Papers by Jean-Marc Lavaur
ReCALL, 2011
French learners at university meet difficulties in the comprehension of oral English. Being in a ... more French learners at university meet difficulties in the comprehension of oral English. Being in a formal context of language learning, they need to develop language awareness to compensate for insufficient exposure to the English language.
Event-related potentials were recorded during the visual presentation of words in the three langu... more Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals. Participants monitored a mixed list of unrelated non-cognate words in the three languages while performing a semantic categorization task.Words in L1 generated earlier N400 peak amplitudes than both L2 and L3 words, which peaked together. On the other hand, L2 and L3 words did differ significantly in terms of N400 amplitude, with L3 words generating greater mean amplitudes compared with L2 words. We interpret the effects of peak N400 latency as reflecting the special status of the L1 relative to later acquired languages, rather than proficiency in that language per se. On the other hand, the mean amplitude difference between L2 and L3 is thought to reflect different levels of fluency in these two languages.
Summary
The use of slide presentations to support classes and to follow oral discourse (comments)... more Summary
The use of slide presentations to support classes and to follow oral discourse (comments) is
now very expanded in teaching at a university degree. However, only a few studies have been
conducted in order to estimate the relative efficacy of slides when taking into account the
expertise level of the learners in specific purposes as well as their language level when
processing the audiovisual slide presentation and oral comments at the same time. In most
multimedia models, the audience is supposed to master the language of the audiovisual slide
presentation, but it is not always the case in our multilingual university community where
numerous students need to follow classes in a second or non dominant language. The work
presented here is based on the multimedia learning theory (Mayer, 2014) and on some
researches that point out the role of languages in the comprehension of different audiovisual
media. We will reconsider the principles mentioned by Mayer (2014) when the target audience does not master the language of communication (exchange) or teaching, and need
specific help to understand and access the most important points of the presentation easily. The multimedia principles which are supposed to enhance learning and their expected effects linked to the presentation format (text, slides or video) are not only dependent on the expertise
level of the audience, theirs skills in the target language. They also concern more general cognitive and affective factors (motivation, attention, perception, concentration, stress, anxiety, lack of confidence). Taken as a whole, these different elements can modify the
transfer of information contents, improve the level in the taught language or, on the contrary, alter information processing by increasing the cognitive load (unnecessary redundancy, too numerous information or in an inadequate position, rate of scrolling from slide to slide which
is too fast for the learners, etc.). We will mention here some proposals which allow for the modulation and optimization of audiovisual presentations in order to reduce the cognitive load linked to these kinds of teaching and to enhance their attractivity, by using audiovisual
supports based on a recent experimental study run in our laboratory (Mourey & Lavaur, 2015) where slide presentations where compared with other supports (text and movie) in a second language reading/comprehension situation.
Keywords: slide presentation, film, text, second language, learners, presentation format,
redundancy
Cognates are words with similar semantics, orthography, and/or phonology in two or more languages... more Cognates are words with similar semantics, orthography, and/or phonology in two or more languages, e.g., ABSURDE in French, which is ABSURD in English and ABSURDO in Spanish. We examined how cognate processing depends on word form similarity across languages and on task demands. French-English-Spanish trilinguals performed two language-specific lexical decision tasks in their non-dominant languages (English and Spanish) or three language decision tasks (French vs. English, French vs. Spanish, and English vs. Spanish). The word materials included non-cognates (purely one-language control words, e.g., CHIEN, DOG, PERRO), double cognates (translation equivalents with a similar orthography in two languages, e.g., QUESTION in French and English), and triple cognates (e.g., BALLET in French, English, and Spanish). In English lexical decision, triple cognates were recognized faster than double cognates and control words. In Spanish lexical decision, triple and double cognates were processed faster than control words. In language decision, slower RTs were generally obtained for non-identical double cognates than for control words. Even slower RTs arose for triple cognates relative to double cognates. These findings support the view of generalized language nonselective access, implying that all languages known by a trilingual may affect word recognition. Furthermore, the finding of cognate facilitation in lexical decision but cognate inhibition in language decision indicates that cognate effects depend on task-demands and on the specific combination of word form and meaning overlap across languages.
Several studies on bilingual word recognition have shown effects
of word similarity between langu... more Several studies on bilingual word recognition have shown effects
of word similarity between languages. Cognate words (translation
equivalents with identical or near-identical forms like LIBRE in
French and Spanish) are generally recognized and translated faster
than non-cognates (translation equivalents with different forms).In this study, a translation recognition task (de Groot, 1992) was
used in which participants (French-Spanish bilinguals) had to
decide whether two words presented on a computer screen were
translations or not. In Experiment 1, translation equivalents were
identical cognates (same form: CIVIL-CIVIL [civil in Spanish]) and
non-cognates (different forms: DANSE-BAILE [dance in Spanish]).
