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Rodríguez Arancón, Pilar

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0000-0001-6820-6986
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Rodríguez Arancón
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Pilar
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2014 - 201972020 - 20256
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Mostrando 1 - 10 de 13
  • Miniatura
    Publicación
    Voice-over to improve oral Production skills: the VICTOR project
    (PUV, Publicacions Universitat de Valencia, 2018) Talaván Zanón, Noa; Rodríguez Arancón, Pilar; Sanderson Pastor, John D.; Botella Tejera, Carla
    The assessment of the potential of audiovisual translation in foreign language education has been receiving increasing attention in the past few years. Although subtitling as a didactic tool is the modality that has been studied the most, research on revoicing techniques, such as dubbing and audiodescription is also starting to become the focus of attention. The VICTOR project was conceived as an attempt to assess the potential of yet another revoicing option that needed to be addressed: voice-over. Students enrolled in English C1 at the Online Foreign Language Centre of the Universidad Nacional de Educación a Distancia (UNED) volunteered to take part in this pilot experience and produced various revoiced versions of four videos (chosen among ten preselected clips) over the course of two months. The researchers analysed the experience through language assessment tests (related to improvement in pronunciation), questionnaires and observation. A YouTube channel was created to share and peer-review the tasks carried out and an adhoc rubric was designed to assess the revoicing work performed on the videos. The results are promising enough in terms of oral production skills improvement to encourage further research in the area.
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    The use of interlingual subtitling to improve listening comprehension skills in advanced EFL students
    (InterLinguistica ETS, 2014) Talaván Zanón, Noa; Rodríguez Arancón, Pilar
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    The development of English (inter-)cultural competence within a systemic functional linguistics framework and its application in a blended learning environment
    (Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2015-06-15) Rodríguez Arancón, Pilar; Bárcena Madera, María Elena
    La enseñanza y el aprendizaje de segundas lenguas han experimentado cambios fundamentales en los últimos años a medida que el foco de atención principal se ha trasladado desde el dominio de la gramática y el vocabulario hacia la fluidez y los aspectos comunicativos. Ahora se acepta de manera generalizada que la comunicación supone ir más allá de un simple intercambio de palabras ordenadas de acuerdo a un conjunto de reglas abstractas. De hecho, implica una comprensión de la forma en que las ideas se expresan en un idioma determinado, la manera en que pueden ser recibidas y aceptadas, o no, por parte del oyente, e incluso el comportamiento ligado a todo acto comunicativo Los gestos, la postura corporal y la distancia entre los hablantes, por nombrar sólo algunos elementos, envían mensajes importantes al receptor y son fundamentales cuando el hablante quiere informar sobre algún asunto, y más aún si se espera que algo suceda como consecuencia de dicho intercambio. Sin embargo, aunque este nuevo interés es evidente en la educación de los escolares españoles con los nuevos programas AICLE y la importancia que le dan al componente cultural en idiomas, este no es el caso en otros escenarios de aprendizaje de adultos, donde el aspecto de competencia (inter-)cultural se ha dejado sin la debida atención y un mecanismo sistemático adecuado de evaluación. La única herramienta disponible para determinar su progreso en este momento es el Portfolio Europeo de Lenguas creado por el Consejo de Europa (2001) para este fin. Por lo tanto, si se considera que el aspecto cultural ligado a todo acto comunicativo es fundamental para poder hablar adecuadamente cualquier idioma, debe haber una manera de enseñar y evaluarlo para reflejar todo el esfuerzo que se le ha dedicado en el aprendizaje. El objetivo de esta tesis es el desarrollo de una propuesta de enseñanza de aspectos (inter-)culturales y su inserción en un curso de aprendizaje semipresencial diseñado para adultos españoles que aprenden inglés en un contexto de educación no-formal.
  • Miniatura
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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
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    The use of reverse subtitling as an online collaborative language learning tool
    (Taylor & Francis, 2014) Talaván Zanón, Noa; Rodríguez Arancón, Pilar
    This 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.
  • Miniatura
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    The OffTaTled project: OFFensive and TAboo Exchanges SubtiTLED by online university students
    (Universidad de Alcalá, 2018-04-17) Ávila Cabrera, José Javier; Rodríguez Arancón, Pilar
    The 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.
  • Miniatura
    Publicación
    Subtitling short films to improve writing and translation skills
    (John Benjamins Publishing Company, 2024-02) Talaván Zanón, Noa; Rodríguez Arancón, Pilar
    This 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.
  • Miniatura
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    Religious References in the Subtitling of Succession into Spanish
    (Università di Bologna, 2024-10-24) Rodríguez Arancón, Pilar; Ávila Cabrera, José Javier
    The 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.
  • Miniatura
    Publicación
    A descriptive study on sex-related language in the subtitling of Succession into Spanish
    (Universidade Federal de Santa Catarina, 2025-07-01) Ávila Cabrera, José Javier; Rodríguez Arancón, Pilar
    Sex can be considered a vulgar, forbidden or unwelcome topic in many contexts and this fact can add a challenge to subtitlers of audiovisual products depending on the cultures and languages involved (Ávila-Cabrera, 2024). Although some authors claim that sexual references tend to be altered, mitigated or omitted when dubbing (Ferrari, 2010; Scandura, 2021) and subtitling (Fuentes-Luque, 2020) from English into neutral Spanish, other researchers such as Villanueva-Jordán (2023) have demonstrated through a case study that neutral Spanish for the Latin American audience does retain sexual references in dubbing. This paper examines the subtitling of the four seasons of the TV series Succession (Armstrong, 2018–2023) from US English into Spanish (from Spain), as broadcast on Max (formerly HBO España). The primary objectives of the study are as follows: (1) to explore the extent to which sexual references from the source text are transferred to the target text. To achieve this, we will analyse the transfer through the lens of Descriptive Translation Studies (Toury, 2012). (2) To determine how sexual references are treated in the translated text, whether they are rendered using explicit sexual language or replaced with other taboo or offensive phrases. For this, we employ Ávila-Cabrera’s (2023b) taxonomy of translation techniques to examine the handling of these references and assess whether the taboo load is preserved in the subtitles. (3) To identify the most recurrent translation techniques used. Among the expected findings, we aim to test our initial hypothesis that considers that sexual phrases tend to be transferred as closely as possible in the subtitles in this TV series. In summary, our intention is to contribute to the literature of the treatment of sexual language in interlingual subtitling through this paper.
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    State of the art of language learning design using mobile technology: sample apps and some critical reflection
    (Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes
    In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on