Audiovisual Translation and Second Language Vocabulary Acquisition Author(s)

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Subtitling New Media: Audiovisual Translation and Second
Title
Language Vocabulary Acquisition
Author(s) Lertola, Jennifer
Publication
2013-08
Date
Item record http://hdl.handle.net/10379/3979
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Subtitling New Media:
Audiovisual Translation
and Second Language Vocabulary Acquisition
by

Jennifer Lertola

A thesis submitted in fulfilment of the
requirements for the degree of
Philosophiae Doctor

Head of Discipline and Director of Research:
Professor Paolo Bartoloni

Supervisors of Research:
Dr Laura Incalcaterra McLoughlin

Italian Studies
College of Arts, Social Sciences and Celtic Studies
School of Languages, Literatures and Cultures
National University of Ireland, Galway

August 2013
Table of Contents
Acknowledgments......................................................................................................vii
Abstract.......................................................................................................................ix
List of Abbreviations and Acronyms..........................................................................xi
List of Tables.............................................................................................................xiv
List of Figures...........................................................................................................xvi
Introduction................................................................................................................1
Chapter I - Theories, Methods and Approaches in SLA
1.1 Introduction............................................................................................................4
1.2 The Common European Framework of Reference for Languages.........................6
1.2.1 Communicative Language Competence..................................................6
1.2.2 The Six Language Proficiency Levels...................................................10
1.3 Theories in SLA...................................................................................................12
1.3.1 Krashen’s Five Hypotheses...................................................................13
1.3.1.1 Intentional vs. Incidental Learning and Explicit vs. Implicit
Learning in SLA.................................................................................15
1.3.2 Gass’s Model of Input-Interaction-Output............................................16
1.3.3 Schmidt’s Noticing Hypothesis and Laufer and Hulstijn’s
Involvement Load Hypothesis........................................................................18
1.3.4 Kolb’s Learning Styles..........................................................................19
1.4 Methods and Approaches in SLA.........................................................................22
1.4.1 The Grammar-Translation Method........................................................23
1.4.2 The Reform Movement.........................................................................25
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1.4.3 Communicative Language Teaching.....................................................28
1.4.4 Task-based Language Teaching............................................................30
1.4.5 The Postmethod.....................................................................................34
1.4.5.1 Translation in Language Teaching.........................................35
1.5 Italian Glottodidattica..........................................................................................39
1.5.1 Neurolinguistic Factors: Bimodality and Directionality.......................40
1.5.2 Unità Didattica......................................................................................42
1.5.2.1 Motivation..............................................................................45
1.5.2.2 Global Perception...................................................................47
1.5.2.3 Analysis..................................................................................49
1.5.2.4 Synthesis.................................................................................50
1.5.2.5 Reflection...............................................................................51
Chapter II - Audiovisual Translation: Subtitling
2.1 Introduction..........................................................................................................53
2.2 Audiovisual Translation.......................................................................................53
2.2.1 Subtitling...............................................................................................54
2.2.2 Audiovisual Text...................................................................................55
2.3 Theoretical Support..............................................................................................60
2.3.1 Mayer’s Cognitive Theory of Multimedia Learning.............................60
2.3.2 Paivio’s Dual Coding Theory................................................................61
2.4 Subtitling in Language Learning..........................................................................64
2.4.1 Subtitling Norms for Pedagogical Purposes..........................................66
2.4.2 Advantages and Limitations of Subtitling.............................................70
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2.5 Subtitling and Second Language Acquisition......................................................72
2.5.1 Previous Research.................................................................................73
2.5.2 Projects Funded by the European Union..............................................79
Chapter III - Vocabulary
3.1 Introduction..........................................................................................................86
3.2 Second Language Vocabulary Acquisition..........................................................87
3.2.1 Italian and Learner Corpora in Vocabulary Teaching...........................88
3.3 Vocabulary Knowledge........................................................................................95
3.3.1 The Dimension Approach......................................................................97
3.3.2 The Developmental Approach.............................................................102
3.3.3 Receptive vs. Productive Knowledge..................................................103
3.4 Vocabulary Learning..........................................................................................105
3.4.1 Influence of the L1 on L2 Vocabulary Acquisition.............................108
3.4.2 Mental Lexicon....................................................................................110
3.5 Vocabulary Teaching..........................................................................................111
3.5.1 Teaching ISL Vocabulary....................................................................115
3.6 Testing Vocabulary Knowledge.........................................................................119
3.6.1 Testing Receptive and Productive Knowledge....................................120
Chapter IV - Preliminary Studies and Main Study
4.1 Introduction........................................................................................................123
4.2 Preliminary Studies............................................................................................126
4.2.1 Preliminary Study 1.............................................................................128
4.2.2 Preliminary Study 2............................................................................133
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4.2.3 Preliminary Study 3.............................................................................137
4.2.4 Pilot Study...........................................................................................140
4.2.5 Complementary Study.........................................................................147
4.3 Main Study.........................................................................................................148
4.3.1 Research Question and Hypotheses.....................................................148
4.3.2 Participants..........................................................................................149
4.3.3 Materials..............................................................................................151
4.3.3.1 Initial and Final Questionnaires............................................151
4.3.3.2 Vocabulary Pre-test and Post-tests.......................................154
4.3.4 Procedures...........................................................................................157
Chapter V - Data Analysis, Interpretation and Discussion
5.1 Introduction........................................................................................................162
5.2 Quantitative Analysis.........................................................................................163
5.2.1 Initial Questionnaire............................................................................163
5.2.2 Final Questionnaire.............................................................................167
5.2.2.1 First Common Section..........................................................168
5.2.2.2 EG Version, Second and Third Sections..............................170
5.2.2.3 CG Version, Second Section................................................173
5.2.3 Questionnaires’ Internal Consistency Reliability................................173
5.2.4 Post-tests..............................................................................................175
5.2.4.1 Post-tests’ Objectives...........................................................175
5.2.4.2 Statistical Methods...............................................................176
5.2.4.3 Results..................................................................................177
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5.2.4.3.1 Analysis a..............................................................178
5.2.4.3.2 Analysis b..............................................................180
5.2.5 VARK Learning Style Questionnaire..................................................184
5.3 Qualitative Analysis...........................................................................................190
5.3.1 Research Journal and Audio/Video Recordings..................................191
5.4 Discussion...........................................................................................................194
Conclusions.............................................................................................................198
References...............................................................................................................202
Appendices
Appendix A - NUI Galway Student Questionnaire on Teaching.................222
Appendix B - Main Study: Initial Questionnaire.........................................224
Appendix C - Main Study: EG’s Final Questionnaire..................................228
Appendix D - Main Study: CG’s Final Questionnaire.................................231
Appendix E - Main Study: Pre-test..............................................................233
Appendix F - Main Study: Dialogue Transcript...........................................238
Appendix G - Main Study: Productive and Receptive Recall Post-tests......240
Online Appendices on DVD
Appendix H - Main Study: Video of Viaggio in Italia
Appendix I - Main Study: EG and CG Audio and Video Recordings

