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Ávila Cabrera, José Javier

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0000-0001-5338-3584
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Ávila Cabrera
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José Javier
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2014 - 2019112020 - 202410
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Mostrando 1 - 10 de 21
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    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 & Francis
    This 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.
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    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/0000-0001-7779-9584
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    Audiovisual Reception and MALL: Adapting Technology to Real Needs
    (Universidad de Granada, 2015-06-24) Talaván Zanón, Noa; Ávila Cabrera, José Javier
    Teaching 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 application
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    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, Cristina
    The 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.
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    The TRADILEX Project: Dubbing in Foreign Language Learning within an Integrated Skills Approach
    (Routledge, 2023) Rodríguez Arancón, Pilar; Ávila Cabrera, José Javier
    Didactic Audiovisual Translation (DAT) has been used in the second language (L2) classroom for decades showing positive outcomes. However, more studies are still needed to explore the possibilities that dubbing can offer. This paper deals with the potential of didactic dubbing in Foreign Language Learning (FLL) and includes the preliminary results from the TRADILEX Project (Audiovisual translation as a didactic resource in foreign language education), which is based on using DAT to improve the participants’ L2 communicative and mediation competences through an approach of integrated skills. To this end, two groups of B1 and B2 English students, from the Language Centre (UNED Idiomas) of the Universidad Nacional de Educación a Distancia (UNED), participated in the piloting of this project by completing six full didactic lesson plans, with a duration of 60 minutes each, in which, among other tasks, they had to dub one-minute video clips. These lesson plans were designed by following instructional scaffolding in which the most basic tasks appear first, followed by more complex exercises. Participants were exposed to intralingual, reverse interlingual, and creative dubbing versions. The results presented here show the improvements in production and mediation skills, and also in cultural awareness that the students achieved.
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    Once Upon a Time in Hollywood: Analysis of dubbed and subtitled insults into European Spanish
    (Elsevier, 2023-11) Ávila-Cabrera, José Javier; Ávila Cabrera, José Javier
    The treatment of insults eunderstood as words within offensive language whose function is hurting the addressee's feelings ( Avila-Cabrera, 2016)e in audiovisual translation (AVT) always poses a challenge to audiovisual translators: because of the semantic/pragmatic load these terms have in the source text (ST), the effect caused in the target text (TT) and culture, and because of the difficulty in transferring them in an idiomatic way. Certain formulas do not always maintain the effect that some words have in the ST. In addition, the translation techniques used may not even be faithful to the original dialogue exchanges. This paper aims to analyse all the insults uttered in Once Upon a Time in Hollywood (Tarantino, 2019), and in its dubbed and subtitled versions into European Spanish. In order to do so, I will pay particular attention to the speaker's intention (Grice, 1969), whether the insults found in the ST can be viewed as examples of friendly banter or whether, by contrast, the speaker's intention was offending. Avila-Cabrera's (2023) taxonomy of translation techniques will be used to delve into the manner in which insults were translated to the TT to determine whether or not the semantic/pragmatic load of these terms is transferred (being toned up, maintained or toned down) or not (being neutralised or omitted). The point of departure of this case study resorts to the initial hypothesis that dubbing transfers more insults into European Spanish than subtitling due to the technical features of the former. The aims of the study are: to determine (1) how faithful the dubbed and subtitled version insults were towards the ST, that is, whether or not the load of the insults is transferred to the TT and to what degree; (2) which AVT mode transfers the greatest number of insults to the TT; (3) if the insults transferred had the intention of offending or not; and (4) if the insults tend to foreignisation or domestication. In order to do so, a multidisciplinary methodology will be used based on a descriptive translation studies (DTS) and pragmatics approach.
