The formal foreign language classroom context alone may not cater for all language learning. Attention should be paid to out-of-class L2 input and to learners’ attitudes and behaviour towards the foreign language. This paper presents the findings of an empirical study on English audiovisual input aimed at exploring 89 Italian teenagers’ habits regarding different audiovisual translation modalities. The study focuses on assessing the impact of standard subtitling and dubbing on L2 film comprehension, appreciation and L2 learning. Moreover, it investigates respondents’ attitudes towards the role of out-of-school English in their everyday lives. Results show that although they come from a dubbing country, Italian teenagers acknowledge the beneficial impact of standard subtitling and welcome out-of-school English interactions.
English Audiovisual Input : a Study of Teenagers' Habits, Attitudes and Responses to Subtitling Versus Dubbing
Camilla De Riso
2021-01-01
Abstract
The formal foreign language classroom context alone may not cater for all language learning. Attention should be paid to out-of-class L2 input and to learners’ attitudes and behaviour towards the foreign language. This paper presents the findings of an empirical study on English audiovisual input aimed at exploring 89 Italian teenagers’ habits regarding different audiovisual translation modalities. The study focuses on assessing the impact of standard subtitling and dubbing on L2 film comprehension, appreciation and L2 learning. Moreover, it investigates respondents’ attitudes towards the role of out-of-school English in their everyday lives. Results show that although they come from a dubbing country, Italian teenagers acknowledge the beneficial impact of standard subtitling and welcome out-of-school English interactions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
