Persona: Talaván Zanón, Noa
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Talaván Zanón
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Publicación Educational bases of didactic AVT in FLE(Routledge, 2024) Talaván Zanón, Noa::virtual::6197::600; Lertola, Jennifer; Fernández Costales, Alberto; Talaván Zanón, Noa; Talaván Zanón, Noa; Talaván Zanón, Noa; http://orcid.org/0000-0002-4991-8555; http://orcid.org/0000-0002-5120-8181This 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.Publicación Didactic audiovisual translation in language teaching: Results from TRADILEX(Grupo Comunicar, 2023-10-01) Fernández Costales, Alberto; Talaván Zanón, Noa; Tinedo Rodríguez, Antonio Jesús; https://orcid:org/0000-0002-5120-8181Este 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.Publicación 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/0000-0002-5120-8181This 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.Publicación Audiovisual translation and media accessibility in language education(Université de Genéve, 2024-04-15) Bolaños García-Escribano, Alejandro; Talaván Zanón, Noa; Fernández Costales, Alberto; https://orcid.org/0000-0003-3005-2998; https://orcid.org/0000-0002-5120-8181Publicación Didactic audiovisual translation (dat) in healthcare: exploring the pedagogical possibilities in speech therapy(Tremédica, 2022-11-29) Fernández Costales, Alberto; Talaván Zanón, Noa; Tinedo Rodríguez, Antonio Jesús; https://orcid.org/0000-0002-5120-8181Esta investigación pretende realizar una contribución significativa al campo de la traducción audiovisual didáctica (tad) y la traducción audiovisual (tav) al presentar el primer estudio exploratorio en el que se analizan sus posibilidades didácticas en el ámbito sanitario, concretamente en el campo de la logopedia. En concreto, el artículo ofrece datos empíricos sobre las percepciones de los futuros logopedas acerca del uso de la tav en contextos clínicos y educativos. Tras una intervención didáctica, se pasó un cuestionario a los estudiantes, que confirman el potencial de la tad en este campo.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.