4/18/2023 0 Comments Postal 2 subtitlesInterlingual subtitles are also used to refer to the common type of subtitles we know of, that is, the type that deals with a linguistic pair (when soundtrack and subtitles have two different languages). Regarding this translational aid, an important distinction follows: while subtitles 2 2 In order to make videos accessible to populations that do not master the language spoken in the dialogues or to facilitate the students' overall comprehension in instructional settings, subtitles or captions are used. Due to their pictorial and entertaining nature, videos used in the instructional setting may improve the dynamics and tasks implemented in the classroom, as well as awaken the interest of students towards the story being narrated on screen. Reading Research and Instruction, 28, 38-47.). The impact of different media on children's story comprehension. ) point out at least three of them, namely: (i) videos' combination of sounds and pictures might enhance the relationship between words and meanings (ii) the entertainment qualities of videos, which can be taken as an advantage over texts and (iii) the fact that viewing could be perceived as a cognitively active experience - when suitable material is used ( NEUMAN, 1989 NEUMAN, S.B. Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. In addition to providing a meaningful context for language acquisition, the interest in the use of subtitled/captioned videos may have also been driven forward by other reasons. In the last two decades, studies on the instructional and non-instructional use of subtitled/captioned videos have addressed a number of topics that include, but are not limited to: the improvement of L2 reading, L2 listening comprehension, L2 word recognition, L2 vocabulary learning/acquisition, effects on implicit and explicit memory and cognitive processing, acquisition of L2 grammatical aspects, the development of intercultural competencies, and the improvement of L2 oral production. Fruitful academic dialogue has therefore emerged, giving rise to a plethora of studies that have contributed toward a more solid understanding of the learning processes learners go through while engaged in video watching episodes within and outside instructional environments. Such an increasing attention could be related to the fact that "subtitled television programs seem to provide a rich context for foreign language acquisition" (KOOLSTRA & BEENTJES, 1999, p. Although we are well aware of the differences between these two constructs, as posed by Krashen (1982/2009), we side with Ellis (2008) who argues that, for now, it is better not to treat these two situations as different since it still remains unknown how different the learning processes in each of them are. In the present paper we will be using the words "learning" and "acquisition" interchangeably. The disciplinary field of Second Language Acquisition (SLA) has witnessed a growing interest in the investigation of the effects of subtitled and captioned audiovisual materials on several domains of language learning/acquisition 1 1 Legendas interlinguais legendas intralinguais aprendizagem/aquisição de segunda língua Por fim, algumas considerações são feitas em relação a pesquisas futuras, levando em consideração a literatura da área e tópicos pouco investigados. Este artigo também objetiva desvendar quais dimensões desta interface têm merecido mais destaque acadêmico nas últimas duas décadas. O presente trabalho baseia-se na literatura que se destaca no campo da ASL no que tange à interface com a legendagem aberta e fechada, ao mesmo tempo que aponta os principais objetivos e resultados oriundos destes estudos. Neste contexto, este artigo procura fornecer uma revisão sistemática da literatura que trata de aspectos da aprendizagem através do uso instrucional/experimental de materiais com legendas interlinguais e intralinguais. O campo disciplinar de Aquisição de Segunda Língua (ASL) tem observado um interesse crescente pela investigação dos efeitos dos materiais audiovisuais com legendas interlinguais e intralinguais com relação a diversos aspectos inerentes à aprendizagem/aquisição.
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