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Talaván Zanón, Noa

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Talaván Zanón
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2020 - 202418
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    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/0000-0002-5120-8181
    Didactic 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.
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    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/0000-0002-4991-8555
    In 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).
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    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/0000-0002-4991-8555
    This 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.
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    Audiovisual didáctica (Traducción)
    (Zenodo, 2024-02-05) Talaván Zanón, Noa; Lertola, Jennifer; http://orcid.org/0000-0002-4991-8555
    La 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 ).
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    Traducción audiovisual didáctica en enseñanza de lenguas: Resultados del proyecto TRADILEX
    (Grupo Comunicar, 2023-10-01) Fernández Costales, Alberto; Talaván Zanón, Noa; Tinedo Rodríguez, Antonio Jesús; https://orcid:org/0000-0002-5120-8181
    Este trabajo presenta los resultados de un proyecto nacional sobre el uso de la traducción audiovisual didáctica (TAD) en el aprendizaje de lenguas extranjeras. Si bien los resultados de investigaciones previas en este campo son favorables con respecto al desempeño académico del alumnado, la mayoría de los estudios analizan una única destreza lingüística y cuentan con muestras reducidas. El proyecto TRADILEX tiene como objetivo analizar el efecto del uso de diferentes modalidades de traducción audiovisual (TAV) (subtitulado, doblaje, subtitulado para sordos, audiodescripción y voces superpuestas) en las competencias orales y escritas del alumnado universitario que estudia inglés como lengua extranjera. El presente artículo analiza la efectividad de una propuesta didáctica que incluye 30 planes de estudio y que se analizó a través de una intervención con 566 participantes de ocho universidades españolas. La investigación toma un diseño cuantitativo en el que se realizaron pruebas estadísticas (estadísticos descriptivos y Test de Wilcoxon) para valorar el efecto de la TAD sobre las destrezas lingüísticas de recepción oral y escrita, producción oral y escrita del alumnado. Los resultados subrayan que hay diferencias estadísticamente significativas que demuestran que los participantes del estudio mejoran en las cuatro destrezas comunicativas analizadas. Además, los datos también confirman la evaluación positiva del rendimiento del alumnado en el transcurso del estudio, así como una percepción favorable de la intervención didáctica por parte de los participantes.
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    Didactic audio description and didactic free commentary
    (Routledge, 2024) Talaván Zanón, Noa; Lertola, Jennifer; Fernández Costales, Alberto; http://orcid.org/0000-0002-4991-8555; http://orcid.org/0000-0002-5120-8181
    This chapter focuses on didactic audio description (AD) and didactic free commentary. Firstly, it provides the reader with an overview of the main types of didactic AD (DAD) and didactic free-commentary (DFC), differentiating between intersemiotic for both modes as well as intralingual, and interlingual for free commentary. Afterwards, it presents how didactic AD and didactic free commentary can foster communicative skills mainly in terms of audiovisual production and mediation, and audiovisual reception to a certain extent. Guidelines to implement DAD and DFC are explained in detail together with a sample of assessment rubrics which can be adapted according to the learning contexts. Finally, sample lesson plans on both DAT modes are presented.
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    Creating collaborative subtitling communities to increase access to audiovisual materials in academia
    (Taylor & Francis, 2021-02-15) Talaván Zanón, Noa; Ávila Cabrera, José Javier; Taylor & Francis
    This article presents the SONAR project (Subtitulación sOcial para proporcioNar Accesibilidad audiovisual en la univeRsidad [SOcial subtitliNg to provide Audiovisual accessibility at the univeRsity]). Conducted to assess the validity of the creation of social subtitling networks, its ultimate goal is to better understand the role that social subtitling, as a non-professional translation activity, can play in increasing access to audiovisual materials in academic environments. Following a task-based approach, 55 students from a translation module taught in the third year of the Degree in English Studies at the UNED worked online for two months and subtitled 82 videos, which had been selected from the audiovisual repository of the institution. The impact of this practice on the students’ general translation and foreign language competences as well as the participants’ degree of motivation for future related practice were quantitatively and qualitatively analysed. The results obtained from the experience are an encouraging starting point for the creation of similar collaborative subtitling experiences in higher education environments and confirm the potential impact of such a novel teaching approach.
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    Educational bases of didactic AVT in FLE
    (Routledge, 2024) Talaván Zanón, Noa; Lertola, Jennifer; Fernández Costales, Alberto; http://orcid.org/0000-0002-4991-8555; http://orcid.org/0000-0002-5120-8181
    This chapter aims at providing a general panorama of the educational bases that support the use of didactic AVT or DAT in language education. The chapter first presents the reader with the basic educational principles that are directly approached when introducing subtitling and revoicing—to include all AVT modalities—in the language classroom. Next, it concentrates on the specific benefits of using AVT in different educational stages—ranging from primary education to university levels and bilingual education. Sample lesson plans to be used in every stage are provided, together with guidelines and comments for teachers. Then, we discuss the relevance of AVT in the framework of new teaching modalities—which include blended learning and online teaching. Finally, the closing remarks underline the main implications of using AVT for educational purposes.
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    Audiovisual translation as a didactic resource in foreign language education: A methodological proposal
    (Universidad de Alcalá, 2022-01-27) Lertola, Jennifer; Talaván Zanón, Noa; http://orcid.org/0000-0002-4991-8555
    This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
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    Las voces superpuestas: fundamentos y aplicaciones didácticas
    (Sindéresis, 2021-07) Talaván Zanón, Noa; Botella Tejera, Carla; Agulló García, Belén
    El presente capítulo expone los principios básicos de la modalidad conocida como voces superpuestas, voces solapadas o voice-over y describe su posible aplicación didáctica al aprendizaje de lenguas extranjeras. Esta modalidad de traducción audiovisual, que no ha recibido aún suficiente atención dentro del ámbito académico, tampoco se ha estudiado ni puesto en práctica suficientemente en el ámbito educativo, como recurso pedagógico para desarrollar distintas destrezas comunicativas de modo integrado. Cabe destacar que la mayor parte de la investigación existente, en cualquier caso, ha sido liderada por mujeres investigadoras en el ámbito de la traducción audiosivual. En estas páginas, el propósito es pues doble: describir los fundamentos de las voces superpuestas desde un punto de vista académico, por un lado, y adentrarse en un subcampo de investigación y aplicación práctica con suficiente potencial, pero aún por descubrir: su utilización en el entorno educativo de la didáctica de lenguas.