Academic literature on the topic 'Interlingual subtitles'

The language of interlingual subtitles and the effect it has on viewers is a concern for viewers of subtitled audiovisual content, subtitlers, and SVOD1 services such as Netflix2, as well as other cable, national and commercial broadcasters that show subtitled content. Subtitles are a popular form of audiovisual translation and their usage is growing worldwide. Conveying conversational dialogues from one language via subtitles to another may not come without obstacles as subtitles are a reduced, written, form of text, where many features of conversational, spoken language may be lost. Skins, a British teenage series, containing fast-paced dialogues and slang, as well as an abundance of expletives, will be used as an illustration of this topic. The subtitling of only one expletive will be compared across all seven seasons of this television series, by analysing the opening episode of each season, against different circumstances in which particular seasons were subtitled. The study of the corpus of Croatian subtitles of this TV series, based on the analysis of the opening episode of each season of this TV series has been conducted. The article aims to show that the way subtitles are depends on how they were created, under what set of circumstances.

Abstract This theoretical paper adopts the point of view of the audience of subtitled films and outlines a theory of subtitles as communicative agents within the participation structures of film reception. Based on examples from three Swiss fiction films – Heidi (2015), Heimatland (2015) and Der Goalie bin ig (2014) – the following communicative effects are found and illustrated: uniformity, authorisation, foregrounding, aestheticisation, foreignisation. These effects are conceptualised in terms of Constitutive Communication theory and textual agency (Cooren. 2004. Textual agency: How texts do things in organizational settings. Organization 11(3). 373–393. doi:10.1177/1350508404041998), which describe that by communicating with audiences, subtitles animate into being other participants in film discourse and contribute to what viewers take away in terms of characters, stories, the cultural aspects they represent and the source culture(s) from which the text is perceived to communicate.

Intralingual respeaking has been widely practiced since 2001 (Romero-Fresco, 2011), however, interlingual respeaking (from one language into another) is yet to take off. As a hybrid form of subtitling and interpreting, interlingual respeaking calls upon skills used in both professions. To transform this mode of audiovisual translation (AVT) within Media Accessibility (MA), a programme must be created to train future interlingual live subtitlers (ILSers). This paper presents the results of the first ever study on interlingual live subtitling (ILS), in which 10 participants interlingually respoke three short videos using a language combination of English and Spanish. The main areas of research in this project are feasibility, quality and training. Before expanding training in this area, ILS must be deemed feasible and an effective method of assessment must be in place to determine its quality. The average accuracy rate of the study is 97.17%, with the highest accuracy rate reaching the 98% threshold with 98.33%. The initial results point to ILS as feasible providing a training programme is put in place to build upon existing task-specific skills and develop new ones to ensure interlingual live subtitles of good quality are produced.

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.

AbstractThis study investigated how semantically relevant auditory information might affect the reading of subtitles, and if such effects might be modulated by the concurrent video content. Thirty-four native Chinese speakers with English as their second language watched video with English subtitles in six conditions defined by manipulating the nature of the audio (Chinese/L1 audio vs. English/L2 audio vs. no audio) and the presence versus absence of video content. Global eye-movement analyses showed that participants tended to rely less on subtitles with Chinese or English audio than without audio, and the effects of audio were more pronounced in the presence of video presentation. Lexical processing of subtitles was not modulated by the audio. However, Chinese audio, which presumably obviated the need to read the subtitles, resulted in more superficial post-lexical processing of the subtitles relative to either the English or no audio. On the contrary, English audio accentuated post-lexical processing of the subtitles compared with Chinese audio or no audio, indicating that participants might use English audio to support subtitle reading (or vice versa) and thus engaged in deeper processing of the subtitles. These findings suggest that, in multimodal reading situations, eye movements are not only controlled by processing difficulties associated with properties of words (e.g., their frequency and length) but also guided by metacognitive strategies involved in monitoring comprehension and its online modulation by different information sources.

