<b>Intralingual subtitles, interlingual subtitles, and L2 vocabulary: developments from an exploratory study

Abstract

This paper examines the effects of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners' L2 vocabulary learning as a result of their processing and comprehension of a North-American sitcom. Thirty-six intermediate-level EFL learners, enrolled in the Extracurricular Language Courses at Universidade Federal de Santa Catarina (UFSC), 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 vocabulary test (pre-test, test, and post-test), considering factors influencing word learnability (Laufer, 1997). Regarding the effects of subtitling availability, statistical tests and analyses performed revealed that experimental conditions were not found to substantially foster L2 vocabulary learning, and no statistically significant differences among the experimental groups and the control group were found. Across time, the results obtained point out to more positive growth in performance by the intralingual subtitles group, followed by the interlingual subtitles group, and then the control group. These results are discussed in light of the possible different processing mechanisms employed as well as some of the potentials and drawbacks that both intralingual and interlingual subtitles may offer for L2 learning/instructional purposes.

Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard

“…Demikianlah, penguasaan kosakata adalah dasar dari penguasaan ke 4 skill bahasa Inggris lainnya. Oleh karena itu, hal pertama dan paling mendasar yang harus diajarkan oleh guru dalam merespon siswa yang hampir tidak meiliki pengetahuan Bahasa Inggris adalah Vocabulary (Bueno-Alastuey, 2022;Çakmak, 2021;Matielo, 2018;Platzer, 2020;Podoliak, 2021;Webb, 2020;Weerasinghe, 2022;Yamaguchi, 2020).…”

The Language of Subtitles for Arabic-English Bilingual Speakers in the United Arab Emirates

“…The bulk of research on interlingual and intralingual subtitles focuses on whether these two types of subtitles benefit second or foreign language learners in different domains such as vocabulary acquisition (D'Ydewalle & Van de Poel 1999;Bianchi & Ciabattoni 2008;Yuksel & Tanriverdi 2009;Zarei & Rashvand 2011;Lertola 2012;Birulés-Muntané & Soto-Faraco 2016;Matielo et al 2018;Dizon & Thanyawatpokin 2021), listening comprehension (Talaván & Rodríguez-Arancón 2015Birulés-Muntané & Soto-Faraco 2016;Dizon & Thanyawatpokin 2021) or film content/plot comprehension (Markham & Peter 2003;Bairstow & Lavaur 2012;Birulés-Muntané & Soto-Faraco 2016).…”

“…By and large, the effects of interlingual and intralingual subtitles have been investigated separately, and only a few studies directly compared them (e.g., Lavaur & Baristow 2011;Matielo, de Oliveira, & Baretta 2018). Moreover, almost all prevailing studies include monolingual speakers learning the target language as a second or foreign language through subtitles, and there is no study that investigated the use of interlingual and intralingual subtitles used by bilingual speakers, to our knowledge.…”