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The role of subtitle in foreign language teaching

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The role of subtitle in foreign language teaching

Abstract

Today it is accepted that learning a language by seeing, hearing and by getting to know the culture is a more appropriate approach. In this sense, films in foreign language teaching are important audio-visual tools in terms of reflecting the fineness of the language, culture and customs and traditions, clothes and lifestyle of a community. In language teaching, it is very important to know what words and expressions are used in which context and environment and to pronounce them correctly. Many language learners benefit from this audiovisual tool because of the contributions of films to foreign language learning. Especially in the developing of listening comprehension skills, learners prefer to watch films on foreign language. There are three options: watching the film in its original language without subtitles, watching the film in its original language with subtitles in source language and watching the film in its original language through subtitle translation in target language. In this study, it has been searched which method and the reason English language teaching department students prefer to improve their English language skills. Therefore, the factors that should be considered in the selection of films to be used in foreign language learning, the subtitle as a method of film translation, the place of subtitles in language learning, the positive and negative aspects of film translation with subtitle method have been dealt with and some suggestions have been made. As a research tool, appropriate sampling questionnaire has been distributed to the students and collected data has been analyzed by SPSS program. As a result of the research, students believe that watching films has improved their listening comprehension skills and has a positive contribution to the development of their speaking skills. Thus, they prefer English subtitles more.
Aksu-Ataç, A., & Köprülü-Günay, S. (2018). The role of
subtitle in foreign language teaching. International
Online Journal of Education and Teaching (IOJET),
5(3). 525-533. …………………………………………
http://iojet.org/index.php/IOJET/article/view/350/251
Received: 12.12.2017
Received in revised form: 01.05.2018
Accepted: 10.06.2018
THE ROLE OF SUBTITLES IN FOREIGN LANGUAGE TEACHING
Bengü Aksu Ataç
Nevşehir Hacı Bektaş Veli University
aksubengu@gmail.com
Sevtap Günay-Köprülü
Nevşehir Hacı Bektaş Veli University
sgkoprulu@hotmail.com
Bengu Aksu Ataç is the director of the school of Foreign Languages and Head of the ELT
programme. Her professional interest areas are language teaching, testing and assessment,
Common European Framework of Reference for Languages, European Language Portfolio,
authentic assessment, peace education and ELT for young learners.
Sevtap Günay Köprülü is an Assistant Professor in Department of Foreign Language
Education in Nevşehir Hacı Bektaş Veli University.
Copyright by Informascope. Material published and so copyrighted may not be published
elsewhere without the written permission of IOJET.
International Online Journal of Education and Teaching (IOJET) 2018, 5(3), 525-533.
525
THE ROLE OF SUBTITLES IN FOREIGN LANGUAGE TEACHING
Bengü Aksu-Ataç
aksubengu@gmail.com
Sevtap Günay-Köprülü
sgkoprulu@hotmail.com
Abstract
Today, engaging in real language environments and exposing to the target culture often
are seen as more appropriate to learn a second language. In this sense, movies in foreign
language teaching are important audio-visual tools in terms of reflecting the language,
culture, customs and traditions, clothes and lifestyle of a community. In language teaching, it
is very important to know how words and expressions are used in different contexts and to
pronounce them correctly. Many language learners benefit from these audio-visual tools
because of the contributions of movies to foreign language learning. Especially in the
development of listening comprehension skills, learners prefer to watch movies in foreign
language. There are three options: watching the movie in its original language without
subtitles, watching the movie in its original language with subtitles in source language and
watching the movie in its original language through subtitle translation in target language.
In this study, 68 English Language Teaching prospective teachers have been investigated for
their attitudes towards developing their English language skills outside of the educational
setting, whether they use English movies to improve their language skills, which genre they
choose and their subtitle preferences. Therefore, the factors that should be considered in the
selection of movies to be used in foreign language learning, the subtitle as a method of movie
translation, the place and importance of subtitles in language learning, the positive and
negative aspects of movie translation with the subtitle method have been studied and some
suggestions have been made. As a research tool, appropriate sampling questionnaire has been
distributed to the students and the collected data has been analyzed by SPSS program. As a
result of the research, students believe that watching movies has improved their listening
comprehension skills and has a positive contribution to the development of their speaking
skills. Thus, they prefer English subtitles more.