<p>This paper explores the use of interlingual subtitle as a media in teaching reading skill in one of private high schools in Surakarta. This research was initially conducted as the teachers found problems in teaching genres of texts, especially explanation text. Interlingual subtitle which is placed in videos is offered by the researchers as a solution and expected to help students in understanding the content of explanation text. This research uses classroom action research method with two cycles. The objectives of this research are to find out: 1) the implementation of interlingual subtitle in teaching explanation text, and 2) the impacts of interlingual subtitle on students’s achivements. The subjects of this research are 33 students of social science class and 33 students of natural science class. It is found out that interlingual subtitle can be used as a supplementary material in teaching explanation text. Interlingual subtitle has also contributed positively to the increasing scores of the students during the pre-test to the post-test.</p><p> </p>

Abstract Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability. Subtitling can also increase language comprehension and leads to additional cognitive benefits, such as greater depth of processing. However, learners often need to be trained to develop active viewing strategies for an efficient use of captioned and subtitled material. Multimedia can offer an even wider range of strategies to learners, who can control access to either captions or subtitles.

*Legendas intralinguais, legendas interlinguais e compreensão de vídeo: percepções a partir de um estudo exploratório*Este estudo explora os efeitos de legendas intralinguais e interlinguais no processamento e compreensão de um sitcom norte-americano por brasileiros aprendizes de Inglês como Língua Estrangeira (ILE). Mais especificamente, este trabalho investiga os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica do vídeo por parte dos aprendizes. Trinta e seis aprendizes de ILE, matriculados nos Cursos Extracurriculares de Língua da Universidade Federal de Santa Catarina (UFSC), foram igualmente divididos em dois grupos experimentais (legendas intralingual e legendas interlinguais) e um grupo controle (sem legendas). O desempenho dos participantes foi medido com base em um teste de compreensão geral e específica do vídeo. Os dados foram analisados quantitativa e qualitativamente. Em relação aos efeitos das legendas na compreensão do video, os testes estatísticos e as análises revelaram que as legendas intralinguais foram mais benéficas para a compreensão geral e específica dos aprendizes do que as legendas interlinguais. Estas, por sua vez, foram mais benéficas do que a condição controle. Contudo, o desempenho dos participantes nas condições experimentais não mostrou diferenças estatísticas. Os resultados são discutidos à luz de diferentes possíveis mecanismos de processamento e potenciais que os tipos de legendas podem oferecer para a aprendizagem/instrução em L2.

ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.

The use of English template files in workflows involving the multilanguage creation of subtitles from the same source audio assets, typically English, was one of the greatest innovations in the subtitling industry at the turn of the century. It streamlined processes, eliminated duplication of work, reduced direct costs, improved timelines and facilitated the quality control of large volumes of subtitle files whilst expanding the pool of available translators to complete the work. Template files set the basis for the globalisation of the subtitling industry and, almost two decades since their inception, they are still a topic of debate among language service providers and subtitlers. The present paper is a descriptive work, presenting a set of guidelines devised by the present author at the turn of the century, and used in practice for almost a decade in the production of multilingual subtitling work, enhanced and improved upon by the very subtitlers that worked with them. It aims at providing a reference point for debate to researchers in the subtitling field, so as to further the ongoing discussion on interlingual subtitling quality, practices and standards.

