Article

Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction

December 1992
Language Learning 42(4):497 - 527

DOI:10.1111/j.1467-1770.1992.tb01042.x

Authors:

Defense Language Institute Foreign Language Center

The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). The beginning and intermediate French college students selected for the study were tested on vocabulary recall after watching a five-minute video excerpt of French in Action. The success of reversed subtitling, which proved to be the most beneficial condition, can be explained by the way translation facilitates foreign language encoding. Retrieval is also enhanced by the multiple memory paths created by the visual and bilingual input (Paivio's bilingual dual coding model, 1986). Dual processing in the bimodal input condition also gave positive results. Based on the results of this study, a model integrating both reversed subtitling and bimodal input into a complete curriculum is advocated.

Incidental professional vocabulary scquisition of EFL business learners: Effect of captioned video with glosses as a multimedia annotation

Article

Full-text available

Aug 2018

Hui-Tzu Hsu

Use of captioned video in classrooms has gained considerable attention in the second and foreign language learning. However, the effect of application of captioned video embedded with glosses on incidental vocabulary enhancement has not been explored. This study aims to examine the effect of video captions with glosses on efl students’ incidental business vocabulary acquisition; 50 students from a college of management served as participants. A pretest was adopted to ensure participants lacked familiarity with the target vocabulary. All participants watched three video clips presented in three modes (noncaptioned, captioned, and caption-gloss modes). After each mode session, all participants took an immediate posttest and a 3-week-delayed posttest. Following the final posttest, the participants completed a questionnaire. The findings revealed that the caption-gloss mode significantly outperformed the other 2 modes in both the immediate and 3-week-delayed posttests. Retention of the target business words did not significantly decline at the 3-weekdelayed posttest. Therefore, glosses in the captioned video improved the participants’ shortand long-term incidental business vocabulary retention. The participants also provided positive feedback regarding the efficacy of the caption-gloss mode for incidental business word acquisition. Pedagogical implications regarding use of captioned video with glosses for incidental professional vocabulary acquisition are discussed.

Incidental vocabulary recognition effects of subtitled, captioned and reverse subtitled audiovisual input

Article

Full-text available

Jul 2024

This study compares effects of brief exposure to L1 subtitled, L2 captioned, and reverse subtitled audiovisual input on three aspects of vocabulary learning: meaning, form, and pronunciation of target language words. A within-subjects design was used, in which three video clips in the different viewing modes were shown to ten L1 Spanish participants who underwent a pre-test, post-test, and delayed post-test of English terms that each occurred in just one of the videos. The tests measured recognition of meaning, form, and pronunciation through translation into the L1, dictation, and reading the target words aloud with native speaker ratings, respectively. The findings show statistically significant gains in producing the accurate written form of vocabulary in reverse subtitled and L2 captioned video clips, and mixed results for the other variables, including statistically significant gains in pronunciation of vocabulary with L1 subtitles.

Effects of Typographic Salience on the Processing and Acquisition of Reversed Subtitles

Article

Full-text available

Feb 2024

This study explores whether typographically enhanced reversed subtitles better optimize vocabulary learning compared to plain reversed captions across 30 Arabic and Spanish novices. Analyses reveal complex interactions while multimedia principles substantially improved Spanish comprehension and retention, optimization efficacy critically falters for Arabic's intricate derivational morphology. Significant limitations emerge in generalized "one-size-fits-all" augmentation assumptions, indicating personalized accommodations aligned with typological properties as instrumental pathways for unlocking excellence. Quantifying specific enhancement asymmetries spotlights imperative transitions toward frameworks actively reducing inequities through customized supports responsive to evolving needs and abilities, as enhancement techniques hold immense potential if implementation frameworks progress. Findings contribute compelling directives for equitably implementing multimedia learning at scale. However, realizing enduring collective benefit remains contingent on elevating adaptation specifications to overcome consolidation barriers tied to intrinsic structural complexities.

Language Learning through Extensive TV Viewing. A Study with Adolescent EFL Learners

Thesis

Full-text available

Nov 2019

Geòrgia Pujadas

This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instruction on target lexical items. The first study in this thesis looked at the differential effect of captions and subtitles on viewing comprehension, alongside several mediating factors. Results confirmed the higher efficiency of subtitles over captions for content comprehension at this level of proficiency, and the importance of prior vocabulary knowledge when viewing with captions. It was also found that the episodes’ lexical coverage was a strong predictor of comprehension, although no pattern of improvement could be observed over time – even though learners’ perceived comprehension increased by the end of the intervention. In the second study, word-form and word-meaning gains were examined, following a pre- / post-test design. Results revealed that having explicit instruction on vocabulary (i.e. being pre-taught the words through short pre-viewing activities) yielded significantly higher vocabulary gains, and that proficiency played a key role in how learners made use of this type of input. Language of the on-screen text, however, did not emerge as a predictor of gains, although when captions were displayed this tended to lead to higher learning, especially when combined with instruction. Results also indicated that there was a positive correlation between vocabulary gains and comprehension, and that a high percentage of the vocabulary learnt was retained in the long term. The third study focused on the effects of word repetition, spacing, and imagery support. Analysis showed that words with a higher number of encounters or that appeared in a massed condition (i.e. in the same episode) were better learnt. It was also found that words that were image-supported had also higher learning gains. The last study looked into learners’ perceptions and feeling of learning from viewing audio-visual input in English through questionnaires and interviews. Students reported being highly motivated to learn through L2 videos, finding them useful for a number of language aspects, including vocabulary learning, listening comprehension, and matching aural and written forms of the words. Data also showed a shift in viewing habits in the long term, indicating the appropriateness of this type of classroom intervention to foster autonomous viewing at home. Taken as a whole, the results from this dissertation provide evidence that extensive viewing of captioned and subtitled TV series supports comprehension and L2 vocabulary learning. The characteristics of this type of input (i.e. repeated encounters with words, imagery) have been shown to contribute to facilitate language learning. Additionally, EFL learners, at this age and proficiency level, are motivated to learn through this media – in and outside the formal setting.

Exposure to speech via foreign film and its effects on non-native vowel production and perception

Article

Nov 2022
J PHONETICS

This research presents two experiments that examine the effect of exposure to second language speech via foreign film on non-native speech production and perception. Experiment 1a investigated whether exposure to French film aided in the ability of naïve monolingual American English speakers to shadow French words containing high rounded vowels /y/ and /u/ as tested via acoustic analyses and native French listener perceptual judgements. Experiment 1b was a crosslinguistic perceptual assimilation task completed by the same participants, designed to explore the perception of rounded vowels /y/ and /u/, before and after film exposure. The results of Experiment 1a indicated that a single session of exposure to French film had a small, but significant, effect on shadowing of French /y/, which was also perceptible to native French listeners. Shadowing of /u/, however, was not significantly affected by exposure. Experiment 1b showed that participants did not alter the patterns of perceptual assimilation between the two French vowels and native English vowels following film exposure. We conclude that exposure to non-native speech via foreign film can affect some aspects of non-native speech development and hypothesize that further sessions may compound these initial benefits, especially in those who are already learning a second language.

Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis

Article

Full-text available

Aug 2022

As access to video-viewing technology has increased, so has researchers’ interest in understanding how the viewing of captioned and subtitled videos can lead to effective vocabulary learning outcomes. Previously, there has been one meta-analysis on the effects of this type of video-viewing on vocabulary acquisition. However, the variables investigated and types of vocabulary knowledge analyzed were limited. To address these issues, we conducted a mixed review that combined a scoping review and meta-analysis. We identified 139 studies in major databases, of which 34 aligned with our inclusion criteria. Results from the scoping review found that researchers have assessed productive knowledge more than receptive knowledge, and knowledge of form and meaning more than knowledge of use. Participants were given TV series to view more than any other media type. Results from the meta-analysis found that viewing any type of captioned or subtitled videos had a positive effect on vocabulary acquisition. Among all the captioned and subtitled video types, viewing videos with intralingual captions had the largest effect on vocabulary learning outcomes. Furthermore, the viewing of animations had the largest effect on vocabulary learning outcomes compared with all the other types of video viewing investigated. No statistically significant difference between intentional or incidental learning conditions was found, indicating that both conditions are suitable for developing vocabulary learning through video viewing. Additional findings and implications for teaching and research are discussed.

Sous-titrage et apprentissage des langues

Article

Full-text available

Oct 2021

Yves Gambier

Our overview on subtitling and language learning is based on a fact and a question. The internationalisation of media and the development of Communication and Information technology (ICT) is bound to change our relationship to languages. But how can we improve our command of foreign languages? Memories and experiences of the classroom are not always positive. On the other hand, in today's world, we cannot avoid reading on screens. Since the beginning of the 1980 ’s, several studies have been carried out on the possible use of intralingual subtitles for language acquisition. We first review the types of studies and the scope of some of them, before considering specific empirical studies dealing with different language competences (vocabulary, listening comprehension, language transfer). Finally, we suggest new research topics, regarding the use of subtitling in natural and institutional language learning settings.

Reversed Subtitling and Extensive Reading: The Case of English-Subtitled Mandarin Dramas

Article

Full-text available

Jul 2024

Wenhua Hsu

The binge-watching phenomenon on college campuses in Taiwan inspired this study. The researcher often overhears her students chatting about which Mandarin TV series they have been binge-watching recently. Given this drama fever, which may provide an impetus for sustained reading of on-screen text, the researcher is concerned with English vocabulary growth if the viewing habit shifts from Mandarin to English subtitles. A corpus of over 5.6 million English-subtitled words from 37 Mandarin dramas was compiled, totaling 1,238 episodes. The operational measures involved the ranked twenty-five 1000-word-family lists along the British National Corpus and the Corpus of Contemporary American English word-frequency scale. Results show that Mandarin drama English subtitles reached the 2000–3000 word-family levels at 95% text coverage and extended to the 4000–5000 levels at 98% coverage subject to genres. EFL Mandarin drama fans may encounter most words from each of the 1st to 6th 1000-word-family lists twelve times or more for potential learning by continually watching up to 24 English-subtitled Mandarin dramas. Moreover, twenty participants expressed their views on watching English-subtitled Mandarin dramas to a certain level of agreement. For extensive reading practitioners, the results may be a reference concerning what vocabulary level EFL learners may attain if they binge-watch English-subtitled Mandarin dramas in their leisure time.

The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels

Article

Dec 2023
System

Despite the widespread use of internet-based platforms by multilingual English learners (MELs), research on the intersection of listening comprehension and the ability to manipulate technological features is under-studied. This study explores how the use of captions affects MELs’ listening comprehension of easier versus harder questions at three different playback speed levels (0.75, 1, 1.25). It also addresses how overall proficiency, listening subscores (TOEFL), and four background and experiential factors moderate possible effects of captions. The quasiexperimental design involves three cross-sectional experimental and control groups (captions vs. no captions) organized by playback speed levels: Level 1 = slower, Level 2 = default, Level 3 = faster. MANOVA and MANCOVA tests were performed to examine data from 287 MELs who viewed a YouTube TED talk and answered 8 comprehension questions (4 easier, 4 harder). Findings revealed that use of captions had several significant effects on MELs’ responses to both easier and harder questions across all levels, with impact being larger at Level 1 than Level 2 and Level 3. They also suggested that overall English proficiency, listening subscores, and several background and experiential factors moderated some main effects of the experiment on participants’ responses. Implications for additional language education, both for the acquisition and instructed contexts, are discussed.

Journal of Language Teaching and ResearchVol. 6-No. 2, pp. 280-285- March 2015 Semantic Functors

Research

Full-text available

Jul 2023

Mohammad Hamdan

A journal Article

USE OF SUBTITLED FILMS TO IMPROVE LISTENING IN ENGLISH FOR HIGH SCHOOL STUDENTS

Article

Full-text available

Mar 2023

Listening comprehension is still a road that needs to be traveled completely by students and teachers due to the lack of tools and ways to help motivate education and learning based on this method, the lack of cultural education about native speakers of English, the little or no use of technological resources that motivate the study of a second language and other factors that affect the acquisition of a new language in our environment. This article aims to propose a set of actions including the participation of students and teachers to determine the controversial situation and to elaborate a proposal through consensus on the viewing of subtitled films by students at the private urban high school of Manabí. The information for the study was obtained from a sample of 80 first-year high school students and 20 English teachers. It is a mixed research method with a participatory research study. Interviews and surveys were applied to teachers and observation of the film viewing to the students, as part of the diagnosis carried out, where it was obtained as a result that in the viewing of films without subtitles (65% of the students were close and/or did not reach the required learning) while with subtitled films (98% of the students reached and mastered the required learning). In conclusion, it was found that watching films with subtitles is a tool that improves students' listening comprehension. This study is important because subtitles have multiple benefits for the student's listening comprehension of the English language; with a broad mission, which is the learning of a foreign language, instilling in their motivation for English, developing skills for the use of technologies and obtaining a discipline to create a collaborative work environment where the interactive learning of teachers and students strengthen the teacher-student relationship.

Audiovisual Translation in the Foreign Language Classroom. Introduction

Article

Full-text available

Dec 2022

Audiovisual translation (AVT) has been hailed by many as one of the most prolific and fast-growing areas of research in the field of Translation Studies and as the quintessential translation practice of the 21st century. This is hardly surprising in a society like ours, saturated with screens and mediated by the constant presence of moving images, as we turn to audiovisual productions for entertainment, to secure information, to carry out our work, to keep in touch with our peers, to learn and to study. As a result of the exponential boom in audiovisual texts and formats over recent decades, today’s language learners are typically very familiar with a range of digital formats that crop up, and indeed they use, in their everyday life for very many different purposes. This exposure, in which social media and interactions are also instrumental, means that language learners are also versed in the interplay of the different codes on which audiovisual material draws in order to construct meaning.