Keywords: subtitle, subtitle translation, foreign language learning
1. Introduction
Learning a language means communicating by acquiring the communicative competency
of that language. This requires learning the communicative skills of the language, as well as
productive skills such as speaking and writing and perceptive skills such as listening and
reading, and also learning to communicate verbally and in writing with the native speakers of
target language along with the culture, lifestyle, and behaviour of the country where the
language is spoken (Edmonson & House, 1993, p. 82, as cited in Aktaş, 2005, p. 93). The
most effective way to achieve this is to learn the language in the target country. However,
Aksu-Ataç & Günay-Köprülü
526
since such an opportunity is not always possible, benefiting from the movies in this sense is
an appropriate approach. Movies are the most effective audiovisual tools to learn the culture
of the target language, because you can both see and hear, moreover, witness the patterns and
contexts of expressions and words. Language becomes complete only when it is learned
together with the culture in which it is born.
There are many studies regarding the significance of movies in foreign language learning.
It has been proved that it has a booster feature in teaching level in a short time. (Demirezen,
1990, p. 294). Although they are fictional, movies reflect real life. Learning a foreign
language in a system that is close to real environments attracts attention of the learners and
they can see the shapes of the theoretical knowledge about the language in the movies.
Movies are important tools especially in the acquisition of listening comprehension and
speaking competences because through movies one can learn about how to form dialogues in
different environments, gestures and mimics supporting verbal expressions, formal and
informal expressions, stress and intonation. Since movies are both aural and visual tools,
watching a movie in a foreign language to learn a language facilitates both channels. For this
reason, learning with two channels increases learning speed and its permanence. Chan and
Herrero (2010, p.11) explain the advantages of using movies in foreign language teaching as
follows;
1 The movies make understanding activities easier because they are perceived as real.
2 Movies create an atmosphere of curiosity with the introduction of mutual ideas and
interpretations.
3 Movies help to explore nonverbal linguistic elements.
4 They develop verbal and aural skills.
5 Movies help learners to speak more naturally and fluently, create more meaningful texts
and improve their word power.
6 There are many ways to use movies in language classes depending on their genres.
It is apparent that they are very useful when considering all these advantages of movies in
foreign language learning and in terms of developing listening-comprehension and speaking
skills it is also obvious that movies should be watched in their original language. In such
situations using subtitles will further motivate learners in the first stages of language learning.
When the movie is watched in its original language, as the language in movies reflects their
real use in the natural environment, learners can be aware of the use of linguistic features
such as emphasis and intonation. It becomes easier and faster to learn the language as it
integrates what is seen with what is heard. On the other hand, watching a movie in a foreign
language is more difficult and tiresome because it can be difficult to understand. This may
negatively motivate language learners. However, subtitles can be used to prevent such an
inconvenience.
1.1. Place of Subtitled Movies in Foreign Language Learning
In terms of observing vocabulary learning, listening comprehension, differences in
expressions, and especially pronunciation, subtitled movies are suggested to language
learners. Studies held in a research institution in England show that presenting audio with the
written text at the same time has positive effects on recording spoken words and increasing
language memory (Okyayuz, 2016, p. 43). In terms of foreign language learning, the most
important advantage of subtitle is that the movie can be watched in its original language and
with the original audio. Therefore, audience/language learner, who has partial knowledge of
the language, can benefit from the subtitle when s/he cannot understand the audio.
International Online Journal of Education and Teaching (IOJET) 2018, 5(3), 525-533.
527
Subtitles used in movies can be classified under various types. For example, bimodal,
standard and reversed subtitling (Zanon, 2006, p. 47). However, there are two different types
of subtitles in general:
1.Interlingual subtitle: The original language of the movie is translated into another language.
The audience/language learner watches and listens to the movie with the original/target
language, but reads the subtitle translated into his/her own language.
2. Intralingual subtitle: Here, the original language and the subtitle of the movie are the same.
Intralingual subtitle is more for people with impaired hearing. Therefore, with this kind of
subtitle, all audio sounds like footsteps, which are a sign of someone is coming, knocking
sound at the door, the sound of a car horn that is coming from outside are shown. There are
also intralingual subtitles for foreign language learners apart from the aforementioned ones.
As a result of many research, it is seen that using subtitles in foreign language learning has
positive results. These positive results also include subtitles’ positive effects on productive
skills like recalling the words entirely and keeping them in the correct context besides
communicative performance in a specific oral and written communication (Rokni & Ataee,
2014, p. 718).
