Subtitling, Working Memory, and L2 Learning: A Correlational Study

Rafael Matielo; Roberta Pires de  Oliveira; Luciane Baretta

Autores

Rafael Matielo Universidade Federal do Ceará (UFC) – Fortaleza. Departamento de Língua Inglesa, suas Literaturas e Tradução (DELILT) Autor
Roberta Pires de Oliveira Universidade Federal de Santa Catarina (UFSC) – Florianópolis. Departamento de Língua e Literatura Vernáculas (DLLV) Autor
Luciane Baretta Universidade do Centro-Oeste do Paraná (UNICENTRO) – Guarapuava. Departamento de Letras (DELET) Autor

Palavras-chave:

vídeos legendados, compreensão de vídeo em L2, aprendizagem de vocabulário em L2, memória de trabalho

Resumo

Este estudo investiga o impacto de legendas intralinguais e interlinguais em aprendizes brasileiros de Inglês como Língua Estrangeira (ILE) resultante do processamento de um sitcom Norte-Americano. Mais especificamente, ele examina se a legendagem interage com as diferenças individuais do aprendiz, neste caso, a memória de trabalho (MT). Trinta e seis aprendizes de ILE foram igualmente divididos em dois grupos experimentais (legendas intralingual e legendas interlinguais) e um grupo controle (sem legendas). O desempenho dos participantes foi medido por um teste de compreensão do vídeo em L2 e um de vocabulário em L2. Ademais, o desempenho dos participantes foi correlacionado com os resultados de dois testes de MT. Os resultados obtidos revelaram que a compreensão do vídeo em L2 pelos participantes e seu desempenho no teste de vocabulário em L2 não interagiram significativamente com sua capacidade de MT em nenhuma das condições experimentais. Esses resultados são discutidos à luz de diferentes possíveis mecanismos de processamento empregados pelos participantes que possam explicar a falta de correlações estatisticamente significativas encontradas.

Downloads

Os dados de download ainda não estão disponíveis.

Biografia do Autor

Rafael Matielo, Universidade Federal do Ceará (UFC) – Fortaleza. Departamento de Língua Inglesa, suas Literaturas e Tradução (DELILT)

Doutorando na Universidade Federal de Santa Catarina/Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários.
Professor do Complexo de Ensino Superior de Santa Catarina (CESUSC).
Roberta Pires de Oliveira, Universidade Federal de Santa Catarina (UFSC) – Florianópolis. Departamento de Língua e Literatura Vernáculas (DLLV)

Doutora em Linguística pela Katholieke Universiteit Leuven (Bélgica)
Luciane Baretta, Universidade do Centro-Oeste do Paraná (UNICENTRO) – Guarapuava. Departamento de Letras (DELET)

Doutora em Letras/Inglês: Estudos Linguísticos e Literários pela Universidade Federal de Santa Catarina (UFSC)

Referências

BAARS, B. The cognitive revolution in psychology. New York: Guilford, 1986.

BADDELEY, A. D. Working memory. Science, Washington, v. 255, p. 556-559, 1992. Doi: https://doi.org/10.1126/science.1736359

BADDELEY, A. D. The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, [s.l.], v. 4, n. 11 p. 417-423, 2000.

BADDELEY, A. D. Short-term Memory. In: BADDELEY, A. D.; EYSENCK, M.; ANDERSON, M. C. (Org.) Memory. Hove: Psychology Press, 2009.

BADDELEY, A. D. Estimating the short-term component in free recall. British Journal of Psychology, [s.l.], v. 61, n. 1, p. 13-15, 2011.

BIANCHI, F.; CIABATTONI, T. Captions and subtitles in EFL learning an investigative study in a comprehensive computer environment. Triste: Edizioni Università di Trieste, 2008.

BIRD, S.; WILLIAMS, J. The effect of bimodal input on implicit and explicit memory: an investigation into the benefits of within-language subtitling. Applied Psycholinguistics, Cambridge, v. 23, n. 4, p. 509-533, 2002. Doi: https://doi.org/10.1017/S0142716402004022

CAIMI, A. Audiovisual Translation and Language Learning. The Promotion of Intralingual Subtitles. Journal of Specialised Translation, London, v. 6, n. 1, p. 85-98, 2006.

