Use Of Subtitles Research Articles

기악 수업 분야의 유튜브 콘텐츠 분석 - 심동적 학습 단계를 중심으로 -

This paper tries to categorize YouTube content in the field of instrumental music classes for distance learning and then examine content and goals with a focus on the psychomotor learning stage. This study presented directions for instructors who produce online lecture videos for instrumental music classes and YouTube content for non-face-to-face classes. As for the research method, this study conducted analysis by learning stage after assorting YouTube content with high views that meets the analysis criteria for instrumental music edu cation. Consequently, this study confirmed the following three characteristics. First, You Tube instrumental music class content in all stages satisfied elements, such as video lengt h, appearance of a teacher, use of subtitles, visual elements, provision of supplementary material, and interaction, thus offering standards for content for effective distance learn ing. Second, lecture videos produced by focusing on creative expression and content that emphasizes the functional mastery of instrument playing required a unique video production strategy for effective non-face-to-face teaching in terms of content, composition, and edit ing. Third, YouTube channels in the field of instrumental music classes involved a variety of efforts, including on- and offline interaction between teacher and learner, with the pur pose of supplementing the limitations of distance learning. This discussion has meaning as a basic work that suggests a practical solution for producing videos for remote lessons in the emerging field of instrumental music according to the psychomotor learning stages using the YouTube platform.

An Examination of the Use of Subtitles in Learning L2 Collocations

Exposure to audiovisual input has been recognised as an engaging approach for implicit vocabulary learning. Recent studies have compared the effectiveness of different types of subtitling in enhancing viewers' learning gains in single word vocabulary, but research on multiword vocabulary , especially collocations, remains limited. The present study aims to examine which type of subtitling (i.e., English–Chinese subtitles or English-only subtitles) is more effective in L2 implicit collocation learning, and it attempts to identify Chinese L2 learners’ learning difficulties when acquiring collocations. Experiments and interviews were conducted with 66 Chinese undergraduates to investigate their acquisition, in terms of both form recognition and meaning recall. Results indicate that compared with English-only subtitles, the effectiveness of English–Chinese subtitles in enhancing the acquisition of L2 collocation meaning is more significant, although English-only subtitles can be more helpful in reinforcing collocation forms. The results of the interviews also suggest that participants are more likely to encounter difficulties with contextually marked phrasal verbs and idioms, and affective filters should be considered when analysing individual differences. The findings support the use of L1 in subtitles to improve the learning efficiency of vocabulary meaning, as well as to help teachers identify the sources of students’ learning difficulties.

Native language subtitling of educational videos: A multimodal analysis with eye tracking, EEG and self‐reports

AbstractLanguage assistance becomes an integral component of the teaching–learning process in non‐English– speaking multilingual societies where education takes place predominantly in local languages. Subtitles have been found to be beneficial in facilitating understanding of English language media in such situations. However, when accompanied with subtitles, information‐rich instructional materials can add to the learner's cognitive load as their attention must be split between the content and the subtitle. To evaluate the cognitive and affective impacts of subtitle language on learning, we conducted a multimodal study using eye tracking, electroencephalogram (EEG), self‐report, and pre–post test data of 51 individuals watching a 12‐minute educational video with either no subtitles, English subtitles (L2) or subtitles in their native language (L1). We discovered (a) positive learning gains for groups with subtitles, whether L1 or L2, which suggested positive impact of subtitles on learning outcome; (b) native language subtitling yielded the highest instructional efficiency and supported effective distribution of visual attention between slide content and subtitle; (c) native language subtitles elicited the lowest cognitive load, as evidenced by both EEG measurements and self‐report data; and (d) gaze data highlighted key strategies of high and low performers during interaction with subtitled media. Practitioner notesWhat is already known about this topic Use of subtitles for language acquisition is an extensively researched topic. It is well established that subtitles are beneficial for language acquisition. Use of subtitles for content learning is relatively less understood with no robust finding. What this paper adds Provides a rich literature review about the impact of subtitles, namely, beneficial, detrimental or neutral, for content learning. Offers empirical results demonstrating positive impact of native language subtitles for content learning. Adds to the limited literature of multimodal investigation of learning with subtitles. Implications for practice and/or policy English language e‐learning content designers may consider adding native language subtitles for global adoption of learning products.

Exploring the Potentials of Intralingual Subtitling in Second Language Learning: An Experimental Study with EFL University Students

In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the input.

