{"id":1405,"date":"2022-06-17T10:07:30","date_gmt":"2022-06-17T08:07:30","guid":{"rendered":"https:\/\/blogs.uned.es\/arena\/?page_id=1405"},"modified":"2024-03-24T12:26:27","modified_gmt":"2024-03-24T11:26:27","slug":"nuestras-publicaciones-arena","status":"publish","type":"page","link":"https:\/\/blogs.uned.es\/arena\/nuestras-publicaciones-arena\/","title":{"rendered":"Nuestras publicaciones (ARENA)"},"content":{"rendered":"\t\t
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TRADISUB<\/strong><\/span><\/p>

Garc\u00eda-Mu\u00f1oz, S. (2023). La traducci\u00f3n de las interjecciones a trav\u00e9s del subtitulado para personas sordas: t\u00e9cnicas y detecci\u00f3n de errores como herramientas clave. En M. Sim\u00f3n M\u00e1rquez, J. G\u00e1zquez Linares, A. Martos Mart\u00ednez, S. Fern\u00e1ndez Gea y P. Molina Moreno (2023). Innovaci\u00f3n docente e investigaci\u00f3n en arte y humanidades: nuevas tendencias para el cambio en la ense\u00f1anza superior (pp. 161-171). Dykinson<\/span><\/p>

ADAS<\/strong><\/span><\/p>

Ogea-Pozo, M. (2022). Into the shoes of visually impaired viewers: a pedagogical experiment to improve audio description and English language skills.\u00a0International Journal for 21st Century Education,\u00a0<\/em>9 (1) https:\/\/doi.org\/10.21071\/ij21ce.v9i1.15169<\/span><\/p>

VOCAL<\/strong><\/span><\/p>

Talav\u00e1n, N., & Tinedo-Rodr\u00edguez, A. J. (2022).\u00a0E-assessment in the TRADILEX project<\/a>. En\u00a0Designing Online Assessment Solutions that are rigorous, trusted, flexible and scalable<\/i> (pp. 87-90). European Association of Distance Teaching Universities (EADTU).\u00a0<\/span><\/p>

AUDIOSUB PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, N., Lertola, J.\u00a0& Ib\u00e1\u00f1ez, A. (2022). Audio description and subtitling for the deaf and hard of hearing Media accessibility in foreign language learning.\u00a0Translation and Translanguaging in Multilingual Contexts<\/em>. https:\/\/doi.org\/10.1075\/ttmc.00082.tal<\/span><\/p>

CREATE PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, N. (2019). Creative audiovisual translation applied to foreign language education: a preliminary approach.\u00a0JAT: Journal of Audiovisual Translation<\/em>, 2(1), 53-74.\u00a0\u00a0https:\/\/www.jatjournal.org\/index.php\/jat\/article\/view\/57<\/a><\/span><\/p>

SUBFLIM PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, Noa, and Pilar Rodr\u00edguez-Aranc\u00f3n. \u00abSubtitling short films to improve writing and translation skills.\u00bb Revista Espa\u00f1ola de Ling\u00fc\u00edstica Aplicada\/Spanish Journal of Applied Linguistics 37.1 (2024): 57-82.<\/span><\/p>

SUBLITE PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class.\u00a0International Journal of English Studies<\/em>, 19(1), 21\u201340.\u00a0https:\/\/doi.org\/10.6018\/ijes.338671<\/a><\/span><\/p>

VICTOR PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, N & Rodr\u00edguez-Aranc\u00f3n, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (Eds.),\u00a0Focusing on Audiovisual Translation Research<\/em>\u00a0(pp. 211\u2013236). Valencia: PUV, Publicacions Universitat de Val\u00e8ncia.<\/span><\/p>

SONAR PROJECT<\/strong><\/span><\/p>

Talav\u00e1n, N. & \u00c1vila-Cabrera, J.J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia,\u00a0The Interpreter and Translator Trainer<\/em>.\u00a0https:\/\/doi.org\/10.1080\/1750399X.2021.1880305<\/a>.<\/span><\/p>

Otras publicaciones de miembros de ARENA<\/em><\/strong><\/span><\/p>

Talav\u00e1n, N. Lertola, J., & Fern\u00e1ndez-Costales, A. (2024). Didactic Audiovisual Translation and Foreign Language Education. Routledge. Research in Audiovisual Translation. IMPACTO: SPI Q1<\/span><\/p>

