Persona: Talaván Zanón, Noa
Cargando...
Dirección de correo electrónico
ORCID
0000-0001-5881-5323
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Talaván Zanón
Nombre de pila
Noa
Nombre
6 resultados
Resultados de la búsqueda
Mostrando 1 - 6 de 6
Publicación 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 & FrancisThis 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.Publicación El proyecto RECORDS: uso de la audiodescripción con fines didácticos en las clases de inglés como segunda lengua(Universidad Nacional de Educación a Distancia (UNED), 2014) Talaván Zanón, Noa; Pareja Lora, Antonio; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Jordano de la Torre, María; Domingo Navas, Rosario; Cerrada Somolinos, Carlos; López González, María Ángeles; https://orcid.org/0000-0001-5804-4119; https://orcid.org/0000-0001-7779-9584Publicación 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 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 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 Subtítulos para sordos como herramienta para mejorar las destrezas orales y escritas en el aprendizaje de lenguas extranjeras(Universidad Nacional Educación a Distancia (UNED), 2017) Jordano de la Torre, María; Costal Criado, Tomás; Lertola, Jennifer; González Vera, Pilar; Hornero Corisco, Ana María; Sokoli, Stavroula; Sánchez Requena, Alicia; Calduch, Carme; Alonso Pérez, Rosa; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Rodríguez Arancón, Pilar; Martín Cuadrado, Ana María; Juan Oliva, Esther; Carriedo López, Nuria; https://orcid.org/0000-0001-7779-9584; http://orcid.org/0000-0002-1925-6968; https://orcid.org/0000-0002-4991-8555; https://orcid.org/0000-0002-4919-8113; https://orcid.org/0000-0002-0000-2714; https://orcid.org/0000-0002-2970-8729; https://orcid.org/0000-0003-0961-700XCon esta publicación, el Vicerrectorado de Ordenación Académica y Calidad, a través del Instituto Universitario de Educación a Distancia (IUED) de la UNED, da a conocer los resultados de un centenar de experiencias en innovación educativa puestas en marcha en sus materias y asignaturas por equipos docentes, profesores tutores y estudiantes de la UNED, así como de otros equipos docentes de universidades nacionales e internacionales. Se ofrece una rica variedad de posibilidades de actuación para mejorar la actividad docente y potenciar el aprendizaje del estudiante: diversidad de temáticas, agentes y modelos de acción educativa en el aula. Los Trabajos Fin de Título recogieron un amplio número de experiencias que dibujan una panorámica amplia sobre algunos aspectos nucleares de estas materias. Además, y en torno a seis líneas temáticas, se encuentra un número importante de proyectos de innovación educativa que aportan datos contrastados sobre cursos masivos en abierto (MOOC)