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Talaván Zanón, Noa

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0000-0001-5881-5323
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Talaván Zanón
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Noa
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2024 - 20252
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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Voice-over as a didactic resource in foreign language education: The VOCAL Project
    (Presses de l'Université de Montréal, 2024) Talaván Zanón, Noa; Tinedo Rodríguez, Antonio Jesús
    The VOCAL (VOiCe-over and lAnguage Learning) Innovation Project is aimed at assessing the potential didactic benefits of using the audiovisual translation (AVT) mode of voice-over as a resource in foreign language (FL) education. The experimental design consisted of a didactic intervention in which students had to complete six voice-over-based lesson plans in which they had to create their own voice-over versions of six pre-selected short video extracts. The lesson plans were designed bearing in mind the importance of developing integrated skills and linguistic mediation. The nature of the study is mixed, since quantitative and qualitative variables have been considered to triangulate the perception of the participants with the data obtained from proficiency tests of integrated skills. The main findings of this study point towards a series of benefits of using didactic voice-over and the results seem to converge towards an improvement of production skills. In addition, development of oral reception was also observed and, subsidiarily, there was also an improvement in digital skills and linguistic mediation. The conclusions are consistent with the very nature of performing voice-over and call for further research in the area.
  • Miniatura
    Publicación
    Creativity in didactic audiovisual translation: possibilities and preliminary findings
    (John Benjamins Publishing, 2025-09-11) Talaván Zanón, Noa; Lertola, Jennifer
    In recent years, within the field of didactic audiovisual translation (DAT), creativity has been increasingly incorporated in the language classroom to encourage students to expand their learning experiences. Creative DAT implies the ‘re-creation’ of the original audiovisual text by producing a new and original output, be it with the help of captioning or revoicing, where learners can use their imagination (and humor, if possible) freely. The learning experience is hence enriched, both in terms of the motivation boost derived from the inclusion of creativity, and as regards communicative skills enhancement, provided by the freedom learners feel when they produce their own new creative versions of a video. In this article, creative DAT is described, and a preliminary piloting of a creative DAT implementation with 113 Higher Education students is analyzed. Findings offer a very promising scenario for the application of creative DAT practices in language education.