phone is problematic for Spanish learners,
and I would dare to say that for other students of English as well.
It seems that they are particularly problematic
for intelligibility in initial when they occur in initial position,
because if they are not as
properly aspirated, intelligibility problems may occur.
Pain ten came if not aspirated, been then came.
It might sound like bean dan game, which as you see
there is there you have the intelligibility issue
in in contrast identical Vila
so a Spanish like pronunciation of TI it seems that it's not as challenging
for existing on franca intelligibility as proper aspiration,
which is why the only key feature considered was aspiration.
Proper aspiration of these consonants.
And of course the other section of the offer of the presentation,
which is the use of in trilingual dubbing activities, I opted for intra
lingual dubbing activities, of course, which as you know, is
the replacement of the audio track of an individual project
by another one into
that same language, in this case English as a foreign language.
And well, obviously, as you know, performing dubbing activities
in class is very simple.
You just need your students to have a laptop, mobile phone or tablet.
They recall their voices.
You can make them practice
any kind of skills of skill content that you want them to practice.
And a wide number of studies in this case regarding interesting
dubbing, in particular, have proven their validity for the enhancement
of listening skills, speaking skills, also reading and writing.
And of course the main components or the most important component
is one of those magical words.
So we've been listening
the whole the conference, which is the motivation,
they are really motivating for students.
They perceive them as very useful, new, innovative,
which
is of course a fantastic characteristic.
Regarding the the study that I conducted, I'm
going to describe briefly that the methodology.
So I had two different groups, an experimental group
and a control group for a total number of 71 participants.
Both groups had to record themselves at an initial stage.
So pretest recording The experimental group
performed the intro lingual dubbing, and a couple of weeks
to one month later, they both recorded themselves again
so as to establish comparisons on the pronunciation.
Among those sets, four clips were selected
and used for these dubbing, which are two from the Hobbit
franchise, two of them from the Harry Potter franchise.
Due to a number of criteria
that I don't have the time, unfortunately, to describe.
But they are authentic materials motivating.
They, of course, show instances of the problematic features
that I wanted to analyze.
So that was the idea.
Participants were encouraged to use whichever device software app that
they preferred they felt comfortable with, but I conducted a couple.
I designed a couple of tutorials ad hoc
on those two apps
which are in shot and iMovie.
They are free, they are.
They include very interesting options
for video edition, audio audition, multi-track audio recording,
which is great for overlapping in dubbing.
For example.
So those tutorials are still available on YouTube.
If anybody is interested, of course I can
share my PowerPoint with you anytime.
And finally, well, the statistical tests that were used
in order to obtain
to find out whether there were or not meaningful differences
among the comparisons in the data sets where Wilcoxon
and the Mann-Whitney u test
once applied, either a resulting p value
yielded a number lower than 0.05.
That meant that statistically meaningful differences
could be considered among those data sets.
And before I move on to the data analysis,
I would like to show you a short example.
This is a short extract of one of the clips,
and what you're going to listen right now is the pretest recording
by participant number 33 of experimental group.
I already collared the initial plosives in the script,
so you are going to perceive that she's not going to produce
proper respiration in barely any of them.
Only one of them, in fact.
There will be not follows one way we know clearing
consonants in this class.
I sat able to speak many of you to enjoy this up.
The science and issues that are that you should make.
However, for those select few who pushes the position,
I can teach you how to be with the mind an instrument.
This is.
As you saw, only the last one
to the which the mind was produced with proper respiration.
The remaining were very Spanish like. Right.
And this is the same extract from the dubbing
that that participant made.
There will be no for this one when
this class of such.
I don't expect many of you to enjoy this audio silence
and he said that this portion making
however for those
so few
he pushes to prove his position
as to how to be true
in the mind and insert sentence.
Okay, so ignoring words such as intentions instead
of incantations between instead of B, which you could see that
an improvement in the production of that those expiration sounds
can be seen in words like potion possess predisposition.
And and of course, neither of the participants
were told to need to pay attention to this sound whatsoever.
So that was one of the interesting examples
I would like to show to share with you another one
so you
can have a general picture of of the whole activity as well.
This is a different clip, a different participant,
and this is a great example that I like to I always like to share
the wonderful things that students can do with activities
such as this one.
Is always through
to block out of what he spotted.
What did you say?
What are you saying?
Your reputation precedes you or small to tyrannical.
Truly you have no equal on this. Have
I was tempted
to let you take it?
To suffer what it destroy
What is true? My
So you need remind you
that those all the experimental group participants were undergraduate
students are for the first year in the degree in primary education.
