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Ávila Cabrera, José Javier

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0000-0001-5338-3584
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Ávila Cabrera
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José Javier
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2015 - 201982020 - 202516
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Mostrando 1 - 10 de 24
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    Reverse subtitling in the ESP class to improve written skills in English: addressing international students' needs
    (European Association for Studies in Screen Translation (ESIST), 2021-03-30) Ávila Cabrera, José Javier
    The improvement of foreign language (L2) skills is of paramount importance in the university context, and a considerable number of students lack linguistic proficiency in their oral and written communication skills. This lack of proficiency needs to be properly addressed and methodologies employed in order to help students improve such skills. There are many cases in which international students, whose cultural background is either European or Asian, need to improve their oral and written production in English as an L2. This paper presents a study conducted at the Universidad Complutense de Madrid throughout the 2017–2018 academic year, in which a number of undergraduate students enrolled in English for Specific Purposes (ESP) used reverse subtitling, from Spanish or Chinese into English, as a learning tool. The main focus of this case study was to enable students to improve their written skills in English through the combined use of Business English and reverse subtitling in accordance with the course content and expectations. A mixed method was used in order to gather and evaluate quantitative and qualitative data. This study therefore aims to bring to the fore the potential of using reverse subtitling in the ESP class.
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    Collaborative Networks to Provide Media Accessibility: the Potential of Social Subtitling
    (Universidad de Granada, 2016-09) Talaván Zanón, Noa; Ávila Cabrera, José Javier
    Audiovisual 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.
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    The Challenge of Subtitling Offensive and Taboo Language into Spanish: A Theoretical and Practical Guide
    (Bristol y Jackson: Multilingual Matters, 2023) Ávila Cabrera, José Javier
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    Traducción y censura. Introducción
    (Universitat de Vallencia, 2015) Zaragoza Ninet, Gora; Martínez Sierra, Juan José; Ávila Cabrera, José Javier
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    Improving oral production skills in the Business English class through creative dubbing
    (Universidad de Belgrado, 2022-01-01) Ávila Cabrera, José Javier
    This study focuses on an innovative teaching project entitled Doblaje creativo (Creative Dubbing), which was conducted at the Universidad Complutense de Madrid during the 2019-2020 academic year. Its main goal was to explore the use of creative dubbing as an innovative tool for improving oral production skills in the business English classroom, as well as for other language skills. To this end, twenty students from the Degree in Commerce practised their speaking skills (a measured and dependent variable) in business English through creative dubbing activities (a manipulated and independent variable) – a recent application of didactic audiovisual translation (AVT). Several lecturers from public universities took part in this project, which employed a mixed methods study involving an experimental group (N=20) and a control group (N=20). Both quantitative and qualitative data were gathered. The former involved student tasks designed to assess three videorecorded presentations carried out by both groups, serving as pre- and postlanguage tests. The latter involved questionnaires filled in by the students. The results obtained indicate that creative dubbing is indeed a tool that can enhance students’ oral skills, motivating them regarding the use of a non-traditional educational methodology, which can be applied in any other English for specific purposes (ESP) context.
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    Subtitling Tarantino's offensive and taboo dialogue exchanges into European Spanish: the case of Pulp Fiction
    (Universidad Politécnica de Valencia, 2015-07-02) Ávila Cabrera, José Javier
    La manera en la que el lenguaje ofensivo y tabú se subtitula representa una práctica delicada y polémica pues este lenguaje funciona como vehículo léxico que aporta información sobre la personalidad, clase social y entorno de los personajes, pudiendo provocar una reacción fuerte en la audiencia (Díaz Cintas, 2001). Se podría decir que la omisión de términos ofensivos y tabú implica la pérdida de la función comunicativa de los mismos. Partiendo de un enfoque basado en los Estudios Descriptivos de Traducción, los objetivos de este artículo se centran en arrojar luz sobre la forma en la que el filme Pulp Fiction (Quentin Tarantino, 1994) se subtituló a español europeo, explorando así pues: (1) las estrategias traductológicas empleadas por el subtitulador; (2) la manera en la que los diálogos ofensivos/tabú fueron transferidos a la pantalla; (3) la posible influencia técnica de aquellos casos en los que la carga ofensiva y tabú queda neutralizada u omitida.
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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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    Once Upon a Time in Hollywood: Analysis of dubbed and subtitled insults into European Spanish
    (Elsevier, 2023-11) Ávila Cabrera, José Javier
    The treatment of insults eunderstood as words within offensive language whose function is hurting the addressee's feelings ( Avila-Cabrera, 2016)e in audiovisual translation (AVT) always poses a challenge to audiovisual translators: because of the semantic/pragmatic load these terms have in the source text (ST), the effect caused in the target text (TT) and culture, and because of the difficulty in transferring them in an idiomatic way. Certain formulas do not always maintain the effect that some words have in the ST. In addition, the translation techniques used may not even be faithful to the original dialogue exchanges. This paper aims to analyse all the insults uttered in Once Upon a Time in Hollywood (Tarantino, 2019), and in its dubbed and subtitled versions into European Spanish. In order to do so, I will pay particular attention to the speaker's intention (Grice, 1969), whether the insults found in the ST can be viewed as examples of friendly banter or whether, by contrast, the speaker's intention was offending. Avila-Cabrera's (2023) taxonomy of translation techniques will be used to delve into the manner in which insults were translated to the TT to determine whether or not the semantic/pragmatic load of these terms is transferred (being toned up, maintained or toned down) or not (being neutralised or omitted). The point of departure of this case study resorts to the initial hypothesis that dubbing transfers more insults into European Spanish than subtitling due to the technical features of the former. The aims of the study are: to determine (1) how faithful the dubbed and subtitled version insults were towards the ST, that is, whether or not the load of the insults is transferred to the TT and to what degree; (2) which AVT mode transfers the greatest number of insults to the TT; (3) if the insults transferred had the intention of offending or not; and (4) if the insults tend to foreignisation or domestication. In order to do so, a multidisciplinary methodology will be used based on a descriptive translation studies (DTS) and pragmatics approach.