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
Made available in DSpace on 2016-09-20T04:57:08Z (GMT). No. of bitstreams: 1 341471.pdf: 2667303 bytes, checksum: eaea23f9a619cab28b9f053e11c70732 (MD5) Previous issue date: 2016
Abstract : This dissertation explores the effects of intralingual and interlingual subtitles on Brazilian EFL learners? development. More specifically, it seeks to explore (i) the effects of intralingual and interlingual subtitles on learners? general and specific video comprehension; (ii) the effects of intralingual and interlingual subtitles on learners? L2 vocabulary recognition; (iii) and a possible correlation amongst learners? Working Memory (WM) capacity, their level of general and specific video comprehension, and their level of L2 vocabulary recognition. A total of 36 intermediate-level EFL learners, enrolled at the Extracurricular Language Courses at Universidade Federal de Santa Catarina (UFSC), were divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (soundtrack only). In addition to profile data, participants? performance was also measured on three sets of tests: (i) a general and a specific video comprehension test; (ii) an L2 vocabulary recognition test, comprising a pre-test, a test, and a post-test; (iii) and two WM tests, a Reading Span Test (RST) and an Operation-Word Span Test (OSPAN). Data were analyzed both quantitatively and qualitatively. As regards the effects of subtitles on video comprehension, statistical tests and analyses performed indicated more beneficial effects when using intralingual subtitles over the other conditions, even though participants? performance in the experimental conditions was not statistically different from one another. As for the effects of subtitles on L2 vocabulary recognition, experimental conditions were not found to substantially foster it, and no statistically significant differences among the experimental groups and the control group were found. Across time, the results obtained on the L2 vocabulary recognition tests point out to more positive growth in performance obtained by the intralingual subtitles group, followed by the interlingual subtitles group, and then the control group. Finally, concerning the correlation tests performed, participants? WM capacity did not significantly interact with their performance on any of the tests, which may possibly be related to the study design at large.
Esta tese de doutorado explora os efeitos de legendas intralinguais e interlinguais no desenvolvimento de aprendizes brasileiros de ILE. Especificamente, este estudo busca explorar (i) os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica de vídeo pelos aprendizes; (ii) os efeitos de legendas intralinguais e interlinguais no reconhecimento de vocabulário em L2 pelos aprendizes; (iii) e uma possível correlação entre a capacidade de Memória de Trabalho (MT) dos aprendizes, seu nível de compreensão geral e específica e seu nível de reconhecimento de vocabulário em L2. Um total de 36 aprendizes de nível intermediário de ILE, matriculados nos Cursos Extracurriculares de Línguas da Universidade Federal de Santa Catarina (UFSC), foram divididos em dois grupos experimentais (legendas intralinguais e legendas interlinguais) e um grupo controle (sem legendas). Além de informações sobre seus perfis, o desempenho dos participantes também foi medido por meio de três testes: (i) teste de compreensão geral e específica de vídeo; (ii) teste de reconhecimento de vocabulário em L2, contendo um pré-teste, um teste e um pós-teste; (iii) e dois testes de MT, sendo um Teste de Alcance de Leitura (TAL) e um Teste Soma-Palavra (TSP). Os dados foram analisados de forma quantitativa e qualitativa. Com relação aos efeitos das legendas na compreensão de vídeo, os testes estatísticos e análises feitas indicaram mais efeitos benéficos com legendas intralinguais, ainda que o desempenho dos participantes nas condições experimentais não tenha sido estatisticamente diferente entre si. Sobre os efeitos de legendas em reconhecimento de vocabulário em L2, as condições experimentais não pareceram promovê-lo substancialmente, não sendo encontradas diferenças estatisticamente significantes entre os grupos. Ao longo do tempo, os resultados obtidos nos testes de reconhecimento de vocabulário em L2 demonstraram maior crescimento no desempenho por parte do grupo de legendas intralinguais, seguido pelo grupo de legendas interlinguais e depois pelo grupo controle. Finalmente, no tocante aos testes estatísticos de correlação, a capacidade de MT não interagiu significativamente com o xi desempenho dos participantes nos demais testes, estando possivelmente relacionado ao design do estudo.

