YouTube’s automatic subtitles in the ESL/ESP classroom
DOI:
https://doi.org/10.21283/2376905X.1.12.1.3176Parole chiave:
TRADUZIONE AUDIOVISIVA, INSEGNAMENTO DELLA LINGUA STRANIERA, ESP, MARKETING, SOTTOTITOLAZIONE AUTOMATICAAbstract
Introdotta nel 2009, la tecnologia di autocaptioning di YouTube consente agli utenti di fornire automaticamente sottotitoli intralinguistici ai video caricati sulla piattaforma. Poiché YouTube è di proprietà di Google, questa cosiddetta "temporizzazione automatica delle didascalie" utilizza il sistema di riconoscimento vocale automatico di Google (Google Voice) per sincronizzare automaticamente i sottotitoli con le parole degli oratori. Per fare un ulteriore passo avanti e produrre sottotitoli automatici interlinguistici in una gamma estremamente ampia di lingue straniere, Google ha deciso di combinare il suo sistema ASR con il suo sistema di traduzione automatica (Google Translate). Tuttavia, è generalmente riconosciuto che, nonostante i miglioramenti tecnologici e le vaste risorse di Google e YouTube, le didascalie automatiche possono non riuscire a trasmettere il messaggio in modo accurato. Ciò può causare una serie di errori a cascata, che portano il sistema di traduzione automatica a tradurre male o a compromettere l'accuratezza complessiva. Questo articolo intende presentare i risultati di uno studio pratico condotto con un gruppo di studenti dell'Università di Torino sul tema del marketing, per mettere a fuoco le potenzialità dell'uso dei sottotitoli automatici di YouTube al fine di migliorare diverse competenze.
Riferimenti bibliografici
Adams, Heather, & Díaz Cintas, Jorge (2022). Special issue: audiovisual translation in the foreign language classroom – Introduction. Revista de lenguas para fines específicos, 28(2), 10-15 http://doi.org/10.20420/rlfe.2022.548.
Aliprandi, Carlo, Scudellari, Cristina, Gallucci, Isabella, Piccinini, Nicola, Raffaelli, Matteo, del Pozo, Arantza, Álvarez, Aitor, Arzelus, Haritz, Cassaca, Renato, Luis, Tiago, Neto, Joao, Mendes, Carlos, Paulo, Sérgio, & Viveiros, Marcio (2014). Automatic live subtitling: state of the art, expectations and current trends. Proceedings of NAB Broadcast Engineering Conference: Papers on Advanced Media Technologies, Las Vegas, Vol. 13.
Baños, Rocio, & Sokoli, Stavrouls (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In Borthwick, Kate, Corradini, Erika & Dickens, Alison (Eds.). 10 years of the LLAS E-learning symposium: case studies in good practice, research-publishing.net. (pp. 203–213). ResearchPublishing.net
Bolaños García-Escribano, Alejandro & Díaz-Cintas, Jorge (2023) Integrating post-editing into the subtitling classroom: What do subtitlers-to-be think? Linguistica Antverpiensia, New Series: Themes in Translation Studies, 22, 115–137.
Bolaños García-Escribano, Alejandro, & Navarrete, Marga (2022). An action-oriented approach to didactic dubbing in foreign language education: Students as producers. XLinguae, April, doi:10.18355/XL.2022.15.02.08.
Burchardt, Aljosha, Lommel, Arle, Bywood, Lindsay, Harris, Kim & Popovic, Maja (2016). Machine translation quality in an audiovisual context. Target, 28(2), 206-221.
Burgess, Jean & Green, Joshua (2018). YouTube: online video and participatory culture. Second edition. Polity Press.
Bywood, Lindsay, Georgakopoulou, Panayota, & Etchegoyhen, Thierry (2017). Embracing the threat: machine translation as a solution for subtitling. Perspectives Journal: Studies in Translatology, 25(3), 492–508.
Carreres, Ángeles (2006). Strange bedfellows: Translation and language teaching. The teaching of translation into L2 in modern languages degrees; uses and limitations. Sixth Symposium on Translation, Terminology and Interpretation in Cuba and Canada. Canadian Translators, Terminologists and Interpreters Council.
Ciobanu, Dragos, & Secară, Alina (2019). Speech recognition and synthesis technologies in the translation workflow. In O’Hagan, Minako (Ed.), The Routledge Handbook of Translation and Technology (pp. 91–106). Routledge.
Cook, Guy. (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford University Press.
Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
Cronin, Michael (2003). Translation and globalization. Routledge.
Danan, Martine (1992). Reversed subtitling and dual coding theory: new directions for foreign language instruction. Language Learning, 42(4), 497–527.
Danan, Martine (2015). Subtitles for language learners: an overview of research and application. In Serban, Adriana, Matamala, Anna, & Lavaur, Jean Marc (Eds.), Audiovisual translation in close-up: practical and theoretical approaches (p. 41). Peter Lang.
Díaz Cintas, Jorge, & Remael, Aline (2007). Audiovisual translation: subtitling. St. Jerome Publishing.
Díaz Cintas, Jorge, & Fernández Cruz, Marco (2008). Using Subtitled Video Materials for Foreign Language Instruction, in Díaz Cintas, Jorge (Ed.) The Didactics of Audiovisual Translation (pp. 201–214). John Benjamins.
d’Ydewalle, Géry., & Van de Poel, Marijke (1999). Incidental foreign–language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28(3), 227–244.
Ellis, Brad (2011). Auto-Captions now available in Japanese. YouTube. https://tinyurl.com/ycfjywyy. Accessed July 2024.
European Commission. (2013). Translation and language learning: The European commission’s study on translation and multilingualism. Publications Office of the European Union.
Ferrara, Maria Pia (2023). Interlingual subtitles in TED Talks: Exploring the role and effectiveness of NMT. Unpublished MA thesis. Università di Torino.
Freitas, Connor, & Liu, Yudong (2017). Exploring the differences between human and machine translation. WWU Honors Program Senior Projects. 61. Retrieved from https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1060&context=wwu_honors. Accessed July 2024.
Gambier, Yves (2008). Recent developments and challenges in audiovisual translation research. In Chiaro, Delia, Heiss, Christine & Bucaria, Chiara (Eds.) Between Text and Image (pp. 11–33). John Benjamins.
Ghia, Elisa (2012). Subtitling matters: new perspectives on subtitling and foreign language learning. Peter Lang.
Harrenstien, Ken (2009). Automatic captions in YouTube [Blog post]. Retrieved from https://googleblog.blogspot.com/2009/11/automatic-captions-in-youtube.html. Accessed July 2024.
Hussin, K. Khairiah, & Hishan, Sanil S. (2022). The implementation of brand awareness strategies to attract new customer to the company. International Journal of Academic Research in Business and Social Sciences, 12(1), 1534–1552.
Incalcaterra McLoughlin, Laura, Lertola, Jennifer, & Talaván, Noa (Eds.). (2020). Audiovisual Translation in Applied Linguistics: Educational Perspectives. John Benjamins.
Incalcaterra McLoughlin, Laura, Lertola, Jennifer, & Talaván, Noa (Eds.). (2018). Audiovisual translation in applied linguistics: educational perspectives. Special Issue of Translation and Translanguaging in Multilingual Contexts. John Benjamin. https://doi.org/0.1075/ttmc.4.1
Jiménez-Crespo, Miguel (2019). Localisation research in translation studies: Expanding the limits or blurring the lines? In Dam, Helle V., Brøgger, Matilde Nisbeth & Zethsen, Karen Korning (Eds.), Moving boundaries in translation studies (pp. 26–44). Routledge.
Karakanta, Alina, Negri, Matteo, & Turki, Marco (2020). Towards automatic subtitling: assessing the quality of old and new resources. Italian Journal of Computational Linguistics, 6(1), 63–76. https://doi.org/10.4000/ijcol.649
Karakanta, Alina (2022). Experimental research in automatic subtitling. Methodological Issues in Experimental Research in Audiovisual Translation and Media Accessibility, 11(1), 89–112. https://doi.org/10.1075/ts.21021.kar.
Kernez, Ross (2022). What is the PESO model in marketing? Forbes, November 9th, https://www.forbes.com/sites/forbescommunicationscouncil/2022/11/09/what-is-the-peso-model-in-marketing/, accessed July 2024.
Kruger, Jan-Louis, Szarkowska, Agnieszka & Krejtz, Izabela (2015). Subtitles on the moving image: an overview of eye tracking studies. Refractory: a journal of entertainment media, 25, 1–14.
Kruger, Jan-Louis, Hefer, Esté, & Matthew, Gordon (2013). Measuring the Impact of Subtitles on Cognitive Load: Eye Tracking and Dynamic Audiovisual Texts. Proceedings of Eye Tracking South Africa, Cape Town, 29-31 August 2013, 62–66.
