Building a model of video dubbing learning process for Chinese language students
Submitted by:
Wei Ling Chloe Chu
Abstract:
Aims:
Learning language through films has been widely practiced by people in different parts of the world for ages but education researchers believe that films and video should contribute more effectively and systematically in the formal curriculum. The Curriculum Development Council of the Hong Kong Education Bureau (CDC) recommends using audio visual productions in Chinese language learning. This paper will discuss an ongoing research which aims at building an effective model of implementing video dubbing pedagogy in a Chinese language class.
Research questions
How video dubbing activities enhance speaking skills?
What positive effects can be found in language classroom using video dubbing pedagogy?
Design
The research is a multiple-case study. The researcher first found out the process of professional video dubbing artists being trained and directed to produce accurate and effective speeches, base on which a model of teaching and learning language through video dubbing activities was built after an in-depth analysis of the process with educational theories. The model was then tested in the studio with 10 voluntary 14-16 year old students. The model was then put into a one month practice in three groups of 14-16year old students in their normal Chinese classes.
Analysis
The recorded sound tracks of the students were analyzed by two raters, in order to find out the change of the speaking skills after each step of the learning process.
Questionnaires are statistically analyzed and interviews are transcribed to find keywords showing the evaluation and comments of students and teachers on the learning process.
Results
Speaking skills enhanced by 1. Using appropriate and effective tones to express particular communication needs and contexts; 2. producing appropriate speeches for designated characters in particular contexts.
Students are motivated to learn speaking skills with dubbing activities and pay more effort to improve their speaking skills.
Teachers participated can carry out the pedagogy and positively comment on its effects on students’ speaking skills and learning attitude.
Reference:
Danan, M. (2010). Dubbing projects for the language learner a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning, 23:5, 441-456.
Burston, J. (2005). Video Dubbin Projects in the Foreign Languag Curriculum. CALICO Journal Vol. 23 (1).
Tschirner, E. (2001). Language Acquisition in the Classroom: The Role of Digital Video. Computer Assisted Language Learning, Vol. 14, No.3-4, pp.305-319.