Bola\u00f1os Garc\u00eda-Escribano, A. & Ogea-Pozo, M. (2023). Didactic Audiovisual Translation. Interlingual SDH in the Foreign Language Classroom. Translation and Translanguaging in Multilingual Contexts, 9(2), 187-215. https:\/\/doi.org\/10.1075\/ttmc.00108.bol<\/a>. IMPACTO: SJR Q2. Language and Linguistics OPEN ACCESS<\/span><\/p>

Fern\u00e1ndez-Costales, A., Talav\u00e1n, N., & Tinedo-Rodr\u00edguez, A. (2023). La traducci\u00f3n audiovisual did\u00e1ctica (TAD) en el \u00e1mbito sanitario: estudio exploratorio sobre las posibilidades pedag\u00f3gicas en logopedia. Revista Panace@, XXIII(56), 29-40. https:\/\/www.tremedica.org\/wp-content\/uploads\/panacea22-56_04_Tribuna_03_Fernandez-Costales_et-al.pdf<\/a> IMPACTO: SJR Q3 Linguistics and Language. <\/span><\/p>

Talav\u00e1n, N., & Tinedo-Rodr\u00edguez, A. J. (2023). Una mirada transdisciplinar a la Traducci\u00f3n Audiovisual Did\u00e1ctica: Un recurso para formar a la ciudadan\u00eda del Siglo XXI. Hikma, 22(1), 143\u2013166.<\/span><\/p>

Tinedo Rodr\u00edguez, A. J. (2023). Estudio de percepci\u00f3n sobre Localizaci\u00f3n Did\u00e1ctica de Videojuegos (LDV) aplicada a la ense\u00f1anza de lenguas. EDMETIC, 12(2), art.6. https:\/\/doi.org\/10.21071\/edmetic.v12i2.15679<\/a>. IMPACTO: JCI (Clarivate Journal Citation Indicator): Q2. EN ABIERTO<\/span><\/p>

Lertola, J. (2021). Towards the integration of audiovisual translation in the teaching of English as a Foreign Language (EFL) in higher education. Bulletin suisse de linguistique appliqu\u00e9e, 114, 151-168.<\/span><\/p>

Fern\u00e1ndez-Costales, A. (2021). Audiovisual translation in primary education. Students\u2019 perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning.\u00a0Meta, 66(<\/em>2), 280-300.\u00a0https:\/\/www.erudit.org\/en\/journals\/meta\/2021-v66-n2-meta06514\/1083179ar\/<\/a>. DOI:\u00a0https:\/\/doi.org\/10.7202\/1083179ar<\/a>\u00a0<\/span><\/p>

Talav\u00e1n, N., y Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education. A methodological proposal. Encuentro: Revista de Investigaci\u00f3n e Innovaci\u00f3n En La Clase de Idiomas, 30, 23-39. http:\/\/www3.uah.es\/encuentrojournal\/index.php\/encuentro\/article\/view\/66<\/span><\/p>

\u00c1vila-Cabrera, J.J. (2022). Improving oral production skills in the Business English class through creative dubbing.\u00a0ESP Today. Journal of English for Specific Purposes at Tertiary Level\u00a0<\/em>10(1),\u00a099-122.\u00a0https:\/\/doi.org\/10.18485\/esptoday.2022.10.1.5<\/a><\/span><\/p>

\u00c1vila-Cabrera, J.J. (2021). Reverse subtitling in the ESP class to improve written skills in English: addressing international students\u2019 needs.\u00a0Journal of Audiovisual Translation<\/em>\u00a04, 1, pp. 27-49.\u00a0https:\/\/doi.org\/10.47476\/jat.v4i1.2021.22<\/a><\/span><\/p>

\u00c1vila-Cabrera, J.J. & Corral Esteban, A. (2021). The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills.\u00a0English for Specific Purposes<\/em>,\u00a063, pp. 33-44.\u00a0https:\/\/doi.org\/10.1016\/j.esp.2021.02.004<\/a><\/span><\/p>

\u00c1vila-Cabrera, J.J. & Rodr\u00edguez-Aranc\u00f3n, P.\u00a0(2021). The use of active subtitling activities for students of Tourism in order to improve their English writing production.\u00a0Ib\u00e9rica: Revista de la Asociaci\u00f3n Europea de Lenguas para Fines Espec\u00edficos\u00a0<\/em>41, 155-180.\u00a0http:\/\/www.aelfe.org\/documents\/41_07_IBERICA.pdf<\/a>\"Abrir<\/a><\/span><\/p>

