This document discusses the benefits of using subtitled audiovisual materials for second language acquisition. It outlines that audiovisual texts are multimodal, providing an authentic language experience through visual and auditory channels. Subtitles help with comprehension, vocabulary acquisition, and motivation while involving higher-order cognitive skills. The document also presents different models and methodologies for subtitling activities, including having students analyze clips, create subtitles, and perform post-activity evaluations.

1. Facultad de Psicología. Magisterio y Ciencias de la Educación
Máster oficial de formación de profesorado de Secundaria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas
UniversidadCatólica de Valencia
San Vicente Mártir

2. o Introduction.
o Characteristics of Audiovisual texts.
o Benefits of audiovisual texts.
o Benefits of subtitled material.
o Benefits of subtitling as an activity.
o Didactic Methodologies.
o Activities.
o Conclusion

3. The aim of this paper is to make an account of different
perspectives and data that confirm that inter and
intralinguistic subtitles benefit second language
acquisition, dealing with the multimodality, the
authenticity and the improvement in students motivation
that this kind of audiovisual texts provides. This paper
will also comment the benefits of subtitling as an
activity reviewing different projects, works and the
different approaches used on them.

4. o Reception through two channels: acoustic and
visual
o Significant presence of non-verbal element
o Synchronization between verbal and non-
verbal elements
o Appearance on screen – Reproducible material
o Pre-determined succession of moving images –
Recorded material

5. o Multimodality
Audiovisual texts are multimodal texts because
there are a mixture of semiotic channels that are
interrelated.
Fadel (2008) There are a set of principles related to
multimedia and modality based on the work of
Richard Mayer, Roxanne Moreno, and other
prominent researchers.
Ex. Multimedia Principle: Retention is improved
through words and pictures rather than through
words alone.

6. In general, multimodal learning has been shown to
be more effective than traditional, unimodal
learning. Adding visuals to verbal (text and/or
auditory) learning can result in significant gains in
basic and higher-order learning. (Fadel 2003)
o Authenticity
Movies and Clips from TV show real interaction in
a real context that lots of clues and linguistic
(accents dialects, tone) and paralinguistic (gestures,
movements) information. Talaván (2012), Diaz
Cintas (2010) (etc.)
Sherman (2003) there are a series of benefits that
merge from the use of audiovisual texts.

7. o Motivation
-(Vanderplank , 1989 1990, Baltova 1994,
Neves, 2004, Talavan 2010, 2012, Diaz Cintas
2012)
-ClipFlair tests
1
3%
2
5%
3
17%
4
33%
5
42%
I like working with clips and
audiovisual material to learn foreign
languages

8. o Enhances comprehension at all levels.
o Promotes the acquisition and retention of
vocabulary.
o Improves oral production.
o Facilates second language acquisition and
multilingualism.
o Motivates the students to read.

9. There are a series of relationships that appear in
subtitled material (Sokoli, 2102)(fig. 1)
The person in charge of subtitling has to take into account a series
of limitations
• Temporal
• Spatial
• Ortotypographic
• Linguistic
Verbal
Acoustic
(dialogue)
Non-verbal
Acoustic
(music, sounds)
Visual
Verbal
(subtitles)
Visual
Non-Verbal
(Images)
Fig. 1

10. • Benefits of using audiovisual materials and
activities (Zabalbeascoa P, Sokoli, S. y Torres,
O. 2012)
o (Talaván 2010, 2012, Lertola, 2012)
o Subtitling involve high cognitive processes.
(Fadel 2008)
Audiovisual Watching Audiovisual Listening
Audiovisual Reading Audiovisual Writing
Audiovisual Speaking Audiovisual Production

11. o Commmunicative Approach (CA) and Task-
based learning (TBL)
o Post-Method and Computer Supported
Collaborative Learning (CSCL)

12. o Models from "La subtitulación en el aprendizaje
de lenguas extranjeras" Talaván Zanón (2013)
Borghetti’s Model
Viewing the clip The students watch the film first without the
script an then with it focusing on cultural
aspects.
Seeking for
information
Students look for information for the subtitling
task taking into account cultural aspects and
the nature of the text.
Subtitling task The students subtitle the clips.
Self-assement The students evaluate their work.

13. Incalcaterra and Lertola (2010)
Preparation (teacher only) 2-3 hours Teacher selects material .
Raise Motivation 45 minutes Teacher presents the activity and
explains the importance of subtitling.
Global Content 45 minutes Students watch the scene without
script and debate about the content
and important facts, then they watch it
again with the script.
Analysis 45 minutes Students analyse and debate the
linguistic and paralinguistic aspects of
the text
Gist 2-3 hours Students create the subtitles adapting
the content.
Self assessment critical review 45
minutes
Students view their results correct
them and make a final cut.

14. Lertola (2012)
1hour First watch without audio, students make hypothesis about the content, second watch
with audio confirming the hypothesis.
1hour The students watch the videos with audio and script.
1hour Students adapt the script and begin the subtitling task
1hour End of the subtitling task, reviewing the results

15. o Activities from ClipFlair Proyect
• Gaps The teacher includes the subtitles of a clip with
some blanks that the learners have to fill in (missing
words, numbers, proper names, etc.).
• Recipes Learners write how to cook a recipe from a
cooking clip.
• Songs Learners write the lyrics of the clip song.
• Product advertising Students write advertising
sentences for the clip.
• Short story Learners create a short story in subtitles
from the clip.
• Activities involving Revoicing and AV Production

16. o Benefits of using audiovisual materials
o Benefits of subtitled material
Enhances comprehension at all levels.
Promotes the acquisition and retention of vocabulary.
Improves oral production.
Facilitates second language acquisition and
multilingualism.
Motivates the students to read.
o Benefits of subtitling activities
Promote the acquisition and retention of vocabulary.
Involve high cognitive processes, and specific skills.

18. Thank You!