In recent years, with the diffusion of streaming platforms and the growing offer of audiovisual products, media accessibility is back in the spotlight. The d/Deaf and hard of hearing audience needs specific tools such as SDH to fully enjoy films and TV series. Indeed, the rendering of the specific labels describing sound effects, music, paralanguage contained in SDH is the focus of this dissertation. The aims of this work are firstly to raise awareness of the needs of the d/Deaf and HoH audience; secondly, to provide a complete review of sound effects, paralanguage and music in SDH both in the academic and professional world; thirdly, to observe the practical actions of translators faced with the challenge of interlingually translate these elements from English into Italian with a master template. Going into detail, the dissertation is composed of four chapters. The first chapter covers the general aspects of AVT and accessibility, including accessibility legislation in some selected States, and illustrates some ongoing controversies regarding the needs of d/Deaf and hard of hearing audience, like the preference for SDH vs. Sign Language. The second chapter focuses on intersemiotic labels (e.g. [grunting]), starting with a review of academic and professional norms, then giving a detailed overview of each element (i.e. sound effects, music, paralanguage), with a dedicated chapter on the issues of interlingually translating these phenomena into SDH. The third chapter, after a brief overview of corpus studies and AVT, presents the corpora built with the SDH of a known streaming platform (especially a parallel corpus of aligned EN>IT SDH), the methodology of the case study, the software used (Sketch Engine) and the queries performed. Finally, the fourth chapter contains the results and discussion of the case study, mainly consisting in a qualitative analysis of specific translational EN>IT strategies based on the concordance lines pertaining to the parallel corpus.

碩士
國立中正大學
外國語文學系英語教學研究所
106
This study examines the effect of watching intralingual (English) and interlingual (Chinese) subtitled English animations on eleventh grade high achievers’ vocabulary learning. It further explores students’ perspectives of watching subtitled animations. Seventy-five high-achieving students from a high school in northern Taiwan participated in this study. The duration of the experiment lasted for four weeks. Data collection included: (1) pre- and post-tests of vocabulary, (2) questionnaires, (3) semi-structured interviews and (4) classroom observations. The participants were divided into two groups A and B. They watched two subtitled (intralingual and interlingual) video clips of the English animation-Storks. A Vocabulary Knowledge Scale (VKS) was implemented as a pre- and post-test to assess students’ vocabulary learning. The finding showed that both groups’ post-test scores have improved significantly, but there was no significant difference between the two subtitled modes. In other words, the results were not able to prove which subtitled mode was better than the other in terms of vocabulary learning. However, the participants’ questionnaires, interviews and class observations indicated that the most participants held a positive attitude toward watching animations with subtitles. In addition, they thought watching intralingual subtitles could enhance their learning motivation and interest in learning vocabulary more, while watching interlingual subtitles could help reduce their learning anxiety. Finally, the study suggested that both intralingual and interlingual subtitled animations could be used as an effective tool in enhancing eleventh grade high achievers’ vocabulary learning in different ways.

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.

In summary, this book proposes that improper sites of subtitling and dubbing provide a key to revaluing translation’s role within screen culture broadly. By analysing a range of emergent practices, Speaking in Subtitles has explored ‘errancy’ as a fault line rapidly spreading across the surface of contemporary screen translation, transferring attention away from endless, unresolvable debates on ‘quality’ towards the geopolitics that determine and delimit value systems in the first place. The concrete translation practices explored in this book identify language diversity as a major trajectory within digital and online modes of media engagement. Paying attention to improper sites of subtitling and dubbing provides a crucial key, it argues, to revaluing translation’s role within screen culture broadly—these ‘error screens’ are central, not peripheral, to screen culture as the risks of linguistic and cultural mutation that attend interlingual translation keep films, TV programs and other forms of screen media circulating, evolving and living-on.

This study focuses on the translation of the genderlect uttered by the transgender protagonist of the Japanese movie Close-Knit directed by Ogigami Naoko (2017) within the context of interlingual subtitling in the Japanese-Italian language pair. According to recent research in the field of AVT, gender translation may disclose important clues about the way identity-related issues are perceived in a source and in a target language. In particular, the rendition of ‘liquid’ genderlects challenges the belief that Japanese society is naturally divided into two sexes/genders and that there are two separate linguistic codes for female and male speakers. By utilizing a constructionist framework that treats gender as a complex and fluid cultural construct, this study intends to stress the importance of disentangling gender norms from dominant heterosexist discourses, and how sociocultural markers of the spoken language need effective transposition in subtitles. Especially, when gender issues emerging from Japanese movies must be translated for non-English speaking target audiences.