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Relevant bibliographies by topics / Subtitle for the deaf and hard of hearing

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Journal articles

Academic literature on the topic 'Subtitle for the deaf and hard of hearing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Subtitle for the deaf and hard of hearing"

1

Krasavina, Yuliya Vitalevna, Ekaterina Petrovna Ponomarenko, Olga Victorovna Zhuykova, and Yuliya Vadimovna Serebryakova. "Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 101–7. http://dx.doi.org/10.15293/1813-4718.2101.11.

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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.

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2

Nakajima, Sawako, Naoyuki Okochi, Naoko Iizumi, Motohiko Tsuru, Kazutaka Mitobe, and Tetsujiro Yamagami. "The Possibility and Challenges for Deaf-Blind Individuals to Enjoy Films in Theater." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 2 (2017): 350–58. http://dx.doi.org/10.20965/jaciii.2017.p0350.

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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.”

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3

Morettini, Agnese. "Profiling deaf and hard-of-hearing users of subtitles for the deaf and hard-of-hearing in Italy: a questionnaire-based study." MonTI. Monografías de Traducción e Interpretación, no. 4 (2012): 321–48. http://dx.doi.org/10.6035/monti.2012.4.14.

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4

Szarkowska, Agnieszka, Izabela Krejtz, Olga Pilipczuk, Łukasz Dutka, and Jan-Louis Kruger. "The effects of text editing and subtitle presentation rate on the comprehension and reading patterns of interlingual and intralingual subtitles among deaf, hard of hearing and hearing viewers." Across Languages and Cultures 17, no. 2 (2016): 183–204. http://dx.doi.org/10.1556/084.2016.17.2.3.

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5

Talaván, Noa. "Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:." International Journal of English Studies 19, no. 1 (2019): 21–40. http://dx.doi.org/10.6018/ijes.338671.

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The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.

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6

Aleksandrowicz, Paweł. "Can subtitles for the deaf and hard-of-hearing convey the emotions of film music? A reception study." Perspectives 28, no. 1 (2019): 58–72. http://dx.doi.org/10.1080/0907676x.2019.1631362.

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7

McIntyre, Dan, and Jane Lugea. "The effects of deaf and hard-of-hearing subtitles on the characterisation process: a cognitive stylistic study ofThe Wire." Perspectives 23, no. 1 (2014): 62–88. http://dx.doi.org/10.1080/0907676x.2014.919008.

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8

Utray, Francisco, Ana María Pereira, and Pilar Orero. "The Present and Future of Audio Description and Subtitling for the Deaf and Hard of Hearing in Spain." Meta 54, no. 2 (2009): 248–63. http://dx.doi.org/10.7202/037679ar.

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Abstract The aim of this article is to describe the state of the art in Spain of the two most popular media accessible modalities: audio description and subtitling for the deaf and hard of hearing. The article traces their origin and development up to the present time. It also examines standards and laws and analyses the economic and operative implications of media accessibility, which does not follow traditional economic parameters. The article aims to define the profile of future describers and subtitlers in Spain, who are currently being trained in the field of Audiovisual Translation. It concludes by proposing a wide variety of measures to be taken in order to reach full media accessibility and raise popular awareness of these services which are available now and will be increasingly so in the future with the change from analogous to digital broadcasting.

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9

Gernsbacher, Morton Ann. "Video Captions Benefit Everyone." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 195–202. http://dx.doi.org/10.1177/2372732215602130.

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Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

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10

Costal, Tomás. "Why is that creature grunting?" Translation and Translanguaging in Multilingual Contexts 4, no. 1 (2018): 151–77. http://dx.doi.org/10.1075/ttmc.00008.cos.

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Abstract Video games today are highly complex audiovisual products. Their nature is not only multisemiotic but also interactive. Their potential audience has certain expectations and, especially in the case of digital blockbusters, final users need the advantage of knowledge and the force of numbers. A faux pas in design, continuity or playability will most likely be conducive to social media outrage, and will see official apologies be released presently. Conversely, accessibility shortcomings rarely or never have the same impact. The present study puts forward the advantages of including Subtitles for the Deaf and Hard of Hearing (SDH) in popular video games and offers an in-depth analysis of a selection of recent multimedia titles. Drawing on the work of Bernal Merino (2015), O’Hagan and Mangiron (2013) and Trabattoni (2014) on the special characteristics of video games, the main elements around which they are structured and the aspects that determine their success or failure, the author will endeavour to advance a convincing argument in favour of the introduction of SDH subtitling conventions.

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