Using subtitles for inference production while watching a foreign language movie

Dominique Bairstow & Jean-Marc Lavaur

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

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