CHANG, S. The Interaction between Schemata and Subtitles. Journal of National Taipei University of Technology, Taipei, v. 39, n 1, p. 209-227, 2006.

CONWAY, A R.; KANE, M. J.; BUNTING, M. F.; HAMBRICK, D. Z.; WILHELM, O.; ENGLE, R. W. Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, [s.l.], v. 12, n. 5, p. 769-786, 2005.

DANAN, M. Captioning and subtitling: Undervalued language learning strategies. Meta, Montreal, v. 49, n. 1, p. 67-77, 2004. Doi: https://doi.org/10.7202/009021ar

DANEMAN, M.; CARPENTER, P. A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, [s.l.], v. 19, n. 4 p. 450-466, 1980.

D’YDEWALLE, F.; GIELEN, I. Attention allocation with overlapping sound, image, and text. In: RAYNER, K. (Org.). Eye movements and visual cognition: Scene perception and reading. New York: Springer-Verlag, 1992. p. 415-427. Doi: https://doi.org/10.1007/978-1-4612-2852-3_25

D’YDEWALLE, G.; PRAET, C.; VERFAILLIE, K.; VAN RENSBERGEN, J. Watching subtitled television: Automatic reading behavior. Communication Research, Santa Barbara, v. 18, n. 5, p. 650-666, 1991. Doi: https://doi.org/10.1177/009365091018005005

D’YDEWALLE, G.; VAN DE POEL, M. Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, [s.l.], v. 28, n. 3, p. 227-244, 1999.

DOWNING, P. E. Interactions between visual working memory and selective attention. Psychological Science, [s.l.], v. 11, n. 6, p. 467-473, 2000.

GRIMES, T. Mild auditory-visual dissonance in television news may exceed viewer attentional capacity. Human Communication Research, Seoul, v. 18, n. 2, p. 268-298, 1991. Doi: https://doi.org/10.1111/j.1468-2958.1991.tb00546.x

HAYATI, A.; MOHMEDI, F. The effect of films with and without subtitles on listening comprehension of ESL learners. British Journal of Educational Technology, Cardiff, v. 42, n 1, p.181-192, 2011. Doi: https://doi.org/10.1111/j.1467-8535.2009.01004.x

HSIAO, T. Y.; OXFORD, R. Comparing Theories of Language Learning Strategies: A confirmatory Factor Analysis. The Modern Language Journal, Indianopolis, v. 86, n. 3, p. 368-383, 2002. Doi: https://doi.org/10.1111/1540-4781.00155

HUANG, H.; ESKEY, D. E. The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, New York, v. 28, n. 1, p. 75-96, 1999. Doi: https://doi.org/10.2190/RG06-LYWB-216Y-R27G

KANE, M. J.; BECKLEY, M. K.; CONWAY, A. R.; ENGLE, R. W. A controlled-attention view of working memory capacity. Journal of Experimental Psychology: General, [s.l.], v. 130, n. 2, p. 169-183, 2001.

KANE, M. J.; CONWAY, A. R. A.; HAMBRICK, D. Z.; ENGLE, R. W. Variation in working-memory capacity as variation in executive attention and control. In: CONWAY, A. R. A.; JARROLD, C.; KANE, M. J. A.; MIYAKE, J. T. (Org). Variation in Working Memory. New York: Oxford University Press, 2007.

KLEIN, K.; FISS, W. H. The reliability and stability of the Turner and Engle working memory task. Behavior Research Methods, Instruments, & Computers, [s.l.], v. 31, n. 3, p. 429-432, 1999.

KOOSLTRA, C. M.; BEENTJES, J. W. J. Children vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, [s.l.], v. 47, n. 1, p. 51-60, 1999.

KOSKINEN, P. S.; KNABLE, J. E.; MARKHAM, P. L.; JENSEMA, C. J.; KANE, K. W. Captioned Television and the Vocabulary Acquisition of Adult Second Language Correctional Facility Residents. Journal of Educational Technology Systems, New York, v. 24, n. 4, p. 359-373, 1996. Doi: https://doi.org/10.2190/JKC2-LE5D-36BC-809F

KRUGER, J.; STEYN, F. Subtitles and Eye Tracking: Reading and Performance. Reading Research Quarterly, Nashville, v. 49, n. 1, p. 105-120, 2014. Doi: https://doi.org/10.1002/rrq.59

LATIFI, M.; MOBALEGH, A.; MOHAMMADI, E. Movie Subtitles and the Improvement of Listening Comprehension Ability. Does it help? Journal of Language Teaching and Learning, [s.l.], v. 1, n. 2, p. 18-29, 2011.