The Riches of Hands-on Subtitling in the Foreign Language Classroom

Article

Full-text available

Dec 2022

El uso de los subtítulos y de la subtitulación como prácticas didácticas que ayudan a diversificar la enseñanza y aprendizaje de lenguas extranjeras ha crecido en popularidad en las últimas décadas, especialmente en Europa, donde la Comisión Europea ha fomentado, entre otros, proyectos como ClipFlair, una plataforma de subtitulado en la nube para el aprendizaje de lenguas extranjeras. Enmarcado dentro de este auge investigador, el estudio empírico que aquí se documenta se ha llevado a cabo en China, donde el uso de la subtitulación en el aula de idiomas extranjeros apenas si ha recibido atención por parte de los académicos. El experimento, que ha contado con diecisiete estudiantes de grado y chino como L1, explora el impacto de la subtitulación en la adquisición de vocabulario en inglés (L2). Los resultados demuestran que la práctica activa de subtitular videos interlingüísticamente, de L2 a L1, puede conducir a una mayor adquisición de vocabulario que cuando las tareas se centran en la subtitulación intralingüística (de L2 a L2) o son actividades que no tienen nada que ver con la subtitulación.

Reversed Subtitling and Foreign Language Learning: Investigating the Applications of Reversed Subtitling in Formal Language Learning Environments in Greece

Article

Full-text available

Jun 2022

In light of the current generation’s extensive familiarization with technology and exposure to a vast amount of audiovisual materials daily, researchers have been investigating the effects of subtitled audiovisual products in foreign language learning for years. It has been generally found that the polysemiotic nature of subtitled audiovisual content (Lertola 2019) enhances foreign language learning, as the message conveyed is supported by the audio and the visual and textual information (Talaván Zanόn 2006) presented on screen. The relevant studies show that the various modes of subtitling (interlingual, intralingual, and reversed interlingual subtitling) offer benefits in different aspects of language learning, with reversed interlingual subtitling (L1 audio with subtitles in L2) having demonstrable advantages in the vocabulary and grammar acquisition of less advanced learners. A study was conducted to examine the current state of the integration of reversed subtitled material in the Greek learners’ foreign language learning experience. This study investigated the perceptions and practices of Greek teachers who teach English as a Foreign Language (EFL) with regards to using reversed subtitles as a teaching method. It was revealed that the majority of the teachers participating in the study had not used this mode as a teaching practice due to their unfamiliarity with its educational potentials. Motivated by the findings, the paper concludes with suggestions of informal learning spaces where learners could have access to reversed subtitled materials and yield their language learning benefits incidentally.

Effects of L1 and L2 Subtitled English Movies on Pre-Intermediate Learners' Comprehension and Speaking Abilities

Article

Full-text available

Dec 2021

Mohammadreza Valizadeh

The review of the related studies on the advantages of subtitled movies in EFL classrooms indicates that there is no consensus among the researchers. While one group of researchers advocates L2 subtitled movies, the other group supports the use of L1 subtitled movies. This study addressed the impact of L1 and L2 subtitled movies on the language learners' comprehension of and speaking about the movies. A mixed-method research design was used. Three groups of participants (60 pre-intermediate learners) were exposed to three types of subtitles: L1 (Turkish), L2 (English), and standard (no subtitles). The data were collected through researcher-developed tests of comprehension and speaking as well as a semi-structured interview checklist. Results of ANOVA tests revealed that L1 subtitled movies were more effective than L2 subtitled movies which in turn were more effective than original movies. The thematic analysis of the interviews also showed that the participants found subtitled movies interesting, motivating, and authentic. In conclusion, subtitled movies can serve as mediators and facilitators. Results can be practically implied by EFL teachers and learners.

Effects of captions and subtitles on the listening process: Insights from EFL learners’ listening strategies

Article

Full-text available

Dec 2016

Kyoko Hosogoshi

Captions and subtitles as a form of scaffolding for audiovisual materials has gained much attention in second or foreign language (l2) learning in recent years and various studies report their positive effects on learners’ listening comprehension. However, few attempts have been made to investigate how textual information specifically affects the listening process. The present study aims to examine the relationship between on-screen text and the listening process with special reference to 11 distinct listening strategies. A total of 114 first-year Japanese-speaking efl learners were divided into three groups: no-text group, English caption group, and Japanese subtitle group. Each group was instructed to watch a university lecture video in English under its assigned condition and to answer a questionnaire about the listening strategies employed during the listening activity. The major findings obtained from the present study include (1) the degree of use of imagery and summarization strategies was significantly higher in the subtitle group, and (2) most of the listening strategies relevant to each listening process showed more inter-correlation in the no-text and the caption groups than in the subtitle group throughout the listening process. Pedagogical implications concerning when to use captions and subtitles for l2 listening instruction are discussed.

Vocabulary learning from audiovisual input at first exposure in young adult novice learners

Chapter

Sep 2024

This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.

Captioning for Clarity: Mastering Stress with Word-Based vs. Phonetic Video Transcriptions

Article

Full-text available

Sep 2024

This study explores an understudied aspect of video captioning in language learning: the use of phonetic transcription. While extensive research has examined the effects of traditional word-based captioning, the potential benefits of phonetic transcription captions remain largely unexplored. To address this knowledge gap, a quasi-experimental study was conducted comparing two captioning conditions: traditional word-based captions and phonetic transcription captions. Two groups of English as a Foreign Language (EFL) learners were purposively selected based on their course enrollment, with participants volunteering for the study. The control group viewed videos with standard word captions, while the experimental group watched videos captioned with phonetic transcriptions. Pre- and post-tests were administered to assess improvements in word stress pronunciation. The results revealed no statistically significant difference between the post-test scores of the control and experimental groups. This suggests that both captioning methods - words and phonetic transcription - positively impact stress pronunciation learning. The findings indicate that enhanced stress pronunciation may contribute to overall language intelligibility and fluency, potentially leading to improved language learning outcomes. This study opens avenues for future research on the application of phonetic transcription in other areas of pronunciation, such as intonation and connected speech.

Effects of subtitles on vocabulary learning through videos: An exploration across different learner types

Article

Full-text available

Jul 2024

Sijia Chen

This study examines the effect of four subtitling conditions — no subtitle, intralingual subtitles, interlingual subtitles, and keyword subtitles — on vocabulary learning among diverse learner groups, as well as their perception of the effectiveness of subtitles. The study involved four participant types, all learning English as a foreign language: second-year primary school students (N = 147), fourth-year primary school students (N = 97), middle school students (year 8, N = 38), and high school students (year 10, N = 50). Participants watched videos under different subtitling conditions, followed by a vocabulary test. Our findings revealed that middle and high school students scored higher on vocabulary meaning recall when subtitles were provided. Meanwhile, second- and fourth-year primary school students did not benefit from the subtitles in terms of meaning recognition. Among the subtitle types, bilingual keyword subtitles were the most effective for middle school students, while interlingual subtitles proved to be the best for high school students. Generally, the students' perception of the effectiveness of the subtitles in the experiment aligned with their actual learning outcomes.