In a research conducted, it has been decided that subtitles in the original language
(English) have displayed positive effects on listening comprehension skills of students, who
are learning English as a foreign language, with medium level English competency. The use
of subtitled movie has been found helpful and entertaining by the participants (Felek Başaran,
2011). In another study, it has been identified that listening comprehension skills of the
audience/language learners that watch a movie in English with intralingual subtitle have
improved more than the others that watch it without any subtitle (Rokni & Ataee, 2014).
In 2009, in an extensive research carried out on the use of subtitle in language education, it
is revealed that intralingual and interlingual subtitles have positive contributions to the
foreign language education. This paper has demonstrated that subtitles increase the
motivation in language education and support a multilingual environment, and learners that
want to improve their language skills prefer subtitle translations instead of dubbing
translations (EACEA, 2009/01, as cited in Okyayuz, 2016, p. 43).
Many researchers agreed that intralingual subtitles have positive effects in foreign
language learning. Studies held among English language learners have revealed that
intralingual subtitles can be effective as a teaching tool (see Okyayuz, 2016, p. 43). In many
research, it is stated that subtitles have positive influences on language education in general
terms, however, inter-lingual subtitle, which is translated subtitle, has been recommended
less than intra-lingual subtitle, which is the subtitle in the original language, by comparison.
As an example, according to the study carried out by Holger Mitterer and James McQueen
(2009), a learner who watches a movie in a foreign language to improve listening
comprehension skills in that foreign language can ideally achieve this by watching the movie
with an intra-lingual subtitle. Similarly, Caimi (2006) states that intra-lingual subtitles can be
used for didactic purposes in language learning. In another paper, a movie in English with
English subtitles was watched and it was seen that the subtitle helped students to learn new
words and idioms, and to improve their listening skills (Özgen, 2008).
The main goal of interlingual subtitle is to use expressions, which make the movie
understandable. The audience/learner comprehends the meaning of the scene by reading the
subtitle. On the other hand, there are also features that subtitles should have technically (
Günay-Köprülü, 2016). Because of these technical features like the number of lines and the
Aksu-Ataç & Günay-Köprülü
528
number of maximum characters, translation of the subtitles has to be restricted, therefore
subtitles, in a way, have to give the summary or the gist of spoken expressions.
2. Methodology
In this study, the first and second year students of English Language Teaching department
at Haci Bektas Veli University in Nevsehir have been investigated for their attitudes towards
developing their English language skills outside of the educational environment, whether
they use English movies to improve their language skills, which genre they choose and their
subtitle preferences. As a research tool, appropriate sampling questionnaire has been
distributed to the students and the collected data has been analyzed by Statistical Package for
Social Sciences (SPSS) program version 18.0 to calculate means, frequencies and
percentages.
The questionnaire has been constructed in order to have general information about
participants, their opinions and attitudes towards watching movies, their preference of
subtitles and the effects of movies and subtitles on language learning skills. The opinions of
the participants on the effects of movies and subtitles on language learning skills have been
graduated by Likert Scale: Strongly disagree = 1, Disagree = 2, Neither agree nor disagree =
3, Agree = 4, Strongly agree = 5.
While identifying the study and the questionnaire, “A survey of students’ opinions on
watching English soundtrack movies to enrich listening skill development” by Tanisara
Pimsamarn has been used and adapted.
3. Findings and Discussion
The first and second year students of English Language Teaching department at Haci
Bektas Veli University in Nevsehir have been participated in the study. 34 first year students,
34 second year students and total 68 students have participated in the study. 86.8 % of the 68
students were (N=59) girls and 13.2% (N=9) of them were boys.
Only 2 of the 68 students participated in the questionnaire did not answer the question
asking about the type of graduate high school. Over 66 students who have answered the
question 78.8 % (N=52) of them were Anatolian High School graduates, and 21.2% (N=14)
of them were Normal State High School graduates.
Only 2 of the 68 students participated in the questionnaire did not answer the question
asking about their duration of language learning. Over 66 students who have answered the
question 74.2 % (N=49) 11-15 years, 21.2% (N=14) 6-10 years, 3% (N=2) 1-5 years and only
1 student has more than 16 years of English language education period.
29.4% (N=20) of the students have mentioned that they watch a movie once a week and
again 29.4 % (N=20) them said they watch a movie once a month. While 29.4% (N=20) of
the students have been watching an original English movie, 27.9% (N=19) pointed that they
watch original English movies less than a month. For more detailed information see Table 1.
