Audiovisual translation as a tool for teaching English Language to French-speaking students in Cameroon

Abstract

The process by which people acquire the capacity to perceive and comprehend language as well as to produce and use words and sentences to communicate is known as language learning. The present study aimed at assessing whether intralingual subtitling can be used to effectively improve on the learning of English language by French speaking Cameroonian students in the country. It involved exposing French speaking students to a film without subtitles over a period of two weeks during which they viewed the film six times and subsequently to the same film with English intralingual subtitles over the same period and length of time. Prior to the exercise the students underwent a diagnostic test which was aimed at evaluating their level of the English language which was an essential component in the subtitling of the film. The students then underwent pre and post tests after viewing the film without and with the subtitles respectively. Analysis of the results of these tests using statistical methods (t-test and ANOVA) showed an improvement in their language elements namely: comprehension, vocabulary, word formation, sentence structure, sound speech, meaning, and usage depending on the context. The improvement average mark increased from 9.5/20 in the pre-test to 12.0/20 in the post-test, thereby confirming the fact that students can effectively improve on language learning through the use of intralingual subtitling which can therefore be considered as an important tool of audiovisual translation. Key words: Audiovisual translation, linguistic elements, language learning, language teaching, French speaking students.