Appendix L - Main Study: CG Listening and Writing Tasks

Appendix M - Pilot Study: Pre-,Post Immediate and Delayed Post-Tests

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Declaration Regarding the Work
I, the Candidate, certify that the Thesis is all my own work and that I have not
obtained a degree in this University or elsewhere on the basis of any of this work.

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Acknowledgments
I would like to express my most sincere gratitude to my supervisor, Dr. Laura
Incalcaterra McLoughlin, for her thoughtful guidance, encouragement and the
insightful discussion she offered on the topic and my research.
I am also grateful to Professor Paolo Bartoloni and all of the staff of Italian
Studies at the National University of Ireland, Galway for their continuous support
throughout this project. I would like to thank CELT (Centre for Excellence in
Learning & Teaching) staff for all their technical support in the language
laboratories. I am grateful for the financial support of the College of Arts, Social
Sciences & Celtic Studies at NUI, Galway which funded my study through the
Galway Doctoral Research Fellowship.
Throughout the years of the PhD programme I had the opportunity to spend
time abroad and I am deeply grateful to the advisors who kindly hosted me. These
research stays were also funded by the Research Travel Bursaries offered by the
College of Arts, Social Sciences, & Celtic Studies at NUI, Galway. My appreciation
goes to Dr. Guadalupe Romero Ramos for hosting me at the Universitat Autònoma
de Barcelona and giving me valuable advice on LvS. I am also thankful to Dr.
Conceição Bravo for inviting me to the Universidade do Algarve and for her
feedback on the experimental design of this research. I am very grateful to Dr. Noa
Talaván for hosting me at the Universidad Nacional de Educación a Distancia
several times. Her ongoing advice and interest in the study were very enriching and
appreciated. I also wish to thank Dr. Maria Pavesi for hosting me at the Università di
Pavia and for her precious guidance in the final stages of this research.
I would like to extend my gratitude to the Clip Flair team and all the inspiring
people I have met during this journey. I am particularly indebted to Ms. Nuria Martin
Paños for her invaluable assistance in the statistical analysis. Dr. Elisa Ghia and Dr.
Stefano Rastelli also deserve my gratitude for helping me to focus the direction of
my statistical analysis.
On a more personal level, I wish to sincerely thank my friends for their
unwavering support. A very special thanks goes to Marie Biscio, Claudia Borghetti,
Lucia Camozzi, Alessandro Di Prima, Francesca Magnoni and Adele Virtuoso who
all helped make Galway home. I would also like to thank Elena Hogan for always
finding the right words.
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Most of all I would like to thank all my family for the encouragement and
constant support, which I appreciate more than words can say. In particular, I thank
my mother for her patience, understanding and encouragement throughout the years,
during both the good times and the more challenging moments.
Finally, a special thanks goes to all the students who contributed to this
research project - without their cooperation this study would not have been possible.

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