Saudi Students’ Attitudes to the Use of Subtitles to Improve Their Listening Skills

The role of subtitles in improving listening skills is a controversial issue in the literature of second language (L2) learning. This study attempted to investigate L2 learners’ attitudes to the use of subtitles when watching English audio-visual materials. Investigating L2 learners’ attitudes to the use of subtitles may have implications for designing listening courses in education organisations around the world. The study recruited 63 Saudi third-year students from an English department at a Saudi university. The data was collected by means of a closed-ended questionnaire containing 23 Likert-scale items. The results indicated that most participants: a) agreed that listening skills are important; b) had more positive attitudes to the use of English subtitles (captions) than to Arabic subtitles; c) expressed positive attitudes to people who use articles; and d) acknowledged that the use of captions had a greater positive impact on L2 learning than either Arabic subtitles or no subtitles at all.

Using Genre-Based Approach to Teach Persuasive Netvertisement for English Learners in a Chinese Vocational College

This paper is part of the researcher’s Ph.D. thesis to deploy and develop the potential of genre-based pedagogy of systemic functional linguistics to support business-major English language learners’ development of persuasive strategies in the written discourse of online advertisement. Given the “value” of netvertisement in motivating consumption, it is vital for non-native English speakers preparing to participate in international e-commerce to take control of the current genre. The research question is how a genre-based writing class can promote students’ persuasive netvertisement with appropriate vocabulary, text organization, and strategies of engagement, graduation, and manipulation of information packaging. This paper describes an instructional intervention in Chinese vocational college using genre-based Curriculum Cycle to involve 51 student participants—coming from two classes—in the learning and teaching of persuasive netvertisement. Results identified the significant improvement between pre-and post-tutorial with Wilcoxon Test. Meanwhile, textual analysis of the two randomly selected writings supported the effectiveness of the intervention in terms of the reduced listing of phrases, expanded vocabulary to describe a broader range of products, and improved use of persuasive strategies of engagement (e.g., questioning), graduation (e.g., the metaphorical scenario in image design), and manipulation (e.g., use of subtitling, varied thematic structures). The findings indicate the potential of a genre-based approach in promoting college students’ persuasive practices in netvertisement writing.

Analysis of the Cognitive Load Produced by the Use of Subtitles in Multimedia Educational Material and Its Relationship with Learning

The research aims to develop an analysis of the cognitive load produced by the use of subtitles in multimedia educational material and its relationship with learning. The methodology used for the development of the research presents a qualitative approach of experimental type, the population selected for experimentation is made up of 100 students of the fifth year of secondary school of Regular Basic Education, of which a sample of 45 students was selected through a simple random sampling, which have been divided into 3 groups of 15 students each, four learning sessions are developed using subtitled multimedia videos and without subtitle and a pre test and post test are applied in order to analyze the cognitive load involved in the use of subtitled videos in the learning sessions, the scale standardized by Pass and Van Merrienboer is used. The results show that the application of subtitles in the videos mean a potential proposal in the teaching-learning processes, due to the improvement in learning since 30% of students improve their performance in relation to the initial Pretest, in addition to promoting inclusion through support for people with hearing disabilities, they also represent a constant support material. In conclusion, the application of subtitles in multimedia material is evaluated by the student and the developer, because not all videos are productive to apply them if there are videos where subtitles of an intralinguistic, bilingual and other nature are required; except for situations where the learning condition warrants it.

Saudi Students’ Attitudes to the Use of Subtitles to Improve Their Listening Skills

Saudi Students’ Attitudes to the Use of Subtitles to Improve Their Listening Skills

SUBTITLING DOCUMENTARIES: A LEARNING TOOL FOR ENHANCING SCIENTIFIC TRANSLATION SKILLS

This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment. Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language

Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students

Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.

Comparing the impact of automatically generated and corrected subtitles on cognitive load and learning in a first- and second-language educational context

The addition of subtitles to videos has the potential to benefit students across the globe in a context where online video lectures have become a major channel for learning, particularly because, for many, language poses a barrier to learning. Automated subtitling, created with the use of speech-recognition software, may be a powerful way to make this a scalable and affordable solution. However, in the absence of thorough post-editing by human subtitlers, this mode of subtitling often results in serious errors that arise from problems with speech recognition, accuracy, segmentation and presentation speed. This study therefore aims to investigate the impact of automated subtitling on student learning in a sample of English first- and second-language speakers. Our results show that high error rates and high presentation speeds reduce the potential benefit of subtitles. These findings provide an important foundation for future studies on the use of subtitles in education.

