Persona: Talaván Zanón, Noa
Cargando...
Dirección de correo electrónico
ntalavan@flog.uned.es
ORCID
0000-0001-5881-5323
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Talaván Zanón
Nombre de pila
Noa
Nombre
65 resultados
Resultados de la búsqueda
Mostrando 1 - 10 de 65
Publicación Audio description and subtitling for the deaf and hard of hearing. Media accessibility in foreign language learning(John Benjamins, 2022-01-31) Talaván Zanón, Noa; Lertola, Jennifer; Ibáñez Moreno, Ana; http://orcid.org/0000-0002-4991-8555This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.Publicación First insights into the combination of dubbing and subtitling as L2 Didactic Tools(Peter Lang, 2015) Talaván Zanón, Noa; Ávila Cabrera, José Javier; Gambier, Ives; Caimi, Annamaria; Mariotti, CristinaThe use of active subtitling as a resource in foreign language education has been gaining increasing interest in the last decade within the studies on Audiovisual Translation (AVT). Such a comprehensive task can be said to enhance integrated communicative activities and skills, mainly reading, listening, writing and speaking. Dubbing as a didactic resource is, nonetheless, an activity that has not received as much attention and its use in class is significantly less spread. This AVT mode explores all the elements of the soundtrack in the form of monologues, dialogue exchanges, and songs, and can enhance the same integrated skills mentioned for subtitling, but from a different perspective. This paper focuses on a quasi-experimental research on the use of the active combination of dubbing and reverse subtitling in order to improve both oral and written production activities, as well as general translation skills. To this end, two groups of students from formal and informal learning contexts have worked collaboratively online in the dubbing and reverse subtitling of four pre-selected clips taken from the same film. Thanks to the answers to oral and written pretests and post-tests, as well as to questionnaires completed by the students before and after the AVT practices, a series of quantitative and qualitative data were obtained and used to assess the potential benefits of this new didactic combination.Publicación The use of interlingual subtitling to improve listening comprehension skills in advanced EFL students(InterLinguistica ETS, 2014) Talaván Zanón, Noa; Rodríguez Arancón, PilarPublicación Didactic audiovisual translation(Zenodo, 2024-02-05) Talaván Zanón, Noa; Lertola, Jennifer; http://orcid.org/0000-0002-4991-8555La Traducción Audiovisual Didáctica, o TAD, puede definirse como el uso pedagógico por parte del alumnado de las diversas modalidades de Traducción Audiovisual (TAV) —subtitulación, doblaje, audiodescripción (AD), voces superpuestas, etc.— en el aprendizaje de lenguas (es decir, cuando e lalumnado realiza traducciones o transcripciones para subtitulación, doblaje, etc.) como núcleo de un plan de clase o secuencia didáctica, o como tarea en sí misma. Las modalidades de TAD que se describirán en esta entrada son las que se han utilizado e investigado en mayor medida: subtitulación didáctica (SD), subtitulación para personas sordas didáctica (SpS didáctica), doblaje didáctico (DD), voces superpuestas didácticas (VSD) audiodescripción didáctica (ADD), y comentario libre didáctico (CLD). Se pueden utilizar por separado o combinadas en secuencias de varios planes de clase o tareas organizadas (y con un andamiaje apropiado, siempre que sea posible) de acuerdo con las necesidades del alumnado, nivel de competencia y grado de conocimiento de TAD. Aunque la TAD ha estado tradicionalmente vinculada al aprendizaje de lenguas extranjeras, su potencial pedagógico puede aplicarse al aprendizaje de lenguas en general (e incluso a la didáctica de la traducción), ya que los beneficios de aprendizaje pueden apreciarse independientemente de la tipología de la lengua que se esté aprendiendo (L1, L2, L3, etc.). La TAD ha demostrado ser efectiva en varios estadios educativos, desde etapas tempranas(Educación Primaria) hasta niveles universitarios. Se han observado mejoras lingüísticas en varios sentidos, como en la adquisición de vocabulario, el fomento de la conciencia intercultural, la mejora de la recepción oral, así como la producción oral y escrita, o en el desarrollo de la creatividad y las destrezas integradas (Lertola2019). Además, el uso de la TAD también puede ayudar a cumplirotros objetivos educativos que van más allá de los objetivos lingüísticos, como incentivar la participación y motivación de los estudiantes, la activación de conocimientos previos, el translaguaging(es decir, el cambio de la L1 a la L2 y viceversa), el desarrollo de competencias digitales o la mejora de las habilidades de pensamiento superior e inferior, entre otros (Talaván,Lertola & Fernández-Costales2024 ).Publicación Justificación teórico-práctica del uso de los subtítulos en la enseñanza-aprendizaje de lenguas extranjeras(Universidad de Málaga (UMA), 2012) Talaván Zanón, NoaEste artículo proporciona una base teórica que justifica el beneficio que el uso de los subtítulos puede aportar en la didáctica de lenguas extranjeras en general, y en el desarrollo de la comprensión oral en particular. También explica una serie de elementos que es necesario conocer para la utilización práctica de este recurso. Puesto que cada tipo de subtítulos disponibles (subtítulos para sordos, subtítulos tradicionales, subtítulos bimodales y subtítulos inversos) presenta distintas posibilidades, es importante conocerlos en detalle. Asimismo, los roles de profesor y alumno han de estar bien definidos para el buen funcionamiento de las actividades didácticas que hacen uso de este recurso. Finalmente, resulta fundamental conocer los posibles beneficios y limitaciones del uso pedagógico de los subtítulos a la hora de adaptarlo a los distintos