All non-translation equivalents had different forms (TABLE [table
in French]-AMIGO [friend in Spanish]). We observed a facilitation
effect for cognate pairs which were processed faster than
non-cognate pairs. In Experiment 2, we used the same material
for translation equivalents (cognates and non-cognates) and
two types of non-translation equivalents: interlingual homographs
(same form but different meanings: CREER [create in French]-
CREER [believe in Spanish]) and non-homographic non-translation
pairs (different forms between languages) as used in Experiment
1. When the non-translation pairs shared the same form (interlingual
homographs), they were rejected more slowly than other
non-translation pairs. Moreover, contrary to Experiment 1, due
to the presence of interlingual homographs in the experimental
lists, the facilitation effect for cognate pairs was not replicated.
The results suggest that all homographs (cognates and interlingual
homographs) have a special status in bilingualmemory(due to their
lexical and/or semantic overlap) but their processing also depends
on task demands and experimental list composition. Our results are
in line with the distributed conceptual feature model of bilingual
memory (de Groot, 1992; van Hell and de Groot, 1998). This model
can explain facilitation and inhibition effects due to different overlaps
between words (in both lexical and semantic levels). However,
our results lead us to distinguish identification processes and decisional processes in this task as described in the BIA+ model (Dijkstra and van Heuven, 2002).
This study aims to examine language dominance and language switching effects in a series of monol... more This study aims to examine language dominance and language switching effects in a series of monolingual and multilingual lexical decisions in which participants have to decide if the presented letter string is aword or not, regardless of language. Thirty participants (12 FrenchEnglish bilinguals and 18 FrenchEnglishSpanish trilinguals) were recruited for two different experiments. In Experiment 1, 12 bilinguals processed two monolingual lists (L1 and L2) followed by a bilingual list
(with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively
monolingual (L1, L2 and L3), bilingual (L1L2, L1L3 and L2L3) and trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed
in the light of interactive models of bilingual visual word processing.
Event-related potentials were recorded during the visual presentation of words in the three langu... more Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals (native French participants who were university learners of English, L2, and Spanish, L3). Participants monitored a mixed list of words in the three languages for occasional probe words from one semantic category (animals). Words in L1 generated earlier N400 peak amplitudes than both L2 and L3 words, that themselves did not differ on this measure. This effect of peak latency is thought to reflect qualitatively different lexical processing associated with an early-acquired language (L1) and those that are acquired late. However, L3 words generated more negatively going waveforms than L2 words in both an earlier and a later time window. The early L2-L3 difference seen in P2 amplitudes (at around 200 ms post-stimulus onset) is thought to reflect the differing level of orthographic overlap between English (L2) and Spanish (L3) words on the one hand,...
J'accepte que le comité de programme requalifie ma proposition dans un sens ou dans l'autre (comm... more J'accepte que le comité de programme requalifie ma proposition dans un sens ou dans l'autre (communication orale vers communication affichée ou l'inverse).
Bilingualism and its implication in terms of language processing and human memory is one of the m... more Bilingualism and its implication in terms of language processing and human memory is one of the most important topics nowadays in neurolinguistics. However, many questions remain about the abilities of bilinguals to process two languages and to switch from one language to another. In the present research, we examined masked translation and repetition priming effects in a group of proficient French/English/Spanish trilinguals, using behavioral measures and event-related potentials (ERPs). Participants were presented with a set of English and Spanish target words, that could be preceded by their repetitions (an identity condition), their translation in the two other languages, or by unrelated words (in the three languages). Participants were asked to perform a lexical decision respectively in L2 and in L3. Stimuli for primes and targets were non-cognate words. In Experiment 1, only behavioral data were recorded. Results showed a significant masked repetition effect for both English (L...
The number of multilinguals (people speaking more than two languages) has greatly increased over ... more The number of multilinguals (people speaking more than two languages) has greatly increased over the two last decades, in part due to policies of exchange between countries and in part due to the migration of populations. Over this same period the number of scientific interrogations into bilingualism has also increased. Most of the studies have focused on the bilingual mental lexicon, the way it is accessed and the connections between its different levels of representation (orthography, phonology, semantics…). Event related potentials (ERPs) provide a well adapted tool for the study of the minute details of the time-course of word processing. The aim of our study was to observe the differences in language processing between a trilingual’s three languages using ERPs. Method 21 native (L1) French students of foreign languages at the University level were recruited. In addition to the experimental task, a questionnaire evaluating their language history, including age of acquisition, an...
