Persona: Rodríguez Arancón, Pilar
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Rodríguez Arancón
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Publicación Subtitling short films to improve writing and translation skills(John Benjamins Publishing Company, 2024-02) Talaván Zanón, Noa; Rodríguez Arancón, PilarThis paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.Publicación Didactic Audiovisual Translation in Online Contexts: A Pilot Study(Universidad de Córdoba, 2024) Talaván Zanón, Noa; Rodríguez Arancón, PilarThe didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the pre-experimental long-term study that lays at the core of the project.Publicación The use of reverse subtitling as an online collaborative language learning tool(Taylor & Francis, 2014) Talaván Zanón, Noa; Rodríguez Arancón, PilarThis paper presents an experiment on the potential pedagogical benefits of collaborative reverse subtitling in foreign language education. The principal objective was to discover whether reverse subtitling used as a collaborative language learning tool could enhance general translation and writing skills. The participants involved in the study had two and a half months to subtitle two short clips and were monitored as they followed a series of steps guiding their work week by week. The findings obtained from the analysis of the language tests results, the answers given to questionnaires and the teachers’ observations are promising. Given the small size of the sample (20 students), it is difficult to make generalisations. However, the main conclusion is that writing and general translation skills can be fostered by the use of reverse subtitling within an online, collaborative learning framework. This is a very encouraging result that we believe will lead the way to further research in the field.Publicación The TRADILEX Project: Dubbing in Foreign Language Learning within an Integrated Skills Approach(Routledge, 2023) Rodríguez Arancón, Pilar; Ávila Cabrera, José JavierDidactic 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.Publicación 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, PilarMost 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 groupPublicación The OffTaTled project: OFFensive and TAboo Exchanges SubtiTLED by online university students(Universidad de Alcalá, 2018-04-17) Ávila Cabrera, José Javier; Rodríguez Arancón, PilarThe OFFTATLED Project: OFFensive and TAboo Exchanges SubtiTLED by Online University Students. Every culture has its own idiosyncrasies when it comes to what is considered to be taboo language. For this reason these terms are some of the most difficult to translate from the source language into the target language in audiovisual translation. This study aims to report on how a group of university students dealt with this issue when given the task of subtitling clips from several films, both from English into Spanish as well as from Spanish into English. The participants pertained to the Degree in English Studies at the UNED (Universidad Nacional de Educación a Distancia) and were taking a course on English-Spanish translation. The researchers later analysed whether the end results displayed a faithful rendering of the original strength of meaning or if, on the contrary, they reflected any softening of intent and effect. The research also sought confirmation as to whether the students were more daring than the source text itself when subtitling into the foreign language.Publicación Religious References in the Subtitling of Succession into Spanish(Università di Bologna, 2024-10-24) Rodríguez Arancón, Pilar; Ávila Cabrera, José JavierThe way taboos are translated can be controversial as it can depend on the characteristics of the communicative act related to the speakers’ context, culture, age and idiolect. However, we could generalise that some taboos can cause a strong reaction to the audience in the context of audiovisual translation (AVT), and some of them are particularly delicate to address, as is the case of religious references. Subtitlers are responsible for transferring the source text (ST) into a target text (TT) in the form of subtitles. In the case of Spain, whether or not the resulting subtitles are more or less faithful to the original cannot be said to be the result of censorship nowadays. However, phrases such as “Jesus fucking Christ” can pose a challenge to the professional, who must consider the best option to render the full impact of its contextual load. The result, for example, can vary from abiding by the rules of what can be considered politically correct, not being fully faithful to the ST or, by contrast, transferring some offensive or taboo load to the TT in the form of a (non-)religious phrase. On streaming platforms in Spain, these expressions tend to be compensated by other offensive phrases which avoid the direct insult to “God” or “Jesus Christ” (Ávila-Cabrera 2020), thereby resorting to ideological manipulation (Díaz Cintas 2012). The present study analyses the series Succession (Jesse Armstrong 2018–2023), season 3, and its subtitled version into Spanish, broadcast by HBO España (Spain). Based on a Descriptive Translation Studies approach (Toury 2012) and following Ávila-Cabrera’s (2023b) taxonomy of translation techniques, our initial hypothesis is that religious references are usually subtitled in a neutralised or offensive way, the latter excluding the direct reference to the religious figure. This paper aims to show the way that religious references in this TV series have been subtitled into Spanish for the Spanish audience from a linguistic approach, contributing to enriching the literature on AVT and religious phrases as taboo elements.