La subtitulación como herramienta en la enseñanza de IPE

Article

Full-text available

Jun 2022

La enseñanza de la tecnología aplicada en la actualidad muestra su potencial educativo en el aula de traducción (Torres del Rey, 2005). Sin embargo, no sólo ha abierto su espacio en la enseñanza de la traducción, también permea en el aula de Lengua Extranjera, donde el método de enseñanza gramática-traducción (MGT) convive con otros enfoques y muestra su utilidad. La necesidad latente de aprender inglés, ha dado lugar a la implementación de diversos métodos de enseñanza en L2, y uno de los primeros fue el de gramática-traducción de acuerdo a Malmkjær (2010). La presente investigación-acción tiene como objetivo ofrecer una propuesta donde el material audiovisual brinda una herramienta en el aprendizaje de L2. El presente estudio busca hacer visibles los beneficios de la subtitulación inglés-español en la adquisición de nuevo léxico por parte de los alumnos del programa de inglés en la Facultad de Ciencias del Mar (Facimar, de la Universidad Autónoma de Sinaloa). Además, se explora el MGT en la práctica de tiempos gramaticales y la comprensión oral. Los resultados del experimento muestran que: primero, los alumnos de licenciatura favorecen el uso de materiales audiovisuales subtitulados. Segundo: el uso de productos audiovisuales con subtítulos incidió en la adquisición de nuevo vocabulario, mejoró la comprensión oral e incluso favoreció la práctica de tiempos gramaticales. Por último, los medios audiovisuales con subtítulos ofrecen al alumno, con nivel básico en L2, un mayor sentido de confianza, lo que le permite establecer mejores conexiones entre L1 y L2 durante el proceso de aprendizaje.

La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico / Audiovisual Translation in the teaching of a FL: Subtitling as a Methodological Tool for Lexis acquisition

Article

Aug 2017

Betlen Soler Pardo

Resumen La traducción y los materiales audiovisuales han demostrado ser herramientas eficaces para el aprendizaje de una lengua extranjera. Hemos querido abordar la traducción audiovisual desde el punto de vista didáctico tomando una de sus modalidades, la subtitulación, para obtener evidencia de su eficacia como método pedagógico para la adquisición de léxico en una lengua extranjera. Para ello, hemos creado una serie de actividades basadas en un vídeo con subtítulos con el que pretendemos obtener un incremento en la adquisición de léxico y una mejora en la comprensión lectora y auditiva, y la expresión escrita de los alumnos. Palabras clave: didáctica de la lengua inglesa; traducción audiovisual; subtitulación; adquisición de vocabulario. ABSTRACT Translation and audiovisual materials have proven effective tools for foreign language acquisition. This article addresses audiovisual translation from a pedagogical perspective, focussing primarily on subtitling. The aim is to document their effectiveness as a teaching method for the acquisition of vocabulary in a foreign language. In order to achieve this goal, I have created a series of activities based on a video with subtitles designed to optimise the acquisition of vocabulary and facilitate improvement in students’ reading, listening, and writing skills. Keywords: English didactics; audiovisual translation; subtitling; vocabulary adquisition.

Impact of Watching English Movies, Series, and Cartoons on English Language Learning of a Private University in Bangladesh

Article

Full-text available

Dec 2023

Rahman M Mahbub

The article examines the influence of English movies, series and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on the EFL learners. The development of English language proficiency—reading, speaking, listening, writing—was noticeably improved. It is found that watching English series, cartoons and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audio lingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

IMPACT OF WATCHING ENGLISH MOVIES, SERIES, AND CARTOONS ON ENGLISH LANGUAGE LEARNING OF A PRIVATE UNIVERSITY IN BANGLADESH

Article

Full-text available

Dec 2023

Rahman M Mahbub

The article examines the influence of English movies, series, and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to 140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on EFL learners. The development of English language proficiency – reading, speaking, listening, writing – was noticeably improved. It is found that watching English series, cartoons, and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audiolingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

The Influence of Second Language Subtitled Audio-visual Input on Second Language Grammar Acquisition Performance: An Integrative Review

Article

Full-text available

Dec 2023

Yifan Zhao

Previous studies have proven the value of subtitles for vocabulary and comprehension learning in second languages. However, L2 subtitled audio-visual inputs influence on grammar development, a second tricky part of L2 acquisition, has received little attention. This article offers an integrative overview of prior research on the use of subtitled audio-visual input to facilitate L2 grammar learning. Evidence shows that L2 grammar acquisition performance is facilitated by audio-visual input with subtitles in the language, but only for some of the grammatical structures. Grammar learning through L2 Subtitled audio-visual input is substantially less significant than vocabulary learning. Textual enhancement (TE), types of subtitles, learners age, and prior knowledge of the language may also affect grammar acquisition performance. Further research is needed to investigate whether L2 learners grasp of recently learned or previously learned grammar can be improved through L2 subtitled audio-visual input. Additionally, a research gap exists in implementing L2 subtitled audio-visual input in authentic second language classrooms.

InnoDAT—An Innovative Project Based on Subtitling for the Deaf and Hard-of-Hearing for Learning Languages and Cultures

Article

Full-text available

Oct 2023

The InnoDAT project is framed within the TRADILEX Project, which is aimed at demonstrating the applicability of Audiovisual Translation (AVT) for teaching and learning languages. TRADILEX is an ongoing project presented at a state-funded competitive call and supported by the Spanish Government. This article is aimed at presenting InnoDAT, an innovative project based in the use of AVT for teaching and learning languages through: Subtitling for the Deaf and Hard-of-Hearing (SDH). It has been designed to learn Spanish as a Second Foreign Language in an Italian Higher Education context according to a B2 CEFR level. The methodology used was developed by researchers of TRADILEX. Six tailormade Learning Units (LU), based on the SDH mode, were designed and implemented among participants (N = 97). Authentic materials and cultural matters were also used and adapted according to the B2 level. The results show a clear improvement in the process of teaching and learning languages, knowledge of the culture and traditions of the target language, and the consciousness of accessibility among the participants. The authors compare this innovative research with former research The InnoDAT project validates the applicability of the didactic audiovisual translation (DAT) as a means for learning languages and cultures within digital educational settings and how languages and cultures are intricately connected. Moreover, not only cultural issues but also accessibility were paramount in this research. Finally, motivation, autonomous and meaningful learning, communicative language competence, and digital competence were also nurtured by means of the InnoDAT project.

Representation and subtitling of linguistic varieties in Egyptian films

Thesis

Full-text available

May 2019

Aishah Mubaraki

In film, the communicative meanings associated with linguistic varieties in dialogue fulfil different diegetic functions, such as character portrayal. Consequently, the subtitling of linguistic varieties has received considerable critical attention with regard to audiovisual translation in different language pairs. However, existing studies on this topic have focused solely on the verbal mode, at the expense of non-verbal modes. Few discussions consider the impact of these strategies on diegetic functions constructed by the linguistic varieties within the context of intermodal relations established between different modes in the film. In addition, few studies have focused on the subtitling of linguistic varieties in Egyptian films into English. Therefore, this study aims to investigate the linguistic varieties used in Egyptian comedies and their English subtitles by compiling a corpus. It will also develop a new multimodal analytical framework to account for all the modes that contribute to the construction of meaning in the films. It will then combine this multimodal theoretical framework with a corpus approach. The results of the analysis of the source texts show that there are four categories of linguistic varieties: the ‘standard social’, ‘standard social-specific’, ‘non-standard regional’ and ‘sub-standard social’ varieties. The findings also reveal that the preservation strategy of centralisation is the most common strategy used in the English subtitling. The findings of the analysis also show that the most regular intermodal relations identified in the source texts (STs) are intermodal relations of ‘confirmation’ and, to a lesser extent, intermodal relations of ‘contradiction’. The use of the ‘standard’ variety in the target texts (TTs) establishes more intermodal relations of ‘contradiction’ in comparison to the STs. The use of the ‘non-standard colloquial’ variety modifies the STs’ intermodal relations of ‘confirmation’ while the use of the ‘sub-standard social’ variety preserves the STs’ intermodal relations of ‘confirmation’. The new and innovative analytical framework proposed in this study provides a valuable tool to combine a multimodal theoretical framework with corpus analysis for the multimodal study of subtitling in general and the subtitling of linguistic varieties in audiovisual products in particular.