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    Profanity and blasphemy in the subtitling of English into European Spanish: four case studies based on a selection of Tarantino's films
    (Universidad Autónoma de Barcelona, 2020-05-31) Ávila Cabrera, José Javier
    The combination of profanity and blasphemy can be said to be one of the most delicate taboo categories to deal with on the screen. It is in the context of audiovisual translation (AVT) where professionals have to make challenging decisions when transferring these elements. Thus, should audiovisual translators be faithful to the source text or is it legitimate that they tone down the load of profanity and blasphemy? This paper describes the subtitling into European Spanish of a corpus composed of some of Tarantino’s films on the grounds of profane and blasphemous phrases which could provoke a strong reaction from the audience. Among the main goals of this paper are: scrutinising (1) if the religious phrases under analysis are transferred faithfully; and (2) whether or not cases of blasphemy in the target text have been encountered. In a nutshell, this study aims to explore the treatment of profanity and blasphemy in the subtitles produced for the Spanish audience.
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    Improving oral production skills in the Business English class through creative dubbing
    (Universidad de Belgrado, 2022-01-01) Ávila Cabrera, José Javier
    This study focuses on an innovative teaching project entitled Doblaje creativo (Creative Dubbing), which was conducted at the Universidad Complutense de Madrid during the 2019-2020 academic year. Its main goal was to explore the use of creative dubbing as an innovative tool for improving oral production skills in the business English classroom, as well as for other language skills. To this end, twenty students from the Degree in Commerce practised their speaking skills (a measured and dependent variable) in business English through creative dubbing activities (a manipulated and independent variable) – a recent application of didactic audiovisual translation (AVT). Several lecturers from public universities took part in this project, which employed a mixed methods study involving an experimental group (N=20) and a control group (N=20). Both quantitative and qualitative data were gathered. The former involved student tasks designed to assess three videorecorded presentations carried out by both groups, serving as pre- and postlanguage tests. The latter involved questionnaires filled in by the students. The results obtained indicate that creative dubbing is indeed a tool that can enhance students’ oral skills, motivating them regarding the use of a non-traditional educational methodology, which can be applied in any other English for specific purposes (ESP) context.
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    The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills
    (Elsevier, 2021-07) Ávila Cabrera, José Javier; Corral Esteban, Avelino; https://orcid.org/0000-0002-3017-4509
    This study accounts for the results obtained from a teaching innovation project called SubESPSKills (Subtitling tasks in the English for Specific Purposes class to improve written production skills) with a control and experimental group of undergraduates taking a course on Business English. The study was conducted during the 2018–2019 academic year at the Universidad Complutense de Madrid, Spain. Among our main goals was the improvement of writing production skills in the English for Specific Purposes class. In order to do so, reverse subtitling was used as an audiovisual translation tool to enhance participants’ written skills in a course of Business English (Degree in Commerce). With the aim of using reverse subtitling as a tool for the practice of writing in English as a foreign language, the participants were required to submit a number of activities of written production on topics related to business and commerce. Additionally, they had to subtitle two videos from Spanish/Chinese into English, related to the aforementioned area of knowledge. Subsequently, a mixed method was followed since quantitative and qualitative data were gathered and analysed. The results presented here aim to prove the potential of active reverse subtitling as a tool for foreign language learning.
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    The use of active subtitling activities for students of Tourism in order to improve their English writing production
    (Asociación Europea de Lenguas para Fines Específicos, 2021-09-01) Ávila Cabrera, José Javier; Rodríguez Arancón, Pilar
    Most current university students are permanently surrounded by multimedia content, especially in their leisure time, and this is affecting their attention span and the way in which they communicate and learn. As teachers/researchers it is both challenging and rewarding for us to create activities that keep them motivated and focused, therefore we must adapt our courses in order to achieve the expected results, trying to take advantage of what interests students whilst ensuring that their skills are clearly developed. Audiovisual translation can be useful in this scenario when it is integrated in the learning process as a tool, with a pedagogical objective: that is, as a means to an end. This is the goal that a group of researchers from UCM, UNED and UAM aimed for when designing this project: to take advantage of the interest of a group of university students in multimedia content and ICT. All the activities were developed with a definite purpose –that of the improvement of writing skills in English and the use of specific vocabulary related to their degree in Tourism–. The students undertook reverse subtitling activities before handing in written compositions at several stages of the project. The researchers gathered data about the effect that these reverse subtitling activities had on the improvement experienced by the students in their writing skills and compared them to the performance of a control group