Now showing items 1-5 of 5
Subtitles in the classroom: balancing the benefits of dual coding with the cost of increased cognitive load
((SAALT/SAVTO) South African Association of Language Teaching / Suid-Afrikaanse Vereniging vir Taalonderrig // Sabinet, 2013)
Language teachers in the twenty-first century cannot ignore the possible benefits of using multimodal texts in the classroom. One such multimodal source that has been used extensively is subtitled videos. Against the ...
Making meaning in AVT: eye tracking and viewer construction of narrative
(Taylor & Francis, 2012)
The reception of film with a view to audiovisual translation (AVT) is a field that has been receiving more attention in the last few years. This shows a move away from product-oriented research. Nevertheless, methodologies ...
Audio narration: re–narrativising film
(Taylor & Francis, 2010)
Audiovisual texts rely on their polysemiotic nature to create audiovisual narrative. For audiences who do not have access to any one of the semiotic codes, the very essence of the narrative is compromised. The nature of ...
Ideology and subtitling: South African Soap Operas
(Les Presses de l’Université de Montréal, 2012)
This article investigates the ideological component of patronage in the subtitling of four South African soap operas: Generations, 7de Laan, Muvhango, and Isidingo. Taking the concepts introduced by Lefevere as point of ...
Attention distribution and cognitive load in a subtitled academic lecture: L1 vs. L2
In multilingual classrooms, subtitling can be used to address the language needs of students from different linguistic backgrounds. The way students distribute their visual and cognitive resources during a lecture is ...