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Foreign language acquisition: the role of subtitling

Foreign language acquisition: the role of subtitling. Patrícia Albergaria Almeida Patrícia Costa Centre for Research on Lifelong Learning (CRELL) Joint Research Centre European Commission. OUTLINE 1. European context 2. Language transfer practices in Europe 3. Subtitling or dubbing?

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Foreign language acquisition: the role of subtitling

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  1. Foreign language acquisition: the role of subtitling Patrícia Albergaria Almeida PatríciaCosta Centre for Research on Lifelong Learning (CRELL) Joint Research Centre European Commission

  2. OUTLINE 1. European context 2. Language transfer practices in Europe 3. Subtitling or dubbing? 4. FL learning & subtitling 5.Researchon FL learning & subtitling 6. Concluding remarks

  3. 1. European Context • Developmultilingualism: • Languagelearning • Linguisticdiversity and a multilingualeconomy • Legislation, procedures and informationonthe EU in citizens’ ownlanguage • (EuropeanCommission, 2003-2008)

  4. 1. LANGUAGE TRANSFER PRACTICES IN EUROPE 2. LANGUAGE TRANSFER PRACTICES IN EUROPE • Subtitling • Dubbing(lip-sync) • Voice-over

  5. 2. LANGUAGE TRANSFER PRACTICES IN EUROPE TV Cinema

  6. 3. LANGUAGE TRANSFER PRACTICES IN EUROPE Thereis a divide betweenEuropeancountries Subtitlingcountries Cyprus, Denmark, Estonia, Finland, Greece, Netherlands, Norway, Portugal, Slovenia, … Dubbingcountries France, Germany, Italy, Spain Subtitlingismostwidelyused in Europeancountries

  7. 3. Subtitling or dubbing? • Aestheticreasons • Linguisticquality • Economicreasons • Language and cultural policies of thepast (nationalistregimes) • (Danan, 1991; EuropeanCommission, 2011; Kilborn, 1993; Koolstra & Beentjes, 1999; Rundle & Sturge, 2010)

  8. 3. Subtitling or dubbing? In subtitlingcountries as well as in dubbingcountriesthereisthebeliefthattheirchosenapproachisthebestone. (Kilborn, 1993; Spinhof & Peeters, 1999) Viewers’ preferencesappearto be inspiredbytradition.

  9. 3. Subtitling or dubbing? Subtitling can promotelearning (informal & formal contexts) Reading subtitlescontributestothedevelopment of theproficiency in foreignlanguages MostlyrelevantforEnglish, as itisthemostusedlanguagetosubtitleprograms in Europeancountries

  10. 4. FL learning and subtitling • Viewers are motivatedby TV and cinema • Subtitling as anoptimalenvironmentforforeignlanguagelearning • Viewershave a goodopinionabout English • (Koolstra & Beentjes, 1999)

  11. 5. Research on FL learning and subtitling Adult and adolescentlearnerslearn FL wordsthroughwatchingsubtitles(d’Ydewalle & Pavakanun, 1995, 1997) Howmuch of a FL childrenmustknowbeforethey are abletolearnsomeelements of a FL throughwatchingsubtitledprograms? Children can learnsomebasics of a FL (Koolstra & Beentjes, 1999)

  12. 5. Research on FL learning and subtitling Studyonthe use of subtitling(EuropeanCommission, 2011) At least 150 people in each country - 33 countries • Watchingsubtitled TV programssupportsthedevelopment of themastery of FL • Subtitling can increaseawareness and offermotivationfor FL learning (formal & informal contexts)  multilingualism • Themastery of FL creates a preferenceforsubtitlingratherdubbing

  13. 5. Research on FL learning and subtitling EuropeanSurveyonLanguageCompetences(EuropeanCommission, 2012) 54 000 participants - 16 educationalsystems • Positive relationshipbetween FL proficiency and exposureto FL through media • Movingfrom a basicleveltoanintermediatelevel -> more dependentonwatchingmovieswithsubtitlesin themothertongue • Movingfromtheintermediateleveltoanadvancedlevel –> more dependent in watchingmovies in the original versionwithoutsubtitles(Araujo & Costa, 2013)

  14. 6. CONCLUDING REMARKS Subtitling in formal contexts? • News programs(Vann, 1996) • Musicprograms(Mason, 1997) • Soap operas (Grant, 1996) Toidentify and analysethebestpractices in the use of subtitlestopromoteforeignlanguagelearning

  15. 6. CONCLUDING REMARKS Learning as a process of successiveapproximation(Danan, 2004) Deeplearners as active processorsof information(Entwistle, 2004) Guessing, inferencing, questioning, verification of meaning as essentialskillsin thelearningprocess Can be developed in formal and informal settingsthroughthe use of subtitling

  16. PatríciaAlbergaria Almeida patricia.de-almeida@jrc.ec.europa.eu

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