using subtitles for inference production while viewing a movie ecp 2013 stockholm sweden
TRANSCRIPT
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Using subtitles for inference production while watching a foreign language movie
Dominique Bairstow & Jean-Marc Lavaur
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Introduction
• Movies are a very popular media (Psychocinematics)
• Complex object made up of many different types of information
• Information in constant evolution and interaction
=> Yet, easy to understand (generally)2
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Languages
• Language barriers (audience)
• Using subtitles to overcome them
• Different types of subtitles
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Information on-screen
• Different types of information
• Subtitles= extra source• Interaction with viewer’s own knowledge
Visual Auditory
Linguistic Subtitles, written signs
Dialogues, song lyrics
Non-linguistic Images, sequence of images
Background sounds, music
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Previous studies
• Bairstow & Lavaur (2011): Subtitles can be used to enhance comprehension
• Lavaur et Nava (2008): Subtitles affect visual information processing
• Zacks & Magliano (2011): Films are engaging experiences and are as memorable as everyday events
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Previous studies
• Lavaur & Bairstow (2011): The effects of subtitles depend on the viewers’ language levels
• Bairstow (2012): Their effects also depend on the type of subtitles (language combinations)
• Marian (2009): The presence of written text in films is beneficial to language learning
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Inference production
• Inferences are a good indicator of deep comprehension
• Usually measured with reading comprehension
• An additional source of data evaluating the role of subtitles in film comprehension
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Aims
• Evaluating the effects of native subtitles on movie comprehension
• Measuring visual and dialogue information processing and inference production as an indicator for comprehension levels
• Measuring the impact of native subtitles on quantity and quality of inferences
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Method
• Vivement Dimanche!(F. Truffaut, 1983) Length: 7min25.
• Two versions: - original (French) - and subtitled (English)
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Method
• Questionnaires: - personal data (with self-measures) - comprehension: multiple-choice visual and
dialogue items + open-ended inference production items
• Population: 24 native English students, very low level of French
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Procedure
• Each participant saw the film once, then answered the comprehension questionnaire and finished with their personal data.
• Inferences were recoded a posteriori depending on whether they were- correct or incorrect- simple or elaborate.
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Results
• Mean scores depending on version and type of information
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• Inference production: correct Vs. incorrect
Results
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Results
• Inference production: simple Vs. elaborate
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Discussion
• Subtitles play a capital role in movie comprehension
• Facilitating effects not only for dialogue comprehension but for whole film (visual and inferences)
=> Easy access to dialogue meaning = more resources for processing other information
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Discussion
• Subtitles enhance inference production
• Also promote better inference quality (longer and more elaborate answers)
=> More complete Situation Model (viewer’s knowledge + information from movie + inferences)
Movie information
Viewer’s previous knowledge
Situation Model
Inferences
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Discussion-Situation Model
• Access to dialogue meaning enables better apprehension and comprehension of the situation
• Many links can then be made between different information, creating a complex representation
Rich situation model giving participant high confidence in answering
High confidence = more elaborate inferences
SUBTITLES Access to dialogues
Easier linking of information
ELABORATE INFERENCES
High confidence
Rich Situation Model
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Perspectives
• Shimamura: I-SKE Model
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Perspectives
• Beginning of a new line of study involving films and inferences.
• More data is needed, using different types of inferences.
• Other films versions (especially native) for comparison
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Thank you for your attention!20