And as you see, not only you can perceive the aspiration
in words as precedes truly tempted take,
but it's a wonderful thing to check how the participant conveyed
the emotions of the characters.
So the character of Bilbo The Hobbit is a stuttering
because he has a giant dragon
in front of him on the Dragon, and it's menacing and deep.
So it's very it's great to see not only to focus on pronunciation
suppressing menzel's,
but also how to convey proper emotions by in a different language as well.
I always like to show these example.
So moving on to the data analysis,
first of all, I would like to comment on whether those phonemes
have been in fact problematic for the participants or not,
which as you see, they were from the total occurrences of the of the.
This is combining all the recordings from all participants.
The middle column shows the total correct
utterances, productions of aspiration by all by the research participants
and the success rate over there.
So as you see, they're not equally problematic.
The alveolar one, for example, with a 50% success rate still problematic,
but not as problematic, for example, as the by LABIAL one, which is
less than a 15% success rate.
It's very problematic for Spanish
speakers of English.
In the case of the Vila one, it's very interesting to check the difference
when it occurred in K graphene contexts and in C rough in contexts
in words like King K kind
almost 50% success rate in words
such as come concours, 28% success rate.
That might be due to the fact that since barely
no words in Spanish, start with the initial K sound.
They perceived them as foreign and they may be pay more attention
to the aspiration.
However, in Spanish
we have words beginning with the c with with this sound.
So maybe they felt more that they feel more relaxed
and they forget to produce the aspiration.
I don't know. Something interesting to to comment on
also this this is very interesting as well.
Some of the participants produced grammatically correct sentences
just by producing the aspiration of the phonemes,
as in the example that they showed in the video.
There will be no foolish one waving or silly incantations in this class
by not producing aspiration
33 participants, you can actually perceive
as a word more similar to class than to actually class.
And this is my favorite one
in the sentence.
You seem a little tense, Harry,
in one of the characters from the Harry Potter franchise, well,
he sees that Harry Potter is nervous and he says this on six.
Participants said something like this.
You seem a little, Vince.
Harry.
So as you can see, it's a very different thing.
Calling somebody that he looks tense, that he looks at you dense, right?
You can imagine the intelligibility problems that this can convey.
So for something interesting also to to check.
And of course, now moving on to the block,
which is the influence of the dubbing activities in
their pronunciation. And
so these
are the correct utterances per participant divided by the groups
and the stage pretest process, dubbing the success rate.
The control group, as you see, showed no no improvement.
This is combining all three plosives together.
Okay, all the results.
And they even showed us a lower score.
They performed worse in the post-test recordings.
The experimental group in contrast sharp increase in the dubbing 48%
success rate and still higher results in the post-test recordings,
which are reinforced by the p values obtained.
As you see, these are the colored numbers.
Are the P values obtained.
When comparing that said, with the pretest recording
control group no differences experimental group
significantly significant differences between
dubbing and pretest and post-test and pretest.
And those results can be well if we consider the plosives
sound separately.
You see that the same results are applied Control group No
significant improvement experimental group sharp increase in the doublings
and still higher results in the post-test recordings.
Since I can see the heading, I don't know what this is.
Okay.
Well, yeah, this is like the the discussion of of for
the results are the first well thing that we can say is that
as anticipated the, the
aspirated plosives were in fact problematic
for the Spanish participants of the study as anticipated
by the literature, especially the bilingual one
and the Vila one, particularly one when it corresponded
with the C Ruffin, which was something again interesting.
The alveolar one seemed to be less problematic
because probably
the Spanish participants could have perceived it as different,
so they pay more attention to it than, for example, the bi labial one
or the Vila one, which share the same place of articulation,
Spanish and in English
and also the other.
The other great conclusion that we can expect
is that the pronunciation of the experimental group
participants did in fact improve immediately on the short term,
thanks to the effect of the trilingual dubbing activities
which reinforces the value of those kinds of activities
as versatile tools in English, foreign language learning
and also in Spanish students of English in foreign language,
as anticipated by different authors and scholars.
So these are basically the conclusions positive effects of the into lingual
living activities on the initial plosives
and the consolidation of those sounds is actually problematic
for Spanish learners.
I'm not doing that.
And with with the with the also the consideration that this study
has contributed with quantitative data to their consideration
is problematic, which is rarely seen in, in current research.
I think I don't know what this is not working anymore.
Maybe, maybe.
Maybe. I'm okay. Thank you. Thank you, my dear.
So. Well, that's it. Mostly.
So these are the references.
If anybody is interested,
I'm glad I would gladly show my PowerPoint with you.
This also the film reference is, of course,
and if you have any kind of insights, comments and questions,
I will be more than happy to listen to you.
Thank you very much.