Facultad de Psicología. Magisterio y Ciencias de la Educación

Máster oficial de formación de profesorado de Secundaria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas

UniversidadCatólica de ValenciaSan Vicente Mártir

o Introduction.

o Characteristics of Audiovisual texts.

o Benefits of audiovisual texts.

o Benefits of subtitled material.

o Benefits of subtitling as an activity.

o Didactic Methodologies.

o Activities.

o Conclusion

The aim of this paper is to make an account of different

perspectives and data that confirm that inter and

intralinguistic subtitles benefit second language

acquisition, dealing with the multimodality, the

authenticity and the improvement in students motivation

that this kind of audiovisual texts provides. This paper

will also comment the benefits of subtitling as an

activity reviewing different projects, works and the

different approaches used on them.

o Reception through two channels: acoustic and

visual

o Significant presence of non-verbal element

o Synchronization between verbal and non-

verbal elements

o Appearance on screen – Reproducible material

o Pre-determined succession of moving images –

Recorded material

o Multimodality

Audiovisual texts are multimodal texts becausethere are a mixture of semiotic channels that areinterrelated.

Fadel (2008) There are a set of principles related tomultimedia and modality based on the work ofRichard Mayer, Roxanne Moreno, and otherprominent researchers.

Ex. Multimedia Principle: Retention is improvedthrough words and pictures rather than throughwords alone.

In general, multimodal learning has been shown tobe more effective than traditional, unimodallearning. Adding visuals to verbal (text and/orauditory) learning can result in significant gains inbasic and higher-order learning. (Fadel 2003)

o Authenticity

Movies and Clips from TV show real interaction ina real context that lots of clues and linguistic(accents dialects, tone) and paralinguistic (gestures,movements) information. Talaván (2012), DiazCintas (2010) (etc.)

Sherman (2003) there are a series of benefits thatmerge from the use of audiovisual texts.

o Motivation

-(Vanderplank , 1989 1990, Baltova 1994,

Neves, 2004, Talavan 2010, 2012, Diaz Cintas

2012)

-ClipFlair tests

13%

25%

317%

433%

542%

I like working with clips andaudiovisual material to learn foreign

languages

o Enhances comprehension at all levels.

o Promotes the acquisition and retention of

vocabulary.

o Improves oral production.

o Facilates second language acquisition and

multilingualism.

o Motivates the students to read.

There are a series of relationships that appear in

subtitled material (Sokoli, 2102)(fig. 1)

The person in charge of subtitling has to take into account a series

of limitations

• Temporal

• Spatial

• Ortotypographic

• Linguistic

Verbal

Acoustic

(dialogue)

Non-verbal

Acoustic

(music, sounds)

Visual

Verbal

(subtitles)

Visual

Non-Verbal

(Images)

Fig. 1

• Benefits of using audiovisual materials and activities (Zabalbeascoa P, Sokoli, S. y Torres, O. 2012)

o (Talaván 2010, 2012, Lertola, 2012)

o Subtitling involve high cognitive processes. (Fadel 2008)

Audiovisual Watching Audiovisual Listening

Audiovisual Reading Audiovisual Writing

Audiovisual Speaking Audiovisual Production

o Commmunicative Approach (CA) and Task-

based learning (TBL)

o Post-Method and Computer Supported

Collaborative Learning (CSCL)

o Models from "La subtitulación en el aprendizaje

de lenguas extranjeras" Talaván Zanón (2013)

Borghetti’s Model

Viewing the clip The students watch the film first without the

script an then with it focusing on cultural

aspects.

Seeking for

information

Students look for information for the subtitling

task taking into account cultural aspects and

the nature of the text.

Subtitling task The students subtitle the clips.

Self-assement The students evaluate their work.

Incalcaterra and Lertola (2010)

Preparation (teacher only) 2-3 hours Teacher selects material .

Raise Motivation 45 minutes Teacher presents the activity and

explains the importance of subtitling.

Global Content 45 minutes Students watch the scene without

script and debate about the content

and important facts, then they watch it

again with the script.

Analysis 45 minutes Students analyse and debate the

linguistic and paralinguistic aspects of

the text

Gist 2-3 hours Students create the subtitles adapting

the content.

Self assessment critical review 45

minutes

Students view their results correct

them and make a final cut.

Lertola (2012)

1hour First watch without audio, students make hypothesis about the content, second watch

with audio confirming the hypothesis.

1hour The students watch the videos with audio and script.

1hour Students adapt the script and begin the subtitling task

1hour End of the subtitling task, reviewing the results

o Activities from ClipFlair Proyect

• Gaps The teacher includes the subtitles of a clip with

some blanks that the learners have to fill in (missing

words, numbers, proper names, etc.).

• Recipes Learners write how to cook a recipe from a

cooking clip.

• Songs Learners write the lyrics of the clip song.

• Product advertising Students write advertising

sentences for the clip.

• Short story Learners create a short story in subtitles

from the clip.

• Activities involving Revoicing and AV Production

o Benefits of using audiovisual materials

o Benefits of subtitled material

Enhances comprehension at all levels.

Promotes the acquisition and retention of vocabulary.

Improves oral production.

Facilitates second language acquisition and multilingualism.

Motivates the students to read.

o Benefits of subtitling activities

Promote the acquisition and retention of vocabulary.

Involve high cognitive processes, and specific skills.

Thank You!