Sous-titrage, compréhension de films et acquisition de vocabulaire

Bairstow, Dominique; Lavaur, Jean-Marc

doi:10.1016/j.psfr.2015.05.001

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…Similarly, the hypothesis that b) the cinema based-approach provides secondary school French students with multiple linguistic and pedagogical benefits has been supported since the data gathered from the participants' answers mirror the currently available findings on this matter (Appetito, 2019;Bairstow & Lavaur, 2017;Grubba, 2020;Karadag, 2009;Mencová, 2016;Rousse, 2006;Scanlan, 1998).…”

Section: The Cinema-based Approach Provides Secondary School French Smentioning

confidence: 77%

“…Also, the actors' gestures and expressions help them to better understand the use of complex linguistic structures (Karadag, 2009;Piwowar in Mencová, 2016;Rousse, 2006). Likewise, as films often reflect a wide range of concepts through the places and situations depicted, constant exposure to this authentic audiovisual material allows students to enrich their French vocabulary, including idiomatic and real-life expressions (Arey, 1993;Bairstow & Lavaur, 2017;Kanellopoulou, 2019;Karadag, 2009). In fact, the visual and sound cues of films help French learners to grasp the meaning of lexical structures, making it easier for them to memorize new French words (Coste & Ferenczi in Rousse, 2006;Scanlan, 1988).…”

Section: The Linguistic Dimensionmentioning

confidence: 99%

“…Moreover, the only empirical studies which have been conducted so far have not shed enough light on this matter because they have mostly examined the University context, teacher perceptions, and only a very limited number of the advantages of this methodology has been tested (Arey, 1993;Karadag, 2009;Kerrita, 2017;Pegrum et al, 2005;Rouxel-Cubberly, 2014). In fact, the results of the bibliographic search reveal that the most recent studies on this topic have revolved around just one benefit of the cinema-based approach, mainly, around vocabulary acquisition (Bairstow & Lavaur, 2017;Kanellopoulou 2019), listening comprehension (Becker & Sturm, 2017), and cultural awareness (Mencová, 2016;Molina-García & Rúa, 2017). Thus, producing empirical research which examines high school students' perception and testing all the advantages this method has for them are necessary.…”

Section: Introductionmentioning

confidence: 99%

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Cinema as a didactic tool in the secondary school foreign language classroom: French

Boussif

Auñón

2021

PortaLin

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The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the thirty-five participants were asked to fill in a questionnaire in order to examine their views on this methodology and analyse its effects on their language learning process. The results obtained have revealed that high school French students have a very positive opinion on the cinema-based approach and that this method is motivating and helps learners to enhance their linguistic and sociocultural competences.

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Section: The Cinema-based Approach Provides Secondary School French Smentioning

confidence: 77%

Section: The Linguistic Dimensionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cinema as a didactic tool in the secondary school foreign language classroom: French

Boussif

Auñón

2021

PortaLin

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“…Many of these studies also examine the effects of subtitles on comprehension and retention, which is also of interest when researching the use of subtitles in EMI classrooms. The existing research has predominantly focused on two aspects: (a) movie comprehension/retention (e.g., Bairstow, 2012;Bairstow & Lavaur, 2017;Birulés-Muntané & Soto-Faraco, 2016;Caffrey, 2008Caffrey, , 2009Kruger, 2013;Lavaur & Bairstow, 2011;Szarkowska & Bogucka, 2019) and (b) comprehension/retention in a classroom context (e.g., Bianchi & Ciabattoni, 2008;Danan, 1992Danan, , 2004Díaz-Cintas & Cruz, 2008;Montero Perez, 2020;Montero Perez et al, 2014;Moreno & Mayer, 2002;Vulchanova et al, 2015). These studies mainly examine language learning and as such mostly use vocabulary tests, language proficiency tests, word or scene recognition tests for retention and multiple-choice comprehension tests.…”

Section: Research Background Goal and Designmentioning

confidence: 99%

Methodological Preparation of a Within-Subject Audiovisual Cognition, Reception and Perception Study