\u00c1vila-Cabrera, J.J. (2018). \u201cTeenTitles. Implementation of a Methodology Based on Teenage subTitles to Improve Written Skills\u201d. In John D. Sanderson & Carla Botella-Tejera (eds.).\u00a0Focusing on Audiovisual Translation Research<\/em>. Valencia: PUV, pp. 19-40.<\/span><\/p>

Fern\u00e1ndez-Costales, A. (2021). Subtitling and Dubbing as Teaching Resources\u00a0in CLIL in Primary Education: The Teachers\u2019\u00a0Perspective.\u00a0Porta Linguarum<\/em>, 36,\u00a0175-192.\u00a0https:\/\/revistaseug.ugr.es\/index.php\/portalin\/article\/view\/16228<\/a>\u00a0<\/span><\/p>

Fern\u00e1ndez-Costales, A. (2018). On the reception of mobile content: New challenges in audiovisual translation research. In Elena Di Giovanni & Yves Gambier (Eds.), Reception Studies and Audiovisual Translation, pp. 297\u2013320.<\/span><\/p>

Fern\u00e1ndez-Costales, A. (2017). Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation. In Mar\u00eda Elena G\u00f3mez Parra & Richard Johnstone (eds),\u00a0Educaci\u00f3n biling\u00fce: tendencias educativas y conceptos claves = Bilingual Educational: Trends and Key Concepts<\/em>. Madrid: Ministerio de Educaci\u00f3n, pp. 185\u2013196.<\/span><\/p>

Incalcaterra McLoughlin, L., Lertola, J. & Talav\u00e1n, N. (2020).\u00a0Audiovisual Translation in Applied Linguistics.\u00a0Educational perspectives.\u00a0<\/em>John Benjamins.<\/span><\/p>

Lertola, J. (2019).\u00a0Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages<\/em>. Dublin: Research-publishing.net.<\/span><\/p>

Lertola, J. (2019). Second Language Vocabulary Learning through Subtitling.\u00a0Revista Espa\u00f1ola de Ling\u00fc\u00edstica Aplicada\/Spanish Journal of Applied Linguistics<\/em>, 32(2), 486-514.<\/span><\/p>

Lertola, J. (2018). From Translation to Audiovisual Translation in Foreign Language Learning.\u00a0TRANS<\/em>, 22,185\u2013202.<\/span><\/p>

Lertola, J. & Mariotti, C. (2017). Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners.\u00a0The Journal of Specialised Translation<\/em>, 28, 103\u2013121.<\/span><\/p>

Talav\u00e1n, N. (2021). Las voces superpuestas: Fundamentos y aplicaciones did\u00e1cticas. In C. Botella & B. Agull\u00f3 (Eds.),\u00a0Mujeres en la traducci\u00f3n audiovisual. Perspectivas desde el mundo acad\u00e9mico y profesional<\/em><\/a>\u00a0(pp. 69\u201390). Sind\u00e9resis.<\/span><\/p>

Talav\u00e1n, N. (2020). The Didactic Value of AVT in Foreign Language Education. In L. Bogucki & M. Deckert (Eds.),\u00a0The Palgrave Handbook of Audiovisual Translation and Media Accessibility<\/em>, (pp. 567\u2013592). Palgrave Macmillan.<\/span><\/p>

Talav\u00e1n, N. & \u00c1vila-Cabrera, J.J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia,\u00a0The Interpreter and Translator Trainer<\/em>.\u00a0https:\/\/doi.org\/10.1080\/1750399X.2021.1880305<\/a>.<\/span><\/p>

Talav\u00e1n, N. & \u00c1vila-Cabrera, J.J. (2017). Social Subtitling: Providing the university community with accessible videos. In David Orrego-Carmona and Yvonne Lee (eds).\u00a0Non-Professional Subtitling<\/em>. Newcastle upon Tyne: Cambridge Scholars, pp. 287\u2013303.<\/span><\/p>

Talav\u00e1n, N. & Costal, T. (2017). iDub \u2013 The Potential of Intralingual Dubbing in Foreign Language Learning: How to Assess the Task.\u00a0Language Value<\/em>, 9(1), 62\u201388.<\/span><\/p>

