Persona: Talaván Zanón, Noa
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Talaván Zanón
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Noa
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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 Traducción audiovisual y aprendizaje de español como L2: el uso de la audiodescripción en un curso de ELE(Taylor & Francis, 2017) Calduch, Carme; Talaván Zanón, NoaEn el presente estudio abordaremos el papel de la traducción audiovisual (TAV) como herramienta didáctica para la enseñanza-aprendizaje de segundas lenguas y, más concretamente, describiremos las múltiples posibilidades que ofrecen las diferentes modalidades de TAV para el desarrollo de las destrezas lingüísticas. En este marco se encuadra la audiodescripción para ciegos, una modalidad de accesibilidad audiovisual que consiste en la descripción de la información visual para espectadores invidentes, es decir, en traducir imágenes en palabras. Como muestra representativa de la aplicación didáctica de esta modalidad de TAV, ofrecemos ejemplos de tareas de audiodescripción encaminadas a fomentar la riqueza estilística con el desarrollo del vocabulario, la precisión léxica y la madurez sintáctica, y describimos su puesta en práctica y los resultados preliminares obtenidos en un curso de español como lengua extranjera.Publicación Exploring Collaborative Reverse Subtitling for the enhancement of written production activities in English as a Second Language(Cambridge University Press, 2017-01) Talaván Zanón, Noa; Ibáñez Moreno, Ana; Bárcena Madera, María ElenaThis article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.Publicación A University Handbook on terminology and Specialised Translation(Editorial UNED, 2016) Talaván Zanón, NoaPublicación Active audiodescription to promote speaking skills in online environments(Universitat de Lleida, 2015) Talaván Zanón, Noa; Lertola, Jennifer; http://orcid.org/0000-0002-4991-8555Research on the use of audiovisual translation in foreign language education has considerably increased over the last decade. However, it has mainly covered the use of subtitles as a support, and the use of active subtitling and dubbing as a task. This paper introduces the pedagogical use of another AVT mode: active audiodescription —the oral description of visual information for blind and visually impaired people— to enhance speaking skills in distance learning education. The quasi-experimental study, developed in an online setting, involved 30 Spanish students of English for Specific Purposes (level B1). Participants were required to write the audiodescription of two tourist advertisements collaboratively online and then record their voices using the web platform ClipFlair. Reasonably valid conclusions that shed some light on the pedagogical benefits of audiodescription were obtained and they invite further research on the possibilities of revoicing techniques in L2 contexts.Publicación Collaborative Networks to Provide Media Accessibility: the Potential of Social Subtitling(Universidad de Granada, 2016-09) Talaván Zanón, Noa; Ávila Cabrera, José JavierAudiovisual products are becoming more and more accessible to all types of users. As far as audiovisual communication is concerned, nowadays a considerable number of audiovisual programs viewers can watch in Spain are usually made accessible by means of subtitles for the deaf and hard of hearing (SDH), audiodescription (AD) or sign language interpreting (SLI). In the context of the university, the actual need to make audiovisual products accessible to the whole community becomes pivotal, given the importance of addressing two major issues: firstly, meeting the needs of the deaf and hard of hearing by being able to access information via subtitles; and, secondly, producing subtitles for those not linguistically competent in the corresponding L2; AD and SLI are more complicated to implement in this setting, and that is why the present approach deals with subtitling alone. In particular, this paper delves into the results obtained from a social subtitling project, conducted in 2014 and implemented at the Universidad Nacional de Educación a Distancia (UNED), where volunteer students subtitled videos both individually and collaboratively so as to make them accessible to a wider audience. The analysis of the qualitative data gathered complements previous research in the field and sheds more light into the potential of social subtitling of audiovisual programs produced at the university so as to proceed to fruitful further research.Publicación Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class(Universidad de Murcia, 2019-03-13) Talaván Zanón, NoaThe present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.Publicación La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera(Universidad Autónoma de Barcelona, 2019-12-07) Talaván Zanón, NoaLas distintas modalidades de traducción audiovisual (TAV), como la subtitulación o el doblaje, pueden utilizarse en el entorno educativo para mejorar diversos tipos de destrezas comunicativas en lengua extranjera (L2). Una de las habilidades lingüísticas más beneficiadas en este contexto es la comprensión oral (o audiovisual), dada la exposición continua del alumno al input en L2, y gracias al trabajo de reformulación para realizar la correspondiente traducción audiovisual del fragmento de vídeo preseleccionado, sea cual sea la modalidad de TAV utilizada. El presente artículo presentará los fundamentos teóricos y metodológicos para la utilización didáctica de la TAV en este contexto.Publicación Audiovisual Reception and MALL: Adapting Technology to Real Needs(Universidad de Granada, 2015-06-24) Talaván Zanón, Noa; Ávila Cabrera, José JavierTeaching listening comprehension has always been a difficult task given the subjectivity that this language skill entails. This may be one of the reasons why traditional foreign language learning methodologies have most often been aimed at its assessment than at its enhancement. Nowadays, we should speak in terms of audiovisual reception skills, given the great amount of audiovisual input we receive regularly and the significant changes brought about by new technological advances. This paper offers a methodological proposal aimed at improving audiovisual reception through the use of video and audiovisual language within well-structured tasks inserted in an innovative mobile applicationPublicación Translation as a science and translation as an art: a practical approach(Mc Graw Hill, 2017) Talaván Zanón, Noa; Sánchez Sainz-Trápaga, CristinaThis book arises from the need to provide readers with the necessary theoretical and practical tools to understand the fundamentals of translation, defined both as a science and as an art. These pages do not attempt to solve any mysteries, nor do they aim at providing final solutions to translation problems. The primary goal of the present monograph is to describe the basic concepts that any person interested in learning about translation should know, be it a student, a scholar, or a translation enthusiast. Once the various notions are presented and exemplified following the English-Spanish language pair, practical tasks are always suggested. The proposed solutions and analyses of the translation process, outlined in the final section of the book, will evidence the relevance of the practical application of the theoretical knowledge within this field. Translation will never be considered an exact science because its scope is so broad and in such constant evolution and change that it will always be impossible to measure and systematize in its entirety.
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