Opportunity to use
Movies/ English Movies
Frequency
Percent
Valid Percent
Cumulative Percent
FİS
İFİS
FİS
İFİS
FİS
İFİS
FİS
İFİS
Valid
Everyday
3
2
4.4
2.9
4.4
2.9
4.4
2.9
Three to five times a week
15
10
22.1
14.7
22.1
14.7
26.5
17.6
Once a week
20
17
29.4
25.0
29.4
25.0
55.9
42.6
Once a month
20
20
29.4
29.4
29.4
29.4
85.3
72.1
International Online Journal of Education and Teaching (IOJET) 2018, 5(3), 525-533.
529
Less than once a month
10
19
14.7
27.9
14.7
27.9
100.0
100.0
Total
68
68
100.0
100.0
100.0
100.0
48 students answered the question about what kind of movies they watch. The percentage
of their answers: 27.1 % (N=13) Comedy, 22.9 % (N=11) Action, 18.8% (N=9) Romantic,
10.4% (N=5) Thriller and the rest have preferred Other.
56 students answered the question about why they watch movies. 83.9 % (N=47) of them
mentioned that they watch movies in order to improve language skills and 8.9 % (N=5) for
fun.
A great number of students (%94.0) who have participated in the questionnaire prefer
subtitles while watching movies (see Table 2). About the languages used in subtitles although
there is not a big difference between languages the number of the students who prefer English
subtitles (% 53.2) are more than the others (see Table 3).
Table 2. Subtitle preference
Subtitle
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Yes
63
92.6
94.0
94.0
No
4
5.9
6.0
100.0
Total
67
98.5
100.0
Missing
99.00
1
1.5
Total
68
100.0
Table 3. Language of the subtitle
Subtitle language
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Turkish
29
42.6
46.8
46.8
English
33
48.5
53.2
100.0
Total
62
91.2
100.0
Missing
99.00
6
8.8
Total
68
100.0
50 of the 68 students have answered the question about why they prefer English subtitles
while watching movies. 46% (N=23) of 50 students prefer English subtitles in order to
understand the dialogues while watching movies. Again 46% (N=23) of the students prefer
English subtitles to see the English equivalents of the words they hear (see Table 4).
Table 4. Reason for English subtitle preference
English subtitle
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Infer the meaning from the written form
23
33.8
46.0
46.0
To see the written forms of the words
23
33.8
46.0
92.0
Others
4
5.9
8.0
100.0
Total
50
73.5
100.0
Missing
99.00
18
26.5
Total
68
100.0
Aksu-Ataç & Günay-Köprülü
530
53 students have answered the question about why they prefer Turkish subtitle while
watching a movie. 50.9 % (N=27) of the 53students mentioned that they prefer Turkish
subtitle to see the Turkish equivalent of the words in the movie, 24.5% (N=13) of them to
understand the movie, and 22.6% (N=12) of them to understand the dialogues in the movie
(see Table 5).
Table 5. Reason for Turkish subtitle preference
Turkish subtitle
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Understand the movie
13
19.1
24.5
24.5
Understand the dialogues
12
17.6
22.6
47.2
To see the Turkish equivalance of the word
27
39.7
50.9
98.1
Other
1
1.5
1.9
100.0
Total
53
77.9
100.0
Missing
99.00
15
22.1
Total
68
100.0
According to the results of the questionnaire, most of the students agree with 10 of the 11
questions. The only question that they do not agree and confused is the one about the Turkish
subtitles of the foreign movies. The students are indecisive about the adequacy of the Turkish
subtitles. They totally agree with the following opinions; Learn correct pronunciation through
movies, By watching movies in original English language I learn new words, I can improve
my listening skill by watching English language movies (see Table 6).
Table 6. Opinions on the effects of movies and subtitles on language learning skills.