Talav\u00e1n, N. & \u00c1vila-Cabrera, J.J. (2016). Collaborative Networks to Provide Media Accessibility: The Potential of Social Subtitling.\u00a0Porta Linguarum<\/em>.\u00a0Monogr\u00e1fico I<\/em>, pp. 125\u2013138.<\/span><\/p>

Talav\u00e1n, N,\u00a0Ib\u00e1\u00f1ez, A. & B\u00e1rcena, E. (2016). Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language.\u00a0ReCALL<\/em>, 29(1), 39\u201358.<\/span><\/p>

Talav\u00e1n, N. & Lertola, J. (2016). Active Audiodescription to Promote Speaking Skills in Online Environments.\u00a0Sintagma<\/em>, 28, 59\u201374.<\/span><\/p>

Talav\u00e1n, N.,\u00a0Lertola, J. & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement.\u00a0Alicante Journal of English Studies<\/em>, 29, 229\u2013247.<\/span><\/p>

Talav\u00e1n, Noa & \u00c1vila-Cabrera, J.J. (2015). Audiovisual reception and MALL: adapting technology to real needs.\u00a0Porta Linguarum<\/em>, 24, 33\u201346.<\/span><\/p>

Talav\u00e1n, N. & \u00c1vila-Cabrera, J.J. (2015). First Insights into the combination of dubbing and subtitling as L2 didactic tools. In Yves Gambier, Annamaria Caimi & Cristina Mariotti (eds).\u00a0Subtitles and Language Learning<\/em>. Bern: Peter Lang, pp. 149\u2013172<\/span><\/p>

Talav\u00e1n, N. & Rodr\u00edguez-Aranc\u00f3n, P. (2014). The Use of Interlingual Subtitling to Improve Listening Comprehension Skills in Advanced EFL Students. In Beatrice Garzelli & Michela Baldo (eds).\u00a0Subtitling and Intercultural Communication.\u00a0<\/em>European Languages and Beyond<\/em>. Pisa: InterLinguistica ETS, pp. 273\u2013288.<\/span><\/p>

Talav\u00e1n, N. & Rodr\u00edguez-Aranc\u00f3n, P. (2014). The Use of Reverse Subtitling as an Online Collaborative Language Learning Tool.\u00a0The Interpreter and Translator Trainer<\/em>, 8(1), 84\u2013101.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

TRADISUB Garc\u00eda-Mu\u00f1oz, S. (2023). La traducci\u00f3n de las interjecciones a trav\u00e9s del subtitulado para personas sordas: t\u00e9cnicas y detecci\u00f3n de errores como herramientas clave. En M. Sim\u00f3n M\u00e1rquez, J. G\u00e1zquez Linares, A. Martos Mart\u00ednez, S. Fern\u00e1ndez Gea y P. Molina Moreno (2023). Innovaci\u00f3n docente e investigaci\u00f3n en arte y humanidades: nuevas tendencias para el cambio en la ense\u00f1anza superior (pp. 161-171). Dykinson ADAS Ogea-Pozo, M. (2022). Into the shoes of visually impaired viewers: a pedagogical experiment to improve audio description and English language skills.\u00a0International Journal for 21st Century Education,\u00a09 (1) https:\/\/doi.org\/10.21071\/ij21ce.v9i1.15169 VOCAL Talav\u00e1n, N., & Tinedo-Rodr\u00edguez, A. J. (2022).\u00a0E-assessment in the TRADILEX project. En\u00a0Designing Online Assessment Solutions that are rigorous, trusted, flexible and scalable (pp. 87-90). European Association of Distance Teaching Universities (EADTU).\u00a0 AUDIOSUB PROJECT Talav\u00e1n, N., Lertola, J.\u00a0& Ib\u00e1\u00f1ez, A. (2022). Audio description and subtitling for the deaf and hard of hearing Media accessibility in foreign language learning.\u00a0Translation and…<\/p>\n

Leer m\u00e1s<\/a><\/p>\n","protected":false},"author":7211,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1405","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/pages\/1405","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/users\/7211"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/comments?post=1405"}],"version-history":[{"count":31,"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/pages\/1405\/revisions"}],"predecessor-version":[{"id":2145,"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/pages\/1405\/revisions\/2145"}],"wp:attachment":[{"href":"https:\/\/blogs.uned.es\/arena\/wp-json\/wp\/v2\/media?parent=1405"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}