contextos didácticosPublicación Audiovisual translation in applied linguistics: Educational perspectives(John Benjamins, 2018) Incalcaterra McLoughlin, Laura; Lertola, Jennifer; Talaván Zanón, Noa; http://orcid.org/0000-0003-4195-0734; orcid.org/0000-0002-4991-8555Publicación Intralingual audiovisual translation as a foreign language aid: a methodological proposal for application at different levels(Routledge, 2024) Talaván Zanón, Noa; Fernández Costales, Alberto; Pilliere, Linda; Berk Albachten, Özlem; https://orcid.org/0000-0002-5120-8181Didactic audiovisual translation (AVT) has been increasingly studied over the last two decades. From the use of subtitles as a support, soon the application of subtitling as a real task undertaken by students became a reality. From there, the use of didactic dubbing spread as well (both in practice and in research), and more recently, other less familiar AVT modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over, have also started to be used in the language learning setting. Likewise, other trends, such as creative didactic AVT, have come to the fore due to the impact they may have on students’ motivation towards language learning. The investigation of active subtitling and dubbing in formal contexts has delivered promising results concerning students’ engagement, improved translation skills, and the promotion of oral and written comprehension and production. Moreover, the application of AVT as a didactic resource in bilingual education has also rendered promising outcomes. All didactic AVT modes can be applied either through interlingual or intralingual translation. This chapter will focus on the pedagogical possibilities of the latter, the intralingual combination, applied to each didactic AVT mode. The potential benefits of every AVT task will be described, reporting on empirical evidence from studies in the field, and a series of methodological guidelines for using the different AVT modes as didactic resources through intralingual translation will be provided. In particular, we will offer proposals regarding the preparation of lesson plans, the selection of video clips, the use of ICTs, timing issues, task design, and evaluation. The main aim of this chapter is to offer a panorama on the didactic possibilities of intralingual didactic AVT and provide practical and hands-on examples of activities that work in several educational stages. To date, the investigation of AVT in foreign language learning has primarily focused on university students, with few projects devoted to secondary education and virtually none investigating the application of subtitling and dubbing in primary education. By reporting on activities and methodological proposals that have been tested in several educational stages, we will present a more comprehensive and rigorous view on the use of intralingual didactic AVT, describing its benefits and potential drawbacks in the foreign language learning context.Publicación Audiovisual Translation in Language Education: An introduction(John Benjamins, 2020-11) Incalcaterra McLoughlin, Laura; Lertola, Jennifer; Talaván Zanón, Noa; Incalcaterra, Laura; Lertola, Jennifer; Talaván Zanón, Noa; https://orcid.org/0000-0003-4195-0734; https://orcid.org/0000-0002-4991-8555In recent years, interest in the application of audiovisual translation (AVT) techniques in language teaching has grown beyond unconnected case studies to create a lively network of methodological intertextuality, cross-references, reviews and continuation of previous trials, ultimately defining a recognisable and scalable trend. Whilst the use of AVT as a support in language teaching is not new, this volume looks at a different application of AVT, with learners involved in the audiovisual translation process itself, performing tasks such as subtitling, dubbing, or audio describing. It therefore presents a sample of the current research in this field, with particular reference to case studies that either have a large-scale or international dimension, or can be scaled and replicated in various contexts. It is our hope that these contributions will arouse the interest of publishers of language learning material and other stakeholders and ultimately lead to the mainstreaming of AVT in language education. Originally published as special issue of Translation and Translanguaging in Multilingual Contexts 4:1 (2018).Publicación The use of reverse subtitling as an online collaborative language learning tool(Taylor & Francis, 2014) Talaván Zanón, Noa; Rodríguez Arancón, PilarThis paper presents an experiment on the potential pedagogical benefits of collaborative reverse subtitling in foreign language education. The principal objective was to discover whether reverse subtitling used as a collaborative language learning tool could enhance general translation and writing skills. The participants involved in the study had two and a half months to subtitle two short clips and were monitored as they followed a series of steps guiding their work week by week. The findings obtained from the analysis of the language tests results, the answers given to questionnaires and the teachers’ observations are promising. Given the small size of the sample (20 students), it is difficult to make generalisations. However, the main conclusion is that writing and general translation skills can be fostered by the use of reverse subtitling within an online, collaborative learning framework. This is a very encouraging result that we believe will lead the way to further research in the field.Publicación iCap: Intralingual Captioning for Writing and Vocabulary Enhancement(Universidad de Alicante, 2016-11-15) Talaván Zanón, Noa; Lertola, Jennifer; Costal Criado, Tomás; http://orcid.org/0000-0002-4991-8555; https://orcid.org/0000-0002-1925-6968The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.