Persona: Ibáñez Moreno, Ana
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aibanez@flog.uned.es
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0000-0002-4602-4871
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Ibáñez Moreno
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Ana
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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 Mediating Specialized Knowledge and L2 Abilities: New Research in Spanish/English Bilingual Models and Beyond(Palgrave macmillan, 2021) Escobar, Linda; Ibáñez Moreno, AnaPublicación El rasgo [±animado] y las explicaciones funcionales: dos casos de morfosintaxis diacrónica(Universidad Complutense de Madrid, 2001-01-01) Martín Arista, Javier; Ibáñez Moreno, AnaThis journal article contributes to the notion of functional explanation in diachrony by discussing two independent morphosyntactic evolutions that took place in Early English, namely the rise of the syntactic possessive postmodifier and the replacement of grammatical gender with natural gender. At the theoretical level the role of competing functional principles which account for opposite evolutionary forces is explored, particularly paradigmatic economy and syntagmatic cross-domain harmomy vs. asymmetry in language coding and processing. The conclusion is drawn that the feature [± animate] motivates and restricts paradigm economy and crossdomain harmony, in such a way that the functional explanation of the phenomena under scrutiny constitutes a compromise solution between the morphosyntactic tendency to the maximization of structure and the semantic tendency to the minimization of meaning. 1.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 State of the art of language learning design using mobile technology: sample apps and some critical reflection(Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, AgnesIn this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further onPublicación On the Use of Rubrics to Evaluate Online English for Specific Purposes Learners: Comparing Teachers' and Students' Self-Perceptions(IGI Global Scientific Publishing, 2023-08-01) Ibáñez Moreno, AnaThis chapter presents the results of a preliminary study which consisted of (1) the design, and (2) preliminary testing of a series of automated assessment tools, which were used in a virtual course of English for Tourism, level B2, to promote students' learning autonomy and self-evaluation. These rubrics were used to assess two activities: a writing task, where students had to create an audio description script of a touristic video, and an oral task, where students had to record themselves and produce their own audio described sequence of the selected clip. Then, for each task they had to assess themselves by filling in two corresponding rubrics. These rubrics were also used by the tutors to assess the same tasks. After that, the results of the rubrics were compared. The preliminary results show that the rubrics helped students obtain better feedback and develop a more accurate sense of their own progress.Publicación On the use of blogging in the classroom of English for Specific Purposes in times of COVID-19 to promote written skills: a collaborative approach(Springer, 2023-09-01) Ibáñez Moreno, AnaThis study presents the results of a blogging project that was carried out in UNED, the National Spanish University of Distance Education, in the course English for Tourism II, from the Degree in Tourism, during the lockdown in Spain in March-May 2020. This course, aimed at students who already possess a B1 level (according to the CEFRL, 2001, 2018), intends to help them reach a B2 level. UNED university is traditionally based on blended learning, but due to the lockdown, that year was fully online. Blogging was implemented as an extra activity. The project consisted of the following: students were invited to write an entry for the course blog, created with the tool Blogger. They also had to comment on each other’s posts, and there was a phase of peer review. Both a quantitative and a qualitative analysis was carried out of their final exams and of a mixed-type final post questionnaire. Quantitative results show that the rate of success among the students who took part in this project was significantly higher than those who did not. Qualitative results show a rise in the students’ motivation. Thus, blogging proved to be an interesting resource to promote extra language practice in a natural and motivating way, and participants reported it was a good learning support during the lock-down period.Publicación El Uso de los Verbos Pronominales en Español por Estudiantes Belgas Flamencos(Pontificia Universidad Católica de Valparaíso, 2024-01-10) Ibáñez Moreno, Ana; Vermeulen, AnnaEl presente estudio explora el alcance y las limitaciones de integrar la audiodescripción (AD) en el aula de español como lengua extranjera (ELE), centrándose en el uso de los verbos pronominales (VPs), uno de los temas más controvertidos de la gramática española (Mendikoetxea 1999). Se estudia si estudiantes belgas neerlandófonos, con un nivel B2 de español en el momento del estudio, usan los VPs de la misma manera en que lo hacen los nativos españoles. Además, el objetivo final del presente trabajo es averiguar si la traducción intersemiótica (es decir, la AD) también mejora los resultados del aprendizaje en lo que respecta a la expresión en ELE. Los resultados muestran que los 58 estudiantes belgas utilizaron significativamente menos VPs que los 46 estudiantes españoles al escribir en español. Además, también indican que la AD como modalidad de traducción en el aula de ELE es percibida de forma positiva por parte de los estudiantes, al ofrecerles la oportunidad de ser creativos y suponer un reto mayor en su práctica del español.Publicación Using audio description to improve FLL students’ oral competence in MALL: methodological preliminaries(Research-publishing.net, 2016-05-01) Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano de la Torre, MaríaDuring the last decades of the 20th century, audiovisual products began to be audio described in order to make them accessible to blind and visually impaired people (Benecke, 2004). This means that visual information is orally described in the gaps between dialogues. In order to meet the wishes of the so-called On Demand (OD) generation that wants ‘anything, anytime, anyplace’, we implemented Audio Description (AD) as a tool to promote oral production skills by means of mobile devices (android smart phones) and designed an app named VIdeos for SPeaking (VISP). In this paper we describe the methodological steps followed until the achievement of this first version of VISP, and we present the first prototype, which will be applied to distance education students and in other ubiquitous learning environments.Publicación The multifunctionality of English interjections and their translation in Spanish dubbing and subtitling(Universitat de València, 2018-01-01) Ibáñez Moreno, Ana; Vermeulen, AnnaDue to the shift towards discourse analysis and pragmatics in translation studies, there has been an increasing interest in the multifunctional use of oral features, such as interjections. Nevertheless, these universal speech acts, which play a crucial role in communication, have not yet received the attention they deserve. Several crosslinguistic studies that offer descriptive analysis of interjections have shown the need for more in-depth studies on contrastive pragmalinguistics. In the past, some research has been devoted to comparing the translation of interjections in the Spanish audiovisual translation –primarily dubbing– of feature films and of British and American television shows to original Catalan and Spanish sitcoms. In this paper, we explore the different functions of the English interjections in the Disney/Pixar animated picture Finding Nemo and the idiomaticity of their Spanish counterparts in two different modes of audiovisual translation, dubbing and subtitling, to gain more insight in the multifunctionality of interjections, especially the most frequently used in English, ‘oh’, in order to obtain a functional taxonomy of their Spanish correlates reflecting the same emotion or pragmatic meaning.