Laviosa, Sara (2014). Translation and language education: Pedagogic approaches explored. The Interpreter and Translator Trainer, 8(1), 1–16.
Lee, Seryun (2021). An exploration of lingua-cultures on YouTube: translation and assemblages, Social Media + Society, 7(4), 1–12.
Lertola, Jennifer (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of english and other foreign languages. ResearchPublishing.net.
McFadden, Cristopher (2025). A brief timeline of YouTube's history and its impact on the internet. Interesting Engineering. https://tinyurl.com/pnu95rey. Accessed July 2025.
Navarrete, Marga, & Bolaños García-Escribano, Alejandro (2022). An action-oriented approach to didactic audio description in foreign language education. Revista de lenguas para fines específicos 28(2), 151–164 https://doi.org/10.20420/rlfe.2022.556
O’Brien, Sharon (2022). How to deal with errors in machine translation: Post-editing. In Kenny Dorothy (Ed.), Machine translation for everyone: Empowering users in the age of artificial intelligence, (pp. 105–120). Language Science.
O’Hagan, Minako (2009). Evolution of user-generated translation: fansubs, translation hacking and crowdsourcing. The Journal of Internationalization and Localization, 1(1), 94–121.
Parini, Ilaria (forthcoming). Automatic generated intralingual and interlingual subtitling and the need for human intervention. In Rashid Yahiaoui (Ed.) Transl-AI-tion 2.0: Embracing the AI revolution. Peter Lang.
Pujadas, Geòrgia & Muñoz, Carmen (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), 479–496.
Smith, Chad E., Crocker, Samantha & Allman, Tamby (2017). Reading between the lines: Accessing information via YouTube’s automatic captioning. Online Learning, The official journal of OLC, 21(1). 115–131.
Soffritti, Marcello (2018). Multimodal corpora in audiovisual translation studies. In Pérez González, Luis (Ed.) The Routledge Handbook of Audiovisual Translation (pp. 334–349). Routledge.
Sokoli, Stavroula, & Zabalbeascoa–Terrán, Patrick (2019). Audiovisual activities and multimodal resources for foreign language learning. In Herrero, Carmen & Vanderschelden, Isabelle (Eds.). Using Film and Media in the Language Classroom (pp. 170–187). Multilingual Matters.
Talaván, Noa (2020). The didactic value of AVT in foreign language education. In Ł. Bogucki and M. Deckert (Eds.) The Palgrave Handbook of Audiovisual Translation and Media Accessibility (pp. 567–591). Palgrave.
Tokusei, Hiroto (2010). The future will be captioned: improving accessibility on Youtube. YouTube. https://tinyurl.com/bdac3dt4. Accessed July 2024.
Turovsky, Barak (2016). Ten years of Google Translate. Google Translate Blog. https://tinyurl.com/23y7au5a. Accessed July 2024.
Vanderplank, Robert (1988). The value of teletext subtitling in language learning. ELT Journal, 42(4), 272–281.
Vanderplank, Robert (1990). Paying attention to the words: practical and theoretical problems in watching television programmes with unilingual (CEEFAX) Subtitles. System, 18(2), 221–234.
Vanderplank, Robert (2016). Captioned media in foreign language learning and teaching: subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan.
Varga, Cristina (2021). Online automatic subtitling platforms and machine translation: an analysis of quality in AVT. Scientific Bulletin of the Politehnica University of Timişoara: Transactions on Modern Languages, 20(1), 37–49.
Volk, Martin (2008). The Automatic Translation of film subtitles. a machine translation success story? Journal for Language Technology and Computational Linguistics, 24(3), 113–125. https://doi.org/10.21248/jlcl.24.2009.124.
Juang, Bing-Hwang & Rabiner Lawrence R. (2005). Automatic speech recognition–a brief history of the technology development. Georgia Institute of Technology. Atlanta Rutgers University and the University of California. Santa Barbara 1(67), 1–24.
Zabalbeascoa Terrán, Patrick, Torres, Olga & Sokoli, Stavroula (2012). Conceptual framework and pedagogical methodology. clipflair foreign language learning through interactive revoicing and captioning of clips. Lifelong Learning Programme - Key Activity 2. Languages, Multilateral Project. D2.1. ClipFlair. http://clipflair.net/wp-content/uploads/2014/06/D2.1ConceptualFramework.pdf
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Categorie
Licenza
Copyright (c) 2025 Ilaria Parini
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