Hoecke

Schrijver

Robert

2022

JAT

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In the past decade, cognitive empirical AVT research has been on the rise. The majority of these studies are between-subject studies, focused on subtitles for the deaf and hard of hearing (SDH). The few experimental studies that are aimed at other audiences tend to have small sample sizes. Within-subject studies are rarely used in experimental AVT cognition, reception and perception research, although they can increase statistical power due to the repeated testing and shed light on the idiosyncratic nature of the matter. This paper pleads for the introduction of complementary within-subject designs by illustrating the contrasts between the within-subject and between-subject research design. Drawing from the broader spectrum of Translation Studies and the case of the Subtitles for Access to Education (S4AE) research project, this paper highlights obstacles in the preparation of a within-subject AVT cognition, reception and perception experiment and proposes a possible approach to prepare similar within-subject AVT studies. Lay summary In the past decade, experimental research into Audiovisual Translation (AVT), such as subtitles, has been on the rise. A common problem in this research, however, is a lack of participants. With fewer participants, the accuracy and generalizability of a study remains limited. To cope with this issue, this paper recommends the use of within-subject designs alongside the more common between-subject designs (mixed designs). A within-subject design study tests the same participants in multiple conditions and essentially collects more data per participant. Furthermore, as the same participant is tested multiple times, individual differences no longer play a role and different test conditions can be compared more easily. Currently, the use of within-subject or mixed designs is limited in AVT research. A within-subject study should be carefully prepared as a number of factors could influence the results. For example, participants could become tired after multiple tests or there could be an unwanted difference between the test conditions. This paper proposes a ten-step process to prepare a within-subject AVT study. This paper only discusses the first six steps, which deal with producing and comparing core materials for the study. The production and comparison of subtitles (AVT) will be discussed in a future article.

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“…27 , 28 ], and research has shown that vocabulary learning in these contexts is also governed by frequency effects [ 29 ]. On-screen text aids such as native or foreign language subtitles or captions could be effective ways to turn video materials into effective didactic tools for foreign language incidental word learning, given the evidence showing their effectiveness in vocabulary learning [ 27 , 29 , 30 ]. Hence, it is worth exploring the mediating role of the amount of exposures (i.e., the frequency effect) to a new item in audiovisual settings with bimodal presentation to understand how incidental vocabulary learning occurs in naturalistic learning contexts.…”

Section: Introductionmentioning

confidence: 99%

Incidental vocabulary learning with subtitles in a new language: Orthographic markedness and number of exposures

2021

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The present study is set to explore the way the orthographic distributional properties of novel written words and the number of exposures to these words affect their incidental learning in terms of recall and recognition. To that end, two experiments were conducted using videos with captions. These videos included written nonwords (orthographically marked language-specific items) and pseudowords (orthographically unmarked items) as captions paired to the spoken targets, presented either in isolation (Experiment 1) or within sentences (Experiment 2). Our results consistently show that items containing legal letter combinations (i.e., pseudowords) are better recalled and recognized than those with illegal combinations (i.e., nonwords). Further analysis in the recall task indicate that frequency modulates the learning of pseudowords and nonwords in a different way. The learning of pseudowords increases linearly with repetitions, while nonwords are equally learned across frequencies. These differential effects found in the recall task do not show up in the recognition task. Although participants took more time to recognize nonwords in the recognition task, increased exposure to the items similarly modulated reading times and accuracy for nonwords and pseudowords. Additionally, higher accuracy rates were found in Experiment 2, which underscores the beneficial effect of supportive visual information.

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Sous-titrage, compréhension de films et acquisition de vocabulaire

Cited by 6 publications

References 15 publications

Cinema as a didactic tool in the secondary school foreign language classroom: French

Cinema as a didactic tool in the secondary school foreign language classroom: French

Methodological Preparation of a Within-Subject Audiovisual Cognition, Reception and Perception Study

Incidental vocabulary learning with subtitles in a new language: Orthographic markedness and number of exposures

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