N
Level of Agreement
Strongly
disagree
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
1. English subtitles help me understand
conversation in the movies better
68
-
1
(% 1.5)
5
(% 7.4)
43
(% 63.2)
19
(% 27.9)
2. Learn correct pronunciation through
movies
68
-
-
5
(% 7.4)
31
(% 45.6)
32
(% 47.1)
3. Movies help me understand unfamiliar
accents and dialects better
68
-
-
7
(% 10.3)
36
(% 52.9)
25
(% 36.8)
4. By watching movies in the original
English language I learn new words
68
-
1
(% 1.5)
3
(% 4.4)
30
(% 44.1)
34
(% 50)
5.By watching English movies with
Turkish subtitles I learn new words
68
-
6
(% 8.8)
7
(% 10.3)
29
(% 42.6)
26
(% 38.2)
6. I find Turkish subtitle translations
sufficient
66
3
(% 4.5)
15
(% 22.7)
34
(% 51.5)
9
(% 13.6)
5
(% 7.6)
7. Movies help me understand unfamiliar
idioms and slangs better
68
-
3
(% 4.4)
10
(% 14.7)
34
(% 50)
21
(% 30.9)
8. Original English movies can improve
me listening skill better than other English
media normally used in class
67
-
-
10
(% 14.9)
35
(% 52.2)
22
(% 32.8)
9.Original English movies is good for
teaching listening for students
67
-
-
4
(% 6)
32
(% 47.8)
31
(% 46.3)
10. Watching English movies can be
beneficial for English use in everyday life
68
-
-
2
(% 2.9)
37
(% 54.4)
29
(% 42.6)
11. I can improve my listening skill by
watching English language movies
68
-
1
(% 1.5)
-
30
(% 44.1)
37
(% 54.4)
International Online Journal of Education and Teaching (IOJET) 2018, 5(3), 525-533.
531
The idea which the students mostly agree with is that they can improve their English
listening skills by watching original English movies. Secondly, they think that they can learn
new words while watching original English movies. Thirdly, they agree that original English
movies are so helpful in teaching listening skills to the students. The idea that they least agree
with is that they can learn new words while watching Turkish subtitled original English
movies. In addition, they find Turkish subtitles insufficient (see Table 7).
Table 7. The average of the opinions on the effects of movies and subtitles on language
learning skills.
N
Mean
Min
Max
Std
Variance
1. English subtitles help me understand conversation in the
movies better
68
4.17
2.00
5.00
.621
.386
2. Learn correct pronunciation through movies
68
4.39
3.00
5.00
.626
.392
3. Movies help me understand unfamiliar accents and
dialects better
68
4.26
3.00
5.00
.637
.406
4. By watching movies in the original English language I
learn new words
68
4.42
2.00
5.00
.653
.427
5.By watching English movies with Turkish subtitles I learn
new words
68
4.10
2.00
5.00
.916
.840
6. I find Turkish subtitle translations sufficient
66
2.96
1.00
5.00
.927
.861
7. Movies help me understand unfamiliar idioms and slangs
better
68
4.07
2.00
5.00
.797
.636
8. Original English movies can improve my listening skill
better than other English media normally used in class
67
4.17
3.00
5.00
.672
.452
9.Original English movies is good for teaching listening for
students
67
4.40
3.00
5.00
.604
.365
10. Watching English movies can be beneficial for English
use in everyday life
68
4.39
3.00
5.00
.550
.303
11. I can improve my listening skill by watching English
language movies
68
4.51
2.00
5.00
.585
.343
4. Conclusion
Researchers agree that using movies has positive effects on foreign language teaching
and learning. It is also emphasized that watching movies in the target language with subtitles
motivates learners. Following these ideas, the students' attitudes and views on watching
subtitle movies and whether they use movies for foreign language learning outside the
classroom environment have been assessed. The evaluation was done according to the data
obtained through the questionnaire which is one of quantitative research designs. The
majority of the 68 students who participated in the survey graduated from Anatolian high
schools. They have English education for 11-15 years. These students usually watch various
movies once a week or once a month. The frequency of watching an original English movie
is once a month. The vast majority of participants prefer to watch comedy and action movies.
The majority watch movies for language development and they prefer subtitles. Although
there is no big difference between the English-Turkish subtitles preference, English subtitles
are preferred because they want to understand the dialogues and see spellings. Turkish
subtitles are preferred in order to understand the Turkish meanings of the words they hear.
Students agree that movies help them learn accents and dialects, idioms, proverbs, and
slang words in the target language and they also learn correct pronunciation. Opinions that
students most agree with are that they can learn new words by movies and they can improve
their listening skills. They think English movies are very helpful both in everyday English
Aksu-Ataç & Günay-Köprülü
532
use and in teaching English to students, especially to teach listening comprehension skills.