Useful but Distracting: Keyword Highlights and Time-Synchronization in Captions for Language Learning

Preprint

Full-text available

Jul 2023

Captions provide language learners with a scaffold for comprehension and vocabulary acquisition. Past work has proposed several enhancements such as keyword highlights for increased learning gains. However, little is known about learners' experience with enhanced captions, although this is critical for adoption in everyday life. We conducted a survey and focus group to elicit learner preferences and requirements and implemented a processing pipeline for enhanced captions with keyword highlights, time-synchronized keyword highlights, and keyword captions. A subsequent online study (n = 49) showed that time-synchronized keyword highlights were the preferred design for learning but were perceived as too distracting to replace standard captions in everyday viewing scenarios. We conclude that keyword highlights and time-synchronization are suitable for integrating learning into an entertaining everyday-life activity, but the design should be optimized to provide a more seamless experience.

Media-exposure and its influence on English vs. Italian language competences of high school students in Split

Thesis

Jan 2022

Sara Brodarić Šegvić

This thesis explores the frequency of English-language (EL) media-usage by Croatian high school students in the city of Split, and its influence on English foreign language (EFL) competences. In addition, this relationship is also explored in comparison to students’ exposure to Italian-language (IL) media and its influence on Italian foreign language (IFL), where the Italian language is taken as both an example of another FL taught within the Croatian educational system, as well as a language which has had considerable influence in the region of Dalmatia due to historical reasons and geographical proximity. The study includes an overview of relevant literature on SLA, explicit and implicit leaning, the past and present statuses of the EL and IL, external and internal factors of L2 acquisition, out-of-school EL exposure via different media and its effects on formal language learning outcomes. The research was carried out by means of questionnaires administered to over 650 students of 8 general-education and vocational schools in the urban area of the city of Split, Croatia. Along with a descriptive analysis of the results, inferential tests of statistical significance were carried out to reach conclusions on the relationship between the EFL competences of students and the out-of-school exposure to EL media. Finally, the EL media-related influence on EFL competences was also compared to the influence Italian media has on IFL competences, to gain insight into the dissimilar media presence of these languages and stress the need for different approaches in the process of formal language learning. The results highlight watching EL audio-visual material and listening to EL music both via Internet platforms, rather than by way of older media, as the most frequently undertaken activities, with music being the content most frequently browsed for online. Both activities show statistically significant correlations to learners’ EFL competence levels, with all language skills, grammar and vocabulary profiting from English-spoken movies online, and with EL music bringing benefits to speaking and receptive skills. For male students specifically, playing video games with EL content seems to considerably affect word stock, grammar competence and writing skills. Reading EL texts and writing in English online were found to be likely to benefit general-education students, who confirm significantly more frequent engagement. Respondents pointed out TV, music and social media, Instagram in particular, as sources providing most EFL vocabulary input, while 50% stated they prefer watching EL movies with EL captions or no subtitles, rather than with Croatian subtitles, suggesting they possess high levels of proficiency. On the other hand, and notably, watching EL content with Croatian subtitles on TV showed a negative correlation to each of students’ EFL competences, suggesting that it is their choice to engage in other types of media which results in above-average levels of competence shown by teenagers in Croatia. Significantly, many (68%) found extramural media-exposure to be an indispensable factor of their EL acquisition process, in comparison to formal EFL school education. A valuable result reveals that students who find that their EFL competence is primarily a result of EL media exposure also reported statistically higher levels for all EFL competences in question. The findings confirm significant correlations between the use of media and students’ total EFL competence, while showing no significant relationship between their competence and the duration of their formal EFL education. In addition, the results suggest that attending extracurricular EFL lessons at foreign-language schools is the only type of formal instruction which can compare and promote the levels of proficiency that students reach via EL media exposure. The performed Mann Whitney tests show that no type of media exposure to the Italian language can compare to the extent with which students are exposed to English. Exploring the relationship between EFL competences and EL media exposure by comparing it to the relationship of IFL competences and IL media exposure showed that, while most students confirmed never engaging in any Italian-related media, significantly better IFL competences were reported by the minority (10%) of students who claimed to have some contact with IL media. In addition, the total IFL competences of students were significantly lower than the total EFL competences. Importantly, unlike EFL competence, IFL competence levels showed a positive correlation to viewing subtitled L2 content on Croatian TV, once again highlighting the beneficial effects of the L1 subtitling practice on L2 acquisition in “subtitling countries” as opposed to “dubbing countries”, while also drawing attention to the fact that, in the case of the English language in the Croatian context, many other available sources are likely to increase EFL proficiency, beyond what exposure to subtitled TV can achieve. Drastic differences were shown in students’ perspectives on major sources of their English versus Italian language competence, where most students (85%) claimed they acquire the IL entirely via formal tuition. Moreover, regardless of the centuries-long local use of this language and its impact on local speech, the results show that young generations in Split and its surroundings are also rarely exposed to the Italian language in their home environments, and that at the present time, Italian is viewed exclusively as a foreign language, in contrast to English whose informal acquisition has become a constant via its representation in the media. The study contributes to existing research on incidental language acquisition in general, and more specifically to the non-institutional acquisition of the English language, made available globally via media and technology advancements. The research also gains insight into the use of Italian media, as well as incidental IFL acquisition in Croatia. KEY WORDS: incidental language acquisition; SLA; media exposure; ESL; EFL; Italian language; Croatian high school students Open access: https://urn.nsk.hr/urn:nbn:hr:172:891998

Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition

Article

Full-text available

Dec 2022

This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted among four year-3 English-major classes in a Chinese university: three treatment groups and one control group. Adopting a counterbalanced design, students in the treatment classes were exposed to three types of subtitles within three videos. They were then tested on recall and recognition of the vocabulary target items encountered in the videos. The results demonstrate a significant advantage for bilingual subtitling in videos in terms of students’ vocabulary recognition and recall at post-test, and this advantage is maintained at the delayed post-test. Implications of the study are discussed in the context of current pedagogical practices such as a wider L1 use in the L2 classrooms.