LAUFER, B. What’s in a word that makes it hard or easy? Intralexical factors affecting the difficulty of vocabulary acquisition. In: MCCARTHY, M.; SCHMITT, N. (Org.). Vocabulary Description, Acquisition and Pedagogy. New York: Cambridge University Press, 1997. p. 140-155.

MARKHAM, P. L. Captioned videotapes and second-language listening word recognition. Foreign Language Annals, Michigan, v. 32, n. 3, p. 321-328, 1999. Doi: https://doi.org/10.1111/j.1944-9720.1999.tb01344.x

MARKHAM, P. L.; PETER, L. The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, New York, v. 31, n. 3, p. 331-341, 2003. Doi: https://doi.org/10.2190/BHUH-420B-FE23-ALA0

MARKHAM, P. L.; PETER, L.; MCCARTHY, T. The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, Michigan, v. 34, n. 5, p. 439-445, 2001. Doi: https://doi.org/10.1111/j.1944-9720.2001.tb02083.x

MATIELO, R. Intralingual Subtitles, Interlingual Subtitles, and L2 Vocabulary Learning: An Exploratory Study with Brazilian EFL Students. 2016. 272 f. Dissertation (Ph.D. in English and Applied Linguistics) - Universidade Federal de Santa Catarina, Florianópolis, 2016.

MATIELO, R.; COLLET, T.; D’ELY, R. C. S. F. The effects of interlingual and intralingual subtitles on vocabulary learning by Brazilian EFL learners. An exploratory study. Revista Intercâmbio, Montes Claros, v. 27, n. 1, p. 83-99, 2013.

MATIELO, R.; D’ELY, R. C. S. F.; BARETTA, L. The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review. Trabalhos em Linguística Aplicada, Campinas, v. 54, n. 1, p. 161-182, 2015. Doi: https://doi.org/10.1590/0103-18134456147091

MATIELO, R.; OLIVEIRA, R. P.; BARETTA, L. Intralingual Subtitles, Interlingual Subtitles, and Video Comprehension: Insights from an Exploratory Study. Letrônica, Porto Alegre, v. 10, n. 2, p. 758-774, 2017. Doi: https://doi.org/10.15448/1984-4301.2017.2.26370

MATIELO, R.; OLIVEIRA, R. P.; BARETTA, L. Intralingual Subtitles, Interlingual Subtitles, and L2 Vocabulary: Developments from an Exploratory Study. Acta Scientiarum, Maringá. Forthcoming. Doi: https://doi.org/10.4025/actascilangcult.v40i1.36570

MAYER, R.; MORENO, R. A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory. Journal of Educational Psychology, Washington, v. 90, n. 2, p. 312-320, 1998. Doi: https://doi.org/10.1037/0022-0663.90.2.312

MAYER, R. E.; HEISER, J.; LONN, S. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, Washington, v. 93, n. 1, p. 187-198, 2001. Doi: https://doi.org/10.1037/0022-0663.93.1.187

MONTERO-PEREZ, M; PETERS, E; DESMET, P. Enhancing Vocabulary Learning through Captioned Video. An Eye-Tracking Study. Modern Language Journal, Indianapolis, v. 99, n. 2, p. 308-328, 2015. Doi: https://doi.org/10.1111/modl.12215

PEREGO, E.; DEL MISSIER, F.; PORTA, M.; MOSCONI, M. The Cognitive Effectiveness of Subtitle Processing. Media Psychology, [s.l.], v. 13, n. 3, p. 243-272, 2010.

PREBIANCA, G. V. V. Working memory capacity, lexical access and proficiency level in L2 speech production. Dissertation (Ph.D. in English and Applied Linguistics) - Post-Graduation in Letters/English and Corresponding Literature, Universidade Federal de Santa Catarina - Florianópolis, 2009.

