Persona:
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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2015 - 20193
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Tipo: book part ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    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.
  • Miniatura
    Publicación
    TeenTitles. Implementation of a methodology based on Teenage subTitles to improve written skills
    (PUV. Universitat de València, 2019-01-14) Ávila Cabrera, José Javier; Sanderson, John D.; Botella Tejera, Carla
    Audiovisual translation in the foreign languages (L2) classroom is gaining ground both among scholars and language teachers. Owing to the low level of foreign language ability shown by a considerable number of students in Spain, new methodologies need to be implemented to teach English in secondary schools. The present chapter focuses on interlingual subtitling as an active task to improve students’ written English skills. This quasi-experiment was carried out in a secondary school in the north of Madrid and concerned students in the third grade (i.e. the 14-15 year age group). A control and an experimental group were evaluated on the basis of a composition written in English and submitted at the end of term using written assessment criteria. The experimental group had a number of interlingual subtitling classes and used the open access website Amara, which enables users to subtitle videos in L2. The participants also filled in a preand post-study questionnaire so that the researcher could obtain some qualitative data. This study was carried out to provide teachers and researchers with a number of recommendations and a good practice guide to enable teenage students to improve their L2 written skills using active subtitling as a teaching method.
  • Miniatura
    Publicación
    Social Subtitling: Providing the university community with accessible videos
    (Cambridge Scholars Publishing, 2017) Talaván Zanón, Noa; Ávila Cabrera, José Javier; Orrego Carmona, David; Lee, Yvonne
    Amateur sublitling is a growing phcnomcnon in modcm Spanish society, as reflected in the vast number of subtitles created by fansubbers as soon as their favourite films and TV series are available online. Given thc prcscnt nccd to providc accessiblc audiovisual products, as wcll as the boom of video slreaming siles, the Universidad Nacional de Educación o Dislancia (Spanish Distance Education University, UNED) has recognised thc nccd to subtitlc many of its videos, cspccially tcachcrs' videos, lccmrcs, ele. lhal are nol originally provided wilh such support. Since the number of this type of videos offered by this university is ever-growing, some social subtitling stratey capable of speeding up and facilitating accessibility (both multilingual ami monolingual) seems to be essential. This chapter offers a report on a project caried out in 201 3 whose main aim was to assess the possibilities of social subtitling. Subtitles were translatcd bilatcrally bctwccn Spanish and English. Thc use of qualitativc research too Is, in the form of an initial and a final questionnaire, together with observations, provided the necessary data and led to relevan! conclusions rcgarding thc fcasibility of implemcnring social subtitling at the UNED.