Persona: Talaván Zanón, Noa
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Talaván Zanón
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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 iCap: Intralingual Captioning for Writing and Vocabulary Enhancement(Universidad de Alicante, 2016-11-15) Talaván Zanón, Noa; Lertola, Jennifer; Costal Criado, Tomás; http://orcid.org/0000-0002-4991-8555; https://orcid.org/0000-0002-1925-6968The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.Publicación Audiovisual didáctica (Traducción)(Zenodo, 2024-02-05) Talaván Zanón, Noa; Lertola, Jennifer; http://orcid.org/0000-0002-4991-8555La Traducción Audiovisual Didáctica, o TAD, puede definirse como el uso pedagógico por parte del alumnado de las diversas modalidades de Traducción Audiovisual (TAV) —subtitulación, doblaje, audiodescripción (AD), voces superpuestas, etc.— en el aprendizaje de lenguas (es decir, cuando e lalumnado realiza traducciones o transcripciones para subtitulación, doblaje, etc.) como núcleo de un plan de clase o secuencia didáctica, o como tarea en sí misma. Las modalidades de TAD que se describirán en esta entrada son las que se han utilizado e investigado en mayor medida: subtitulación didáctica (SD), subtitulación para personas sordas didáctica (SpS didáctica), doblaje didáctico (DD), voces superpuestas didácticas (VSD) audiodescripción didáctica (ADD), y comentario libre didáctico (CLD). Se pueden utilizar por separado o combinadas en secuencias de varios planes de clase o tareas organizadas (y con un andamiaje apropiado, siempre que sea posible) de acuerdo con las necesidades del alumnado, nivel de competencia y grado de conocimiento de TAD. Aunque la TAD ha estado tradicionalmente vinculada al aprendizaje de lenguas extranjeras, su potencial pedagógico puede aplicarse al aprendizaje de lenguas en general (e incluso a la didáctica de la traducción), ya que los beneficios de aprendizaje pueden apreciarse independientemente de la tipología de la lengua que se esté aprendiendo (L1, L2, L3, etc.). La TAD ha demostrado ser efectiva en varios estadios educativos, desde etapas tempranas(Educación Primaria) hasta niveles universitarios. Se han observado mejoras lingüísticas en varios sentidos, como en la adquisición de vocabulario, el fomento de la conciencia intercultural, la mejora de la recepción oral, así como la producción oral y escrita, o en el desarrollo de la creatividad y las destrezas integradas (Lertola2019). Además, el uso de la TAD también puede ayudar a cumplirotros objetivos educativos que van más allá de los objetivos lingüísticos, como incentivar la participación y motivación de los estudiantes, la activación de conocimientos previos, el translaguaging(es decir, el cambio de la L1 a la L2 y viceversa), el desarrollo de competencias digitales o la mejora de las habilidades de pensamiento superior e inferior, entre otros (Talaván,Lertola & Fernández-Costales2024 ).Publicación Active audiodescription to promote speaking skills in online environments(Universitat de Lleida, 2015) Talaván Zanón, Noa; Lertola, Jennifer; http://orcid.org/0000-0002-4991-8555Research on the use of audiovisual translation in foreign language education has considerably increased over the last decade. However, it has mainly covered the use of subtitles as a support, and the use of active subtitling and dubbing as a task. This paper introduces the pedagogical use of another AVT mode: active audiodescription —the oral description of visual information for blind and visually impaired people— to enhance speaking skills in distance learning education. The quasi-experimental study, developed in an online setting, involved 30 Spanish students of English for Specific Purposes (level B1). Participants were required to write the audiodescription of two tourist advertisements collaboratively online and then record their voices using the web platform ClipFlair. Reasonably valid conclusions that shed some light on the pedagogical benefits of audiodescription were obtained and they invite further research on the possibilities of revoicing techniques in L2 contexts.Publicación Audiovisual translation in applied linguistics: Educational perspectives(John Benjamins, 2018) Incalcaterra McLoughlin, Laura; Lertola, Jennifer; Talaván Zanón, Noa; http://orcid.org/0000-0003-4195-0734; orcid.org/0000-0002-4991-8555Publicación Didactic audiovisual translation in teacher training(Universidad de Las Palmas de Gran Canaria, 2022-09-27) Lertola, Jennifer; Talaván Zanón, Noa; http://orcid.org/0000-0002-4991-8555Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT) in Foreign Language Learning (FLL) has received increasing attention from both scholars and teachers, and it is now known as didactic AVT. Most AVT modes — subtitling, dubbing, audio description (AD), subtitles for the deaf and the hard of hearing (SDH) and voice-over — can be employed as didactic resources in FLL and guidelines are available for practitioners (Talaván, 2013, 2020). Empirical research has focused on the benefits of didactic AVT on individual and integrated language skills, both in face-to-face and online contexts, English being the main language involved in the pedagogical proposals of most experimental studies (Lertola, 2019). Recently, a related long-term project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), led by the TRADIT research group at the UNED, has been funded by the Spanish Ministry of Science and Innovation for a three-year period. The main aim of TRADILEX is to evaluate the degree of FLL improvement by students in terms of communicative and mediation language skills thanks to the use of didactic AVT. With this purpose, a carefully designed methodological proposal, which includes lesson plans on diverse AVT modes, is being used with learners of English as a Foreign Language (EFL), levels B1 and B2, in non-formal educational contexts, in university language centres all over Spain and in a few centres in other countries, such as England, Italy, and Switzerland. Teachers play a key role in TRADILEX as they are specifically trained facilitators of the learning process. Many teachers believe that AVT tasks could be integrated in the foreign language curriculum if proper teacher training is provided (as stated by Alonso- Pérez and Sánchez-Requena, 2018). However, it should be noted that teacher training has largely been neglected in the literature (Lertola, 2021). Within this context, this paper presents an online teacher training experience in didactic AVT, carried out by two teacher-researchers as a pilot study of TRADILEX, involving 12 FL secondary-school teachers-in-training at a higher institution in Switzerland. The one-day teacher training aimed to introduce future teachers to the pedagogical use of didactic AVT tasks by presenting and working with both a dubbing and an AD lesson plan targeted for EFL learners of B1 and B2 levels, respectively. This article analyses and discusses the data gathered through a feedback questionnaire completed by the participants, the assessment of their AVT tasks, and structured as well as non-structured observations. Class observations were collected through two ad hoc observation rubrics (one per AVT lesson plan) filled in by one of the teacher-researchers who carried out the training and the students’ lecturer, who acted as an observer-only teacher, as well as from a group interview and personal notes on the experience shared by the students taking the course. The results of this small-scale study are encouraging and call for further in-depth analysis of the potential role of the didactic AVT in teacher training, both for practitioners and for FL teacher training courses in general.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.