Persona: Talaván Zanón, Noa
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Talaván Zanón
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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 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 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/0000-0002-4991-8555This 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.Publicación Las voces superpuestas: fundamentos y aplicaciones didácticas(Sindéresis, 2021-07) Talaván Zanón, Noa; Botella Tejera, Carla; Agulló García, BelénEl 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.Publicación The Didactic Value of AVT in Foreign Language Education(Palgrave Macmillan, 2020-08-01) Talaván Zanón, Noa; Bogucki, Łukasz; Deckert, MikołajPublicación A transdisciplinary approach to Didactic Audiovisual Translation: a pedagogic resource for the 21st century citizenship(Universidad de Córdoba, 2023-05-31) Talaván Zanón, Noa; Tinedo Rodríguez, Antonio JesúsLa Traducción Audiovisual Didáctica (TAD) es una disciplina relativamente joven que se ha estado consolidando con firmeza en las últimas dos décadas. Este estudio parte de un breve recorrido histórico sobre el desarrollo de la disciplina con el objetivo de explorar y abrir nuevos campos con otras disciplinas para buscar sinergias que permitan explotar aún más el potencial pedagógico de la TAD. El bilingüismo, la transversalidad, las metodologías emergentes y la educación inclusiva suponen así ejes clave para trazar el horizonte de una disciplina que puede ser clave para aprendices de lenguas, así como para traductores e intérpretes en formación.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 Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional(Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Sánchez-Elvira Paniagua, Ángeles; Santamaría Lancho, MiguelPublicación iDub – The potential of intralingual dubbing in foreign language learning: How to assess the task(Universitat Jaume I, 2017-07) Costal Criado, Tomás; Talaván Zanón, Noa; https://orcid.org/0000-0002-1925-6968Research on the use of active dubbing activities in foreign language learning is gaining an increasing amount of attention. The most obvious skill to be enhanced in this context is oral production and a few authors have already mentioned the potential benefits of asking students to record their voices in a ‘semi-professional’ manner. The present project attempts to assess the potential of intralingual dubbing (English-English) to develop general oral production skills in adult university students of English B2 level in an online learning environment, and to provide general guidelines of dubbing task assessment for practitioners. To this end, a group of undergraduate pre-intermediate students worked on ten sequenced activities using short videos taken from an American sitcom over a period of two months. The research study included language assessment tests, questionnaires and observation as the basic data gathering tools to make the results as reliable and thorough as possible for this type of educational setting. The conclusions provide a good starting point for the establishment of basic guidelines that may help teachers implement dubbing tasks in the language class.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.