Verbatim, standard, or edited? Reading patterns of different captioning styles among deaf, hard of hearing, and hearing viewers

One of the most frequently recurring themes in captioning is whether captions should be edited or verbatim. The authors report on the results of an eye-tracking study of captioning for deaf and hard of hearing viewers reading different types of captions. By examining eye movement patterns when these viewers were watching clips with verbatim, standard, and edited captions, the authors tested whether the three different caption styles were read differently by the study participants (N = 40): 9 deaf, 21 hard of hearing, and 10 hearing individuals. Interesting interaction effects for the proportion of dwell time and fixation count were observed. In terms of group differences, deaf participants differed from the other two groups only in the case of verbatim captions. The results are discussed with reference to classical reading studies, audiovisual translation, and a new concept of viewing speed.     

字幕对学生学习成效影响的实证研究

英文影视没有依据英语难度进行分级,语言没有经过简化,语速也通常较快,在开展英文影视教学时,是否需要配备字幕、配备何种字幕的问题需要解决。采用准实验设计,研究了字幕呈现方式对学生听力理解和词汇习得的影响。结果表明:(1)英文字幕,无论是全词字幕或是关键词字幕,其提高学生听力理解的效果均显著优于无字幕;(2)在促进学生的词汇习得方面,关键词字幕的效果最佳,其次是全词字幕,而无字幕的效果最差。     

Nonverbatim captioning in Dutch television programs: a text linguistic approach

In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning.     

情景语境和字幕翻译

从分析电影语言和字幕语言的特点入手,结合系统功能语言学的情景语境概念,探讨电影字幕翻译的策略。指出：由于时间和空间的制约,电影字幕译者要参照由电影画面组成的情景语境对原语进行缩减,使观众尽可能获得与原语观众对等的观影效果。     

论电视人物新闻采访用光与拍摄角度选择

电视画面具有直观形象、明白易懂的特点,容易架起观众与节目制作人沟通的桥梁。电视新闻采访画面通过与解说的配合让观众具有身临其境之感。电视采访人员经过系统的理论学习,初学电视新闻采访者进行电视新闻采访,在构思、构图均能达到一定要求,但拍摄的画面总是有点不尽人意,如机位不到位、光线利用不好等问题。     

谈外语课堂中合作性学习活动的语言问题

正面的合作学习观认为合作学习能够增加学生语言互动的机会,培养学生的合作自主学习能力和策略,但合作学习要取得实效,需要正确对待学生语言输出中的错误,促进语言向准确、流利和具有一定的复杂程度的综合体发展.错误的合作学习现担心学生在合作学习中不具备互相改错的能力而导致学习的低效率.     

Subliminal Perception and Cognitive Style in a Concept Learning Task Taught via Television

The purpose of this study was to investigate the effects of supplemental subliminal captions and field dependence on the recall of cognitive information. Groups of subjects (N = 199) viewed one of four television presentations: subliminal captions only, conventional (visible) captions only, subliminal and visible combined for reinforcement, and subliminal and visible mismatched for interference. Data was analysed using ANCOVA and Tukey multiple comparison tests with a 0.05 significance level. There was a significant difference in recall between field dependents and field independents in each treatment except combined subliminal and conventional captions.
Based on this evidence the authors suggest repetitive subliminal television captions which supplement visible captions may be an effective device for reducing differences in achievement attributable to cognitive style in learning from television programmes.     

基于灵活性字幕的英语听力教学探讨

影视材料中字幕的使用是否有利于学习者听力水平的提高,在外语教学界一直是一个有争议的问题。反对者认为字幕会分散学习者的注意力,助长了他们的依赖性和惰性。基于SRT格式的灵活性字幕具有任意编辑性的优点,如果得到巧妙的设计和运用,可有效地防止依赖性的发生,成为听力教学和训练的得力助手。     

华语电影礼貌语字幕翻译策略探析

在全球化背景下,华语电影陆续亮相西方荧屏。在此过程中,文化词汇的翻译,特别是礼貌语的翻译,为外国观众接受华语电影减少文化障碍取得国际成功做出了重要贡献。文章试图通过对中西方礼貌理论研究的比较,发现其理论上的差距;通过对礼貌语之称谓、寒暄语以及赞美语回应的探析,从微观上探究礼貌语字幕翻译策略,解决文化背景迥异的西方观众对以古代文化为题材的华语电影的接受问题。     

The effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning

The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals.     