A Study on the Perception on the Use of Audio-Visual Methods to Improve the Chinese College Students’ Listening Comprehensions

Article

Full-text available

Nov 2022

HeXiao Li

This study devoted to explore the perceptions of the use of the audio-visual methods (AVM) to improve the Chinese College Students’ Listening comprehensions which are mutual processes that listeners join to construct the meaning of the listening text more than merely hearing words. In Chinese college English teaching and speaking process, because students should reach the listening requirements at relevant level so that the teachers should select effective methods to enhance their listening comprehensions. Qualitative method was conducted to collect data from six Chinese college students taking lessons in Senlin College (SL) and two senior English language teachers who have experiences of teaching English as a second language for more than 5 years in addition, methods of observation, interview and focus group will be used in this research. Findings from this study indicate that that students and teachers found AVM to be effective meanwhile the participants also mentioned that there were some challenges when using this method, but as the present study found it experienced more advantages over disadvantages.The study provides pedagogical implications in teaching and learning for instructors with maintaining the sufficient usage of audio-visual method in their ESLclass to enhance students’ listening comprehensions.

Language Acquisition in Multilingual Settings: Weighing the Role of Audiovisual Translation

Chapter

Jan 2021

Video Captioning Effects on EFL Listening Comprehension and Vocabulary Learning: Help or Hurdle?

Article

Full-text available

Apr 2022

This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.

The effect of watching documentary videos with L1 or L2 subtitles on Iranian learners’ vocabulary learning

Article

Full-text available

Aug 2022

The focus of the study was to find out the effect of watching subtitled documentary videos on EFL (English as a Foreign Language) learners’ vocabulary learning. To this end, 90 intermediate students (male and female) were randomly selected based on a proficiency test. Next, they were randomly assigned to two experimental groups and one control group. Participants took a pre-test. After 12 L2 treatment sessions where each group watched the video clips, 1 experimental group watched the clips with L1 subtitles and the other group with L2 subtitles and the control group with no subtitles, the post-test was conducted. Then, one-way analysis of variance was conducted to find out if there were any differences between the post-test performances of three groups. The results showed that participants in the L2 subtitled group and L1 subtitled group performed significantly better than unsubtitled group. The L2 subtitled group (mean = 16.97) performed better, but not significantly than the L1 subtitled group (mean = 16.56). The findings contribute to EFL learners, teachers and the Ministry of Education. Keywords: Documentary, video subtitling, listening, vocabulary learning, L1 subtitling, L2 subtitling;

Effectiveness of textually-enhanced captions on Chinese High-school EFL learners' incidental vocabulary learning

Article

Full-text available

Jun 2022

This study employed a mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners' incidental vocabulary gains and learners' perceptions of the captioning usefulness in a multi-modal learning environment. A total of 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners' language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers' attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners' vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers' adoption of L1 in captioned videos to enhance learners' learning effectiveness. Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera RESumEn: Este estudio investigó el impacto y las percepciones de los estudiantes de los subtítulos mejorados textualmente en las ganancias incidentales de vocabulario de los estudiantes de inglés como lengua extranjera en un entorno de aprendizaje multimodal. 133 estudiantes chinos de inglés como lengua extranjera de nivel intermedio bajo fueron asignados aleatoriamente a subtítulos en inglés con palabras objetivo resaltadas y brillo L1 (ECL1), subtítulos en chino e inglés (CEC), subtítulos en chino e inglés con palabras objetivo Porta Linguarum No. 38, June 2022 210 resaltadas (CECGW), y sin subtítulos (NC). Nuestros hallazgos cuasi-experimentales no detectaron diferencias significativas entre los tipos de subtítulos en el reconocimiento de formas de vocabulario, mientras que ECL1 resultó ser el más efectivo para recordar y reconocer significados. Nuestros datos cualitativos sugirieron que los participantes generalmente veían los videos subtitulados de manera positiva, con variabilidad en las percepciones de la presentación simultánea de información. La prominencia del brillo L1 podría dirigir la atención de los espectadores a las palabras objetivo y reforzar las conexiones de la forma del sonido y el significado. Palabras clave: Tipos de subtítulos, visualización de videos, aprendizaje de idiomas extran-jeros, aprendizaje de vocabulario, brillo L1

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

Article

Full-text available

May 2022

This study employed mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners’ incidental vocabulary gains and learners’ perceptions of the captioning usefulness in a multi-modal learning environment. 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners’ language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers’ attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners’ vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos to enhance learners’ learning effectiveness.

Methodological Preparation of a Within-Subject Audiovisual Cognition, Reception and Perception Study

Article

Full-text available

Apr 2022

In the past decade, cognitive empirical AVT research has been on the rise. The majority of these studies are between-subject studies, focused on subtitles for the deaf and hard of hearing (SDH). The few experimental studies that are aimed at other audiences tend to have small sample sizes. Within-subject studies are rarely used in experimental AVT cognition, reception and perception research, although they can increase statistical power due to the repeated testing and shed light on the idiosyncratic nature of the matter. This paper pleads for the introduction of complementary within-subject designs by illustrating the contrasts between the within-subject and between-subject research design. Drawing from the broader spectrum of Translation Studies and the case of the Subtitles for Access to Education (S4AE) research project, this paper highlights obstacles in the preparation of a within-subject AVT cognition, reception and perception experiment and proposes a possible approach to prepare similar within-subject AVT studies. Lay summary In the past decade, experimental research into Audiovisual Translation (AVT), such as subtitles, has been on the rise. A common problem in this research, however, is a lack of participants. With fewer participants, the accuracy and generalizability of a study remains limited. To cope with this issue, this paper recommends the use of within-subject designs alongside the more common between-subject designs (mixed designs). A within-subject design study tests the same participants in multiple conditions and essentially collects more data per participant. Furthermore, as the same participant is tested multiple times, individual differences no longer play a role and different test conditions can be compared more easily. Currently, the use of within-subject or mixed designs is limited in AVT research. A within-subject study should be carefully prepared as a number of factors could influence the results. For example, participants could become tired after multiple tests or there could be an unwanted difference between the test conditions. This paper proposes a ten-step process to prepare a within-subject AVT study. This paper only discusses the first six steps, which deal with producing and comparing core materials for the study. The production and comparison of subtitles (AVT) will be discussed in a future article.

The mediating role of vocabulary size, working memory, attention and inhibition in early vocabulary learning under different TV genres: An exploratory study

Article

Full-text available

Nov 2021

Few studies have explored the learning opportunities different audiovisual genres may create for vocabulary learning. Even fewer have looked at how learners’ view-ing experience is affected by individual differences (IDs) in vocabulary size, attention, inhibition, or working memory. Such IDs have been shown to mediate early and long- term vocabulary learning (Gass, Winke, Isbell, & Ahn, 2019; Kam, Liu, & Tseng, 2020; Peters & Webb, 2018). This exploratory study seeks to analyze how vo-cabulary is acquired under different genres and how this process may be influenced by the IDs mentioned above. Forty- one students of English as a foreign language (EFL) participated in an experiment involving the viewing of four TV genres (sitcom, police procedural, animal docu-mentary, and edutainment). Meaning recognition task was applied at the pretest and posttest, and form recognition at the posttest only. Prior to viewing, students took four cognitive tests related to vocabulary size, attention control, inhibition, and working memory. Results suggest vocabulary size had the largest impact on the participants’ performance at pretest and posttest, although its relative weight varied across genres. A nonsignificant or much lesser role was played by working memory, attention, and inhibition. Results are discussed regarding what genre might create the most beneficial conditions for vocabu-lary learning and how IDs influence such learning.