PRICE, K. Closed-Captioned TV. An Untapped Resource. MATSOL Newsletter, [s.l.], v. 12, n. 2, p. 1-8, 1983.

RAINE, P. Incidental Increase in Depth of Vocabulary Knowledge Through the Viewing of Subtitled, Authentic Videos. In: SONDA, N.; KRAUSE, A. (Org.). Making a Difference. Tokyo: JALT, 2013. p. 492-505.

RUTHERFORD, W.; SMITH, M. S. Consciousness-raising and universal grammar. Applied Linguistics, Cambridge, v. 6, n. 3, p. 274-82, 1985. Doi: https://doi.org/10.1093/applin/6.3.274

SCHMIDT, R. The Role of Consciousness in Second Language Learning. Applied Linguistics, Cambridge, v. 11, n. 2, p. 129-158, 1990. Doi: https://doi.org/10.1093/applin/11.2.129

SHARIF, M. R.; EBRAHIMIAN, M. A Comparative Study of ‘Subtitled’ vs. ‘Auditory’ Documentaries Comprehension among Persian Speakers of English. International Journal of Applied Linguistics & English Literature, Footscray, v. 2, n. 2, p.185-192, 2013. Doi: https://doi.org/10.7575/aiac.ijalel.v.2n.2p.185

STEWART, M. A.; PERTUSA, I. Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, Michigan, v. 37, n. 3, p. 438-447, 2004. Doi: https://doi.org/10.1111/j.1944-9720.2004.tb02701.x

SYDORENKO, T. Modality of Input and Vocabulary Acquisition. Language Learning & Technology, Mānoa, v. 14, n. 2, p. 50-73, 2010.

TAYLOR, G. Perceived processing strategies of students watching captioned video. Foreign Language Annals, Michigan, v. 38, n. 3, p. 422-427, 2005. Doi: https://doi.org/10.1111/j.1944-9720.2005.tb02228.x

TORRES, A. C. G. Working memory capacity and reader’s performance on main idea construction in L1 and L2. Dissertation (Ph.D. in English and Applied Linguistics) - Post-graduation in Letters/English and Corresponding Literature, Universidade Federal de Santa Catarina - Florianópolis, 2003.

TURNER, M. L.; ENGLE, R. W. Is working memory capacity task dependent? Journal of Memory and Language, New York, v. 28, n. 2, p. 127-154, 1989. Doi: https://doi.org/10.1016/0749-596X(89)90040-5

UNSWORTH, N.; HEITZ, R. P.; SCHROCK, J. C.; ENGLE, R. W. An automated version of the operation span task. Behavior Research Methods, [s.l.], v. 37, n. 3, p. 498-505, 2005.

VAN LOMMEL, S.; LAENEN, A.; D’YDEWALLE, G. Foreign grammar acquisition while watching subtitled television programs. British Journal of Educational Psychology, London, v. 76, n. 1, p. 243-258, 2006. Doi: https://doi.org/10.1348/000709905X38946

VANDERPLANK, R. The value of teletext subtitles in language learning. ELT Journal, Oxford, v. 42, n. 4, p. 272-281, 1988. Doi: https://doi.org/10.1093/elt/42.4.272

VANDERPLANK, R. Captioned Media in Foreign Language Learning and Teaching. Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning. London: Palgrave Macmillan, 2015.

WINKE, P.; GASS, S.; SYDORENKO, T. The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, Mānoa, v. 14, n. 1, p. 65-86, 2010.

WINKE, P.; GASS, S.; SYDORENKO, T. Factors Influencing the Use of Captions by Foreign Language Learners. An Eye-Tracking Study. Modern Language Journal, Indianapolis, v. 97, n. 1, p. 254-275, 2013. Doi: https://doi.org/10.1111/j.1540-4781.2013.01432.x

ZAREI, A. A.; GILANIAN, M. The effect of multimedia modes on L2 vocabulary learning. International Journal of Management and Humanity Sciences, [s.l.], v. 2, n. 1, p. 1011-1020, 2013.

ZAREI, A. A.; RASHVAND, Z. The Effect of Interlingual and Intralingual, Verbatim and Nonverbatim Subtitles on L2 Vocabulary Comprehension and Production. Journal of Language Teaching and Research, [s.l.], v. 2, n. 3, p. 618-625, 2011.