Torah Old and New: Exegesis, Intertextuality, and Hermeneutics

Torah Old and New: Exegesis, Intertextuality, and Hermeneutics

Aprendizaje idioma inglés mediado por subtítulos presentados en medios audiovisuales

Objetivo. Desarrollar actividades de aprendizaje del idioma inglés a partir de subtítulos por herramientas audiovisuales, para medir el grado de traducción e interpretación de los estudiantes durante la actividad del aprendizaje.
 Diseño. Utilizando los métodos exploratorio y proyectivo de manera conjunta con el propósito de establecer una metodología para lograr los objetivos propuestos en la investigación.
 Metodología. A partir de los métodos seleccionados se definió una muestra con 55 estudiantes en tres grupos del programa de ingeniería de sistemas en la Universidad de la Amazonia en el semestre quinto, sexto y séptimo, con la colaboración de los docentes de Sistema Operativo, Ciencia y Tecnología de la Información I y Cibernética II.
 Resultados. Los resultados presentaron la efectividad para el uso de subtítulos en el aprendizaje del idioma inglés, de acuerdo a los resultados, los estudiantes aprecian los medios de aprendizaje usando las nuevas tecnologías para los procesos de enseñanza.
 Limitaciones. Resistencia por parte de los estudiantes al aprendizaje de una segunda lengua, requiriendo mayor atención y dedicación a partes audiovisuales de la herramienta.
 Conclusión. El análisis de la efectividad para el uso de subtítulos en el aprendizaje del idioma inglés tiene viabilidad, pero se necesita tiempo, los estudiantes y docentes lo requieren para realizar las diferentes actividades, de monitoreo o seguimiento. Así mismo, se identificaron las ventajas en el uso de subtítulos como estrategia para el aprendizaje del idioma inglés, las cuales influyen por la edad, motivación, tiempo de dedicación, estrategia de enseñanza y aprendizaje, capacidad intelectual, tipos de recursos didácticos y el uso de la tecnología como apoyo en el proceso de enseñanza del aprendizaje.

Does Basque Have a Future? Implications of Hegemonic Languages for Audiovisual Consumption by Adolescents

This article analyses the consumption of audiovisual content in the Basque language by adolescents in the Basque province of Gipuzkoa and the influence of hegemonic languages on two levels: Spanish as the dominant language in a bilingual society, in which linguistic competence in Basque does not translate into its use; and an audiovisual industry in which English and Spanish are the dominant languages. For this study, surveys were completed by 2,426 students in the compulsory secondary school system (ages 12 -16) enrolled in either the “Model B” language stream (half in Basque and half in Spanish) or the “Model D” language stream (Basque as the language of instruction) at 60 schools across the province. Cluster sampling was used, stratified with proportional allocation in order to obtain data on the seven regions of Gipuzkoa. Audiovisual consumption was examined mainly in five significant areas: cinema, television, news, sports and the Internet. Special attention was also given to the use of subtitles when viewing fiction content. The study found that adolescents in Gipuzkoa consume audiovisual content mainly in Spanish, although not all to the same degree, as there is considerable variation between regions. Affectivity in relation to the language is a key aspect for interpreting the results of this research.

How Can Accessibility for Deaf and Hearing-Impaired Players be Improved in Video Games?

This research investigates how the accessibility of video games can be improved for deaf and hearing-impaired players. The journal is divided into several areas, first, examining the use of subtitles and closed captions used in video games; and second, how visual cues can be used to provide better accessibility for deaf and hearing-impaired gamers. This includes effectively creating suitable atmospheres and mood in games through lighting as well as having a varied environment that prevents the players from getting bored with the setting of a game and finally exploring current best practices within the gaming industry. Through this research data the issues with accessibility can be found as well as how a lack of accessibility affects deaf and hearing-impaired gamers. Research from this investigation supports some of the evidence from other researchers in the field that accessibility features for deaf and hearing-impaired can be considered and implemented.