Useful but Distracting: Viewer Experience with Keyword Highlights and Time-Synchronization in Captions for Language Learning

Conference Paper

Dec 2024

The effectiveness of human vs. AI voice-over in short video advertisements: A cognitive load theory perspective

Article

Nov 2024
J Retailing Consum Serv

Language learning from watching cartoons in the Primary EFL classroom

Chapter

Sep 2024

Imma Miralpeix

Cognitive Load Effects

Chapter

Aug 2024

Dayu Jiang

Cognitive load theory asserts the significance of designing appropriate and effective instructional approaches by accommodating the features of working memory to facilitate knowledge construction in long-term memory. This chapter provides detailed reviews on four cognitive load effects: the transient information effect, the redundancy effect, the imagination effect, and with a special emphasis on the expertise reversal effect.

La traducción inglés > español de verbos de manera de movimiento en el subtitulado de documentales deportivos de Netflix enfocada en el aprendizaje de lenguas

Article

Full-text available

Aug 2023

El presente trabajo se centra en explorar cuál es el grado de especificidad con el que se traducen los verbos de manera de movimiento del inglés al español en el ámbito de los deportes. Para ello se han utilizado dos documentales deportivos de la plataforma Netflix (Home Game y The Playbook) y se han analizado los subtítulos que ofrece la extensión Language Reactor en ambas lenguas. El objetivo es comprobar si es posible utilizar estas herramientas como recurso para el aprendizaje de patrones de lexicalización de movimiento en el proceso de adquisición de segundas lenguas. Se analiza del nivel de inclusión de información sobre la manera empleado por el traductor y los resultados apuntan a que la combinación de Netflix y Language Reactor no resulta un recurso conveniente para el aprendizaje de los patrones de lexicalización del movimiento. Sin embargo, sí supone una fuente de contenido didáctico para crear actividades de foco en la forma, método apropiado para este tipo de contenido gramatical más pormenorizado.

Audiovisual translation and media accessibility in language learning contexts

Article

Jul 2023

Reverse subtitles in foreign language learning: Noticing and memory

Article

Jul 2023

Valentina Ragni

This paper reports on an eye-tracking study investigating the processing and mnemonic retention of reverse subtitles (foreign-language subtitles presented alongside native-language audio) in learners of Italian as a Foreign language (IFL). 26 English native speakers with a CEFR B2+ Italian level watched an English clip with Italian subtitles in two translation conditions, formal similarity (literal transfer) and formal discrepancy (non-literal transfer). Immediately after watching, they answered recognition and recall questions. This study examines memory, attention allocation and the concept of noticing, which was investigated through triangulation of eye tracking, verbatim recognition and explicit reports. Data analysis methods include generalised mixed-effect modelling. Results revealed that reverse subtitles have acquisitional potential for advanced IFL learners, noticing can be probed experimentally, and formal (dis)similarity appears to have some psychological reality in the mind of the learner, being able to affect both recognition and recall. Evidence of novel word learning as well as deepening of existing knowledge emerged from the analyses, supporting the view that reversed subtitles could be more fruitfully exploited in FLL contexts. The paper presents details of the data analyses, discusses them in relation to Second Language Acquisition (SLA) and psycholinguistic concepts, and draws some recommendations based on the findings.

Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

Article

Full-text available

Feb 2023

Mark Feng Teng

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types of WM— phonological short-term memory and complex WM—impact vocabulary learning outcomes incidentally learned and retained from three types of captioning: (1) glossed captions (GCs), (2) full captions (FCs), and (3) keyword captions (KCs). A total of 125 young learners (Mage = 12.17, SD = 1.06) watched four videos and completed two vocabulary tests administered as pretest, posttest, and delayed tests. After treatment, participants completed two WM tasks: (1) an operation span test for measuring complex WM, and (2) a nonword repetition test for measuring phonological short-term memory. The findings reveal that (1) captioning types, particularly GCs, led to the best outcome in incidental vocabulary learning and retention, and (2) phonological WM provided a more predictive effect on incidental vocabulary learning and retention than complex WM. Phonological and complex WM may have different predictive effects on incidental vocabulary learning and retention under different types of captioning. Relevant implications were discussed based on these results.

Lo que Juego de Tronos nos enseñó: la traducción audiovisual como recurso para fomentar la competencia gramatical en el aula de inglés como lengua extranjera

Article

Full-text available

Dec 2022

El objetivo principal de esta investigación es analizar el desarrollo de la competencia gramatical en alumnos de inglés como lengua extranjera en un contexto educativo español de educación secundaria a través de la traducción audiovisual (TAV) inglés-español. Para ello, siguiendo una metodología cuasi-experimental, se realizó una prueba de nivel de competencia gramatical antes y después de la visualización y posterior tarea de TAV de fragmentos de la serie internacional Juego de Tronos con un grupo de 43 alumnos de educación secundaria de edades comprendidas entre los 15 y los 16 años. Los resultados muestran un descenso moderado del número de estudiantes suspensos en la prueba final tras la intervención, así como un incremento notable en el número de estudiantes con calificación de bien y sobresaliente, lo que demuestra el potencial de la TAV como recurso para fomentar la adquisición de la competencia lingüística y gramatical en el aula de inglés como lengua extranjera.

أثر تنوع أسلوبی عرض النص الموازی (متزامن - منفصل) لمقاطع الفیدیو الرقمیة التعلیمیة فی بیئة تکنولوجیا الواقع المعزز فی تنمیة المفاهیم العلمیة والإدراک البصری وخفض العبء المعرفی لدى تلامیذ الصف الثانی الإعدادی

Article

Jul 2022

محمد حمدی أحمد السید

High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

Article

Full-text available

Oct 2021

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

A systematic review of experimental research in audiovisual translation 1992–2020

Article

Dec 2021

This study systematically reviewed 61 experimental studies on audiovisual translation (AVT), published in academic journals between 1992 and 2020. The review examined five aspects of these studies: publication trends, research scopes, research designs, statistical procedures, and reporting practices. Major findings include: (a) there has been a slight concentration of publication outlets for experimental AVT research; (b) the focal studies could be categorized into three themes (product, process, and pedagogy), with the product theme being the most popular and subtitling the dominant AVT modality; (c) the inclusion of a comparison group was the most common design feature, and questionnaires and tests were the most popular research instruments; (d) inferential statistical analysis was favored over descriptive statistical analysis; (e) data normality information and effect sizes were not regularly reported. Based on the systematic review, suggestions are made for the future development of experimental AVT research.

How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English

Chapter

Jan 2021

Buğra Zengin

Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.