中文记录片解说词英译中的适应和选择

记录片是一种用非虚构手法反映真实客观事物的影片。中文纪录片解说词的成功英译是影片海外版播映效果的保证。纪录片解说词在影视传媒中是一种特殊的语言形式。结合电视媒体特点等多维生态翻译语境,译者在英译记录片解说词时要充分发挥主导作用,在影片和观众之间成功搭建交流平台,进行动态适应;主要在词汇,句型处理上作出正确的选择,保证较好的观影效果。     

高职院校培养学生跨文化交际能力的探索与实践--以影片《推手》的跨文化教学为例

随着世界全球化进程的飞速发展,社会对跨文化交际能力强的人才需求不断增长。培养学生自觉的跨文化意识、提高学生的跨文化交际能力已成为高职高专教育的培养目标之一。电影作为独特的文化载体,自身承载着丰富的语言和文化信息,能带给观看者经久不忘的文化体验。因此,在外语教学过程中,教师将电影纳入外语教学体系,运用文化体验和体验式学习的理论成果,通过有效的教学设计,可以使电影教学成为培养和提高学生跨文化交际能力的有效途径,从而达到外语教学的最终目标。     

Transportation into Vivid Media Violence: A Focus on Attention,Emotions, and Mental Rumination

Prior research suggests violent narratives can transport viewers, affecting attitudes and beliefs. This research project explores whether a factor related to a media text —vividness—affects the degree to which audience members become transported into a violent narrative. Furthermore, this study focuses on the various subcomponents of the transportation experience (e.g., attention, emotional involvement, and mental imagery processes) to see if vividness affects some components more than others. In an experiment, 179 participants were exposed to vivid or non-vivid versions of violent television programs. Findings reveal that viewers of vivid violence exhibited stronger emotional reactions and higher attention levels. Vividness did not impact mental imagery processes or excitation levels, however. Implications for transportation, vividness, and media violence research are discussed.     

Representations of class and gender on primetime Spanish‐language television in the United States

This study examines the content of primetime Spanish‐language programming available in the United States. Four alternate nights of primetime, serial programming, which included 6 telenovelas and 1 drama, were analyzed on three Spanish TV networks—Telemundo, Univision and Azteca America. Content analysis included gender roles, class, sexual talk, and physical and verbal aggression. Women were represented comparably to men in overall numbers, but with more childcare responsibilities, less job status and a greater emphasis on attractiveness. Lighter skin characters were more likely to play major roles, were more fit and younger, and more likely to be upper class than their darker skin counterparts. Sexual talk followed a pattern similar to U.S. soaps but was more pronounced on Spanish‐language television. Verbal and physical aggression were less prevalent compared to U.S. programming. The potential impact of stereotypical class and gender roles on U.S. viewers is discussed.     

试论“语码合成教学法”

汉字文化信息合成教学研究与实验的课题成果,推出了汉语拼音简式代码和汉字相互配合教学的＂语码合成教学法＂,这一成果运用于小学语文教学、对外汉语教学、职业技术类语文教学、残障人士的语文教学等教育类型和教育阶段,可以取得事半功倍的教学成效,进而达成中文范围内人际和人机交流时＂语近音、书同文＂的理想境地,促进了信息社会的资源节约与环境友好。     

国内外CALL研究概论及其学科化发展趋势

中国外语教育技术学研究离不开国外计算机辅助外语教学（Computer-Assisted Language Learning,CALL）研究的借鉴和启发。从库恩范式（Paradigm）概念出发来理解CALL的发展,计算机辅助外语教学自诞生的那一刻起,外语教学的范式就开始部分地发生转换了。机助外语教学从整体上,就是一种自觉的、有意识的、技术化外语教学的范式转向。信息技术与外语课程的生态化整合使CALL研究从辅助技术蜕变成新型的学科教学论——外语教育技术学。     

THE CELTIC LANGUAGES AND TELEVISION

The article proposes the subtitling of English television programmes in the Celtic languages and of Celtic language programmes in English in order to serve the Celtic speaking minorities in Britain and to produce an appreciation of the Celtic languages among English speaking viewers. Parallels are drawn between the proposed British bilingual project and those in other countries for deaf viewers and for speakers of minority languages. Results of a survey of English and Welsh viewers are reported, and difficulties such as viewer resistance, cost, etc., of implementing a bilingual subtitling program in Britain are discussed.     

有、无字幕两种版本的不同观看顺序对视频理解效果的实证研究

多媒体技术的发展使英文电影赏析成为促进大学英语教学的有效手段,而英文字幕也成为一种有效的用于提高EFL学生的视频理解水平的工具。通过测试和访谈,文章探讨了字幕对EFL学生视频理解的影响以及有、无字幕的两种版本不同的观看顺序对学生视频理解的不同效果,并提出教师应根据学生的不同特点,科学合理地把字幕运用于教学的观点。