Speech Acts in Post-Apocalyptic Games: The Last of Us (2014)

Abstract Among everything else post-apocalyptic video games have come to stand for, notions of in-group versus out-group communication are paramount. The Last of Us (2014, Naughty Dog/Sony Computer Entertainment) is a case in point. I look into the game’s use of subtitles and didactic texts in order to find out to the extent speech acts shape the player’s understanding of what the video game is. As an understudied aspect of video games, HUD or menu elements, as well as characters’ exchanges and voice-over narration, disclose what it is like to be alive, dead or in-between. Essentially, they show the tensions between the avatar and the gamer: the hero makes all of the decisions by himself and the player has to abide or stop playing all together. The avatar’s identity comes alive through speech acts, while the player is left outside decision-making processes. Survival horror gaming, with a religious twist, gives insight into the in-game discussion on the representation of the zombie rather than on the zombie experience as such. On screen, the interplay between speech acts and written language amounts to a procedural language, which suggests that variability in language creates an environment conducive to learning. Particularly, language use is all about group values and communication styles that should help gamers tell apart friends from enemies, good from evil and, finally, people from zombies.

The Possibility and Challenges for Deaf-Blind Individuals to Enjoy Films in Theater

In recent times, the use of subtitles and audio descriptions in movies for individuals with either hearing or visual impairment and the need to develop systems to provide these have been realized. However, even the need and possibility for deaf-blind individuals to enjoy movies have not been discussed yet. This study created an environment for deaf-blind individuals to “watch” a film, and conducted a screening of feature-length films with subtitles and audio descriptions. Interviews of 26 deaf-blind individuals indicated that 56% had watched films in a theater after becoming deaf-blind and before the screening session. When watching the films, 26.9% of participants used individual monitoring devices, headphones, or other conventional video or audio equipment. Furthermore, 50% were able to use either subtitles or audio descriptions. Regardless of their impairment conditions, participants responded positively towards watching the film in the screening session. Among the deaf-blind, 42.1% of the partially sighted and deaf, blind and hard of hearing, and partially sighted and hard of hearing individuals appreciated a special aspect of the theater, i.e., “sharing an opportunity and communication with others.”

The Effect of Subtitling on the Enhancement of EFL Learnerss Listening Comprehension

In Egypt most foreign-language audiovisual materials are viewed in the original audio version with the Arabic subtitles. With the increasing access to audiovisual material, EFL learners are more exposed to oral input in English than ever before. However, what has unfairly remained unresolved is the use of subtitles. Thus, the present study represents an effort to empirically examine the effect of feature movies with and without subtitle on listening comprehension of Egyptian EFL learners. The participants of this study were randomly selected from a larger pool of 180 fourth year students from the Department of English Language, Minoufia University, Egypt. 104 participants were randomly chosen and then randomly assigned to the two experimental groups and the control group. The first experimental group viewed the movie with English subtitles (ESG), the second group viewed the movie with Arabic subtitles (ASG), and the control group viewed the movie without subtitles (WSG). After screening the 14 excerpts from 8 movies, 14 multiple-choice listening comprehension tests were administered in order to evaluate their listening comprehensions. Then, each group was asked to complete a questionnaire in order to know their opinions about the way the movie was presented. In the last session, all participants sat on the listening section from the TOEFL test. The results of the data analysis revealed that for Multiple Choice tests, the subtitles groups outperformed the WSG, and ASG performed better than the ESG; however, on the TOEFL test, the analysis of groups’ performance revealed a better mean score for the ESG compared to other groups.

Queering Hip-Hop, Queering the City: Dope Saint Jude’s Transformative Politics

Queering Hip-Hop, Queering the City: Dope Saint Jude’s Transformative Politics

The Use of Subtitling in Teaching Professional Interpretation

Two studies of the General Direction for Education and Culture of the European Commission, one of 2008 and the other of 2011, recommend the use of subtitling both to encourage learning foreign languages and as a tool for formal learning of foreign languages. In this article we intend to illustrate the possibility of using subtitling for teaching professional interpretation from French into Romanian and from Romanian into French on the basis of their similarities. In subtitling and in interpreting, the meaning is rendered by the logical decoding of the linguistic and extralinguistic messages. Subtitling and interpreting are similar as far as the following are concerned: linguistic and extralinguistic competences involved, the semiotic systems, the types of constraints involved in decoding the message, a more active participation of the public, compared to the translation recipient. The article provides examples of the use of subtitling for all types of interpretation: sight translation, liaison interpreting, consecutive and simultaneous translation. Subtitling can be used for training various people at different degrees: university, post graduate, translators, communicators, etc. and also, with slight alterations, for improving the French language knowledge.