Bilingual Dual-Coding Theory and Semantic Repetition Effects on Recall

Article

Full-text available

Jan 1988

A bilingual version of dual-coding theory was tested with French-English bilinguals who free recalled lists of concrete and abstract words repeated at different interitem lags. Repetitions involved the same words, translation equivalents, or same-language synonyms. The results extended previous findings and generally supported predictions from dual-coding theory and the independence storage hypothesis of bilingual memory: (a) Relative to single words, semantic repetitions (translations and synonyms) had additive effects on type recall even at short lags, whereas identical repetitions were less than additive at zero lag; (b) recall of identical repetitions increased more with lag than recall of semantic repetitions, so that differences between these conditions were diminished and sometimes reversed; (c) semantic repetition effects were weaker for synonyms than for translations, especially for abstract words; and (d) intrusion errors and pair recall were higher for translations than for synonyms, especially for concrete words at long lags. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Combinations of Printed Script and Spoken Dialogue that Show Promise for Students of a Foreign Language

Article

Full-text available

Jan 1984
CAN J BEHAV SCI

Extends previous work on particular combinations of printed script and coordinated spoken dialog, presented in either an S's 1st or 2nd language (L1, L2), that show promise with respect to improving L2 comprehension and memory. Ss were 84 7th graders whose L1 was English and who had conventional L2 training in French from the start of elementary school. Previous research by the 1st author and colleagues (see record 1981-33577-001) was conducted with Anglophone pupils who had "early French immersion" experience. For the more advanced "immersion" pupils, it was found that reversed subtitling (a combination wherein dialogs are presented in L1 and coordinated scripts in L2) and bimodal L2 input (a combination of coordinated dialogs and scripts both presented in L2) enhanced L2 comprehension beyond control conditions, in particular beyond normal subtitling (where dialogs are in L2 and scripts in L1). In the present study with less advanced pupils, a clear contrast emerged, indicating that pupils at this level require L1 input in at least 1 channel to comprehend or remember input material. It is argued that reversed subtitling might be useful in breaking such students away from their dependence on L1 input. (French abstract) (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Bilingual Memory Representation: A Further Test of Dual Coding Theory

Article

Full-text available

Mar 1988
Rev Canad Psychol

Jyotsna Vaid

Compared incidental recall for words coded as synonyms, translations, and copies in 28 Spanish-English, early and late onset bilingual undergraduates. 24 English-monolingual undergraduates recalled in draw, synonym, and copy conditions. Words in the synonym condition were recalled more than copied words by both groups of Ss, and bilingual Ss recalled imaged and translated words more often than synonyms. No differences were found between early and late onset bilinguals across words. It is argued that a dual coding view offers an explanation for these findings. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

READING A MESSAGE WHEN THE SAME MESSAGE IS AVAILABLE AUDITORILY IN ANOTHER LANGUAGE: THE CASE OF SUBTITLING

Chapter

Dec 1987

In Experiment 1, subjects reported on the speed of three presentation times of subtitles (4-, 6- and 8-seconds rules), with the 6-seconds rule as the one used by most TV stations (normal presentation time). In Experiment 2, three time rules (2-, 4- and 6-seconds rule) were used in three different tapes of the same movie and the eye movements were recorded. Subjects did or did not master the spoken language; a third group did not receive the sound track. The findings suggest that, under normal presentation time, time spent in reading the subtitle does not change as a function of the knowledge and the availability of the spoken language, due to the longstanding experiences of our subjects with such a presentation time. A number of episodic effects of the movie are to be explained by their confounding with the number of lines in the subtitle: As the time to switch from the movie to the subtitle is more or less the same in all cases, more viewing time is available with two lines. In general, processing of subtitles seems to be an automatic or “encapsulated” activity, at least if it is not disturbed by abnormal presentation times.

Les sous-titres: Un mal nécessaire

Article

Jan 1982

Lucien Marleau

Strategy of Discourse Comprehension

Book

Jan 1983

Watching Subtitled TelevisionAutomatic Reading Behavior

Article

Oct 1991
COMMUN RES

When foreign movies are subtitled in the local language, reading subtitles is more or less obligatory. Our previous studies have shown that knowledge of the foreign language or switching off the sound track does not affect the total time spent in the subtitled area. Long-standing familiarity with subtitled movies and processing efficiency have been suggested as explanations. Their effects were tested by comparing American and Dutch-speaking subjects who differ in terms of subtitling familiarity. In Experiment 1, American subjects watched an American movie with English subtitles. Despite their lack of familiarity with subtitles, they spent considerable time in the subtitled area. Accordingly, subtitle reading cannot be due to habit formation from long-term experience. In Experiment 2, a movie in Dutch with Dutch subtitles was shown to Dutch-speaking subjects. They also looked extensively at the subtitles, suggesting that reading subtitles is preferred because of efficiency in following and understanding the movie. However, the same findings can also be explained by the more dominant processing of the visual modality. The proportion of time spent reading subtitles is consistently larger with two-line subtitles than with one-line subtitles. Two explanations are provided for the differences in watching one- and two-line subtitles: (a) the length expectation effect on switching attention between picture and text and (b) the presence of lateral interference within two lines of text.

Using Words and Pictures in Foreign Language Learning

Article

Jan 1971

N/A

Differences in First- and Second-Language Reading: The Use of Syntactic, Semantic and Discourse Constraints

Article

Feb 1978

Gary Cziko

An account of a research project based on the psycholinguistic theory of reading. Its purpose was to isolate, analyze and directly compare the use of syntactic, semantic and discourse constraints by readers of French either as a first or as a second language. (AMH)

Choosing the Languages of Subtitles and Spoken Dialogues for Media Presentations: Implications for Second Language Education

Article

May 1981
APPL PSYCHOLINGUIST

This study explored novel ways of using the media for education, especially second language instruction. Various combinations of visual and auditory presentations of messages were compared, for example, both written script and spoken dialogue in subjects’ first language (L1), or script and/or dialogue in a second laguage (L2), and so on. Subjects were elementary pupils with advanced training in L2. The dialogues of radio programs were transcribed, permitting such combinations as: dialogue in L2, script in L1 (the normal subtitling format); dialogue in L1, script in L2 (reversed subtitling); both dialogue and script in L1 or in L2; and so forth. On L1 and L2 tests of memory, certain combinations (e.g., reversed subtitling) were much more promising for the development or maintenance of second language skills, or for literacy training, than was conventional subtitling. Theoretical and practical inplications are discussed.

Dual coding and bilingual memory

Article

Oct 1981

Two experiments compared the effects of verbal—nonverbal and bilingual dual coding on recall. Experiment 1 required French—English bilinguals to code a mixed list of pictures, French words, and English words by writing the English names of the pictures, translating the French words, and copying the English words. The participants were then asked unexpectedly to recall the generated English words. Experiment 2 reversed the coding task in that bilinguals were presented only English words along with coding cues that prompted them to sketch the refrents of one-third of the items, translate another third into French, and copy a third. The incidental memory test in this case required the participants to free recall the English words they had been presented. Both experiments showed that item recall increased significantly from unilingual to bilingual to verbal—nonverbal dual coding. The results favored a bilingual version of dual-coding theory over levels-of-processing and generation-effort interpretations.

Bilingual dual and bilingual memory

Jan 1981
532

Paivio

Attention allocation with overlapping sound, image, and text K. Rayner Eye movements and visual cognition: Scene perception and reading

G Ydewalle
I Gielen

Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction

Abstract

No full-text available

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