The rate is a bit lower, considering that English movies are more helpful in improving
listening and comprehension skills than other classroom tools. Regarding the use of subtitles
in movies, compared to the view that they learn new words with Turkish subtitles, they agree
more on the item that English subtitles are better for understanding dialogues in movies.
According to results of the questionnaire, students are not sure about sufficiency of Turkish
subtitles. This explains why the rate is lower for the item that Turkish subtitles are useful in
new vocabulary learning.
As a result, students have the opinion that it is useful to watch English movies to
improve their English language skills and it is useful to watch English movies with English
subtitles.
International Online Journal of Education and Teaching (IOJET) 2018, 5(3), 525-533.
533
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... Purposive sampling merupakan sampel yang ditentukan berdasarkan pada maksud dari penelitian tapa mengamati kecakapan generalnya. Sampel ini dilakukan dengan cara mengambil subjek bukan didasarkan atas strata, random atau daerah tetapi didasarkan atas adanya tujuan tertentu (Arikunto, 2016). ...
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The purpose of this research to improve the ability to analyze the intrinsic elements of the drama in students of class VIII-2 Private Junior High School Nurcahaya Medan using a jigsaw type cooperative learning model. The drama script is an essay containing stories or plays. The drama script is inseparable from the intrinsic element of the drama script. Jigsaw type cooperative learning model is a cooperative learning model where students work collaboratively in small groups consisting of four to six people heterogeneously. This research is a classroom action research, conducted at Private Junior High School Nurcahaya Medan. The stages of the study were divided into two cycles, each of which was implemented within the time allocation of 3x40 minutes. Subjects in this study were 33 students of class VIII-2. The data analysis technique was conducted by a qualitative descriptive analysis technique. The results of the study show an increase, i.e., in the assessment of the first cycle of 60,76 to 76,82 in the second cycle. Students who completed the first cycle were 11 students and increased to 26 students on the second cycle. Keywords: Drama script, Intrinsic element, Jigsaw, Cooperative, Ability
... With the advent of technology and the increasing access to computers, TV, video equipment, and online and offline audio-visual materials, EFL teachers have found it easy and possible to use audio-visual materials to teach the English language to EFL learners with different proficiency levels, and they have frequently used them effectively in language classes (Aksu-Ataç & Köprülü-Günay, 2018;Napikul, et al., 2018;Rokni & Ataee, 2014). Champoux (1999) believed movies are a comfortable familiar medium for motivating EFL learners and making them interested in learning. ...
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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.
Experiment Findings
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Ya existen varios estudios que ponen de relieve los beneficios lingüísticos de mirar programas de televisión en lenguas extranjeras como un estudiante de L2. Numerosas investigaciones también han concluido que la subtitulación, en particular la subtitulación revertida, de esos programas ayuda mucho en el proceso de aprendizaje. Dado estos hallazgos, en este estudio se investigó si al mirar una telenovela con subtitulación intralingüística puede servir como una manera efectiva para adquirir nuevas palabras en español. Los primeros 10 minutos de una telenovela colombiana fueron presentados a dos grupos experimentales de estudiantes de una universidad estadounidense. Un grupo miró el fragmento con subtítulos en español mientras que el otro grupo lo miró sin subtitulación. Los resultados fueron recogidos a través de tres pruebas: una pre-prueba, prueba posterior inmediata y prueba posterior retrasada. Al fin y al cabo, los participantes que miraron la telenovela con subtítulos registraron un promedio más alto que el otro grupo en la prueba posterior inmediata. No obstante, también se observó evidencia de la adquisición de nuevas palabras de los que vieron la telenovela sin ninguna subtitulación. En suma, esta investigación reafirmó los beneficios de mirar programas televisivos en otras lenguas y provee una base para nuevas investigaciones sobre el aprendizaje incidental de idiomas extranjeros.
Experiment Findings
Full-text available
Ya existen varios estudios que ponen de relieve los beneficios lingüísticos de mirar programas de televisión en lenguas extranjeras como un estudiante de L2. Numerosas investigaciones también han concluido que la subtitulación, en particular la subtitulación revertida, de esos programas ayuda mucho en el proceso de aprendizaje. Dado estos hallazgos, en este estudio se investigó si al mirar una telenovela con subtitulación intralingüística puede servir como una manera efectiva para adquirir nuevas palabras en español. Los primeros 10 minutos de una telenovela colombiana fueron presentados a dos grupos experimentales de estudiantes de una universidad estadounidense. Un grupo miró el fragmento con subtítulos en español mientras que el otro grupo lo miró sin subtitulación. Los resultados fueron recogidos a través de tres pruebas: una pre-prueba, prueba posterior inmediata y prueba posterior retrasada. Al fin y al cabo, los participantes que miraron la telenovela con subtítulos registraron un promedio más alto que el otro grupo en la prueba posterior inmediata. No obstante, también se observó evidencia de la adquisición de nuevas palabras de los que vieron la telenovela sin ninguna subtitulación. En suma, esta investigación reafirmó los beneficios de mirar programas televisivos en otras lenguas y provee una base para nuevas investigaciones sobre el aprendizaje incidental de idiomas extranjeros.
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This article analyses a novel foreign language learning activity consisting on the students' production of video subtitles. With the help of specific subtitling software, this strategy allows students to understand foreign language acquisition and production from a different perspective. One of the main advantages of this strategy is that, since it makes students create language within a familiar and motivating context (audiovisual extracts), they feel they play an active role in their own learning process, so their language acquisition is enhanced. Besides, the combination of audio, visual, and textual information makes this technique very valid for all types of students Este artículo analiza una nueva actividad para el aprendizaje de lenguas extranjeras consistente en que los alumnos produzcan subtítulos de vídeo. Con la ayuda de un software de subtitulación específico, esta estrategia permite comprender la adquisición y la producción del idioma desde otra perspectiva. Una de sus ventajas es que, al hacer que los alumnos produzcan lengua dentro de un contexto familiar y motivador (extractos audio-visuales), sienten que desempeñan un papel activo en su propio proceso de aprendizaje; así, mejora su adquisición lingüística. Además, su combinación de información auditiva, visual y textual la hace válida para todos tipo de alumnos.
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In this study, the concept of communicative competence in foreign language teaching hasbeen discussed in the light of the current research literature. In particular, the issue of basic skillsdevelopment has been investigated in depth. Furthermore, it has been emphasized that theculture of the foreign language needs to be incorporated into the language instruction. Finally,practical suggestions concerning the development of foreign language teaching have beenpresented.
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The double function of intralingual subtitles as accessibility and didactic aids is considered from a linguistic and cultural perspective, in order to highlight the importance of intralingual subtitled videos as language learning tools. Empirical and theoretical insights are complemented by an experimental teaching programme being carried out at Pavia University.
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In this study, fifteen European learners of English, between high-intermediate and post-proficiency level, watched nine hour-long sessions of BBC general output television programmes with CEEFAX English language subtitles. The aim of the study was to investigate the potential benefits to be gained in terms of language learning from watching sub-titled programmes. The subjects provided detailed feedback on language gained from the programmes, on their reactions to the sub-titles, on strategies used in exploiting the sub-titles, on levels of anxiety, on the comprehensibility of the sound and text, and on the programmes themselves. The subjects also undertook a limited number of language-oriented activities connected with the programmes. Subjects reported that they found the sub-titles useful and beneficial to their language development and that they were able to develop strategies and techniques for using sub-titles flexibly and according to need. The findings suggested that sub-titled programmes may be of limited value for low-level learners, but may provide large amounts of comprehensible input for post-intermediate-level learners. The findings also indicated that sub-titles promote a low affective filter, encourage conscious language learning in 'literate' learners, and, paradoxically, release spare language-processing capacity.
Using movies to teach languages: A teachers' toolkit. (It was produced for Cornerhouse (part of Projector: Community Languages). Retrieved on
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Chan, D., & Herrero, C. (2010). Using movies to teach languages: A teachers' toolkit. (It was produced for Cornerhouse (part of Projector: Community Languages). Retrieved on January 12, 2015 from http://www.cornerhouse.org/movie/movie-media/toolkit-forteachers-using-movie-to-teach-languages
Video kullanımının yabancı dil öğretimine getirdikleri
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Demirezen, M. (1990). Video kullanımının yabancı dil öğretimine getirdikleri [The conributions of video use to the foreign language teaching].
Study on the use of subtitling: The potential of subtitling to encourage foreign language learning and improve the mastery of foreign languages. European Commission, Directorate -General Education and Culture
EACEA (2009): Study on the use of subtitling: The potential of subtitling to encourage foreign language learning and improve the mastery of foreign languages. European Commission, Directorate -General Education and Culture, Final Report June 2011, Media Consulting Group.