Event-related potentials were recorded during the visual presentation of words in the three langu... more Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals. Participants monitored a mixed list of unrelated non-cognate words in the three languages while performing a semantic categorization task. Words in L1 generated earlier N400 peak amplitudes than both L2 and L3words, which peaked together. On the other hand, L2 and L3 words did differ significantly in terms of N400 amplitude, with L3 words generating greater mean amplitudes compared with L2 words. We interpret the effects of peak N400 latency as reflecting the special status of the L1 relative to later acquired languages, rather than proficiency in that language per se. On the other hand, the mean amplitude difference between L2 and L3 is thought to reflect
different levels of fluency in these two languages.
Psychologie Française, 2015
Cette étude a pour objectif d’estimer les effets de différents types desous-titres (standard et i... more Cette étude a pour objectif d’estimer les effets de différents types desous-titres (standard et inversé) sur la compréhension d’un film etla récupération ultérieure des mots des dialogues. Un court extraitde film contenant peu d’action est présenté dans 4 versions diffé-rentes (deux dans la langue dominante – franc¸ ais – des participantsavec et sans sous-titres et deux en langue L2 – anglais – avec etsans sous-titres également). Les participants franc¸ ais (L1), avec unniveau intermédiaire en anglais (L2), voient une seule des versionspuis répondent à un questionnaire de compréhension. Ils voientensuite à nouveau la même version que lors du premier visionnage,puis complètent des phrases avec des mots issus des dialogues.Les résultats indiquent des effets positifs des sous-titres sur lacompréhension avec de meilleures restitutions de vocabulaire pourla version inversée (dialogues dans la langue L1 – dominante – etsous-titres dans la L2). Ils sont interprétés à partir du modèle hié-rarchique révisé (RHM, Kroll & Stewart, 1994), prenant en comptela langue des mots, et du modèle de Moreno et Mayer (2007) pourles traitements multimodaux simultanés.
Abstract
A growing number of studies are investigating the cognitive processes involved in movie comprehension (Zacks & Magliano, 2010). Some of them focus on the influence of different languages (in the dialogues or used as subtitles) on screen (Lavaur & Bairstow, 2011), but also the way in which viewers can use subtitled films to develop their knowledge of another language and acquire new vocabulary (Mitterer & Mac Queen, 2009). This study sets out to estimate the relative effects of different types of subtitles (classical and reversed) on film comprehension (mainly the dialogue information) and lexical retrieval, in comparison to two control versions of the film (original and dubbed versions without subtitles). Classic (or standard) subtitling is the most common on television and at the cinema (dialogues in the viewer's non dominant language and subtitles in the dominant language), whereas reversed subtitling is the opposite (dialogues in the dominant language, subtitles in the non dominant language). A short movie extract containing little action was selected to allow the viewer to mainly concentrate on the dialogues. Four different versions were prepared, the original (L2 English) and dubbed (L1 French) versions, both with and without subtitles. These were presented to native French speakers with a medium-to-low knowledge of English, divided into four groups (each seeing only one of the versions). After viewing the film, these last were asked to answer a comprehension questionnaire concerning verbal information found in the film (dialogues). In a second phase, the participants were asked to watch the same version of the sequence as the first phase and then complete a sentence completion task using a lexical retrieval process (dialogue extracts in English L2 – missing one word). Results seem to indicate a positive effect of subtitles on comprehension scores and a better lexical retrieval with reversed subtitles (dialogues in the L1 – dominant language – and subtitles in L2). These findings could prove to be a useful basis for movie comprehension, bilingual memory and language learning studies.
Measuring L2 proficiency : Perspectives for SLA, Jul 2014
International Journal of Multilingualism, Mar 2014
"This study aims to examine language dominance and language switching effects in a series of mono... more "This study aims to examine language dominance and language switching effects in a series of monolingual and multilingual lexical decisions in which participants have to decide if the presented letter string is a word or not, regardless of language. Thirty participants (12 French-English bilinguals and 18 French-English-Spanish trilinguals) were recruited for two different
experiments. In Experiment 1, 12 bilinguals processed two monolingual lists (L1 and L2) followed by a bilingual list (with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively monolingual (L1, L2 and L3), bilingual (L1L2, L1L3, L2L3) and
trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed in the light of interactive models of bilingual visual word processing."
Frontiers in Psychology, 2012
Event-related potentials were recorded during the visual presentation of words in the three langu... more Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals. Participants monitored a mixed list of unrelated non-cognate words in the three languages while performing a semantic categorization task. Words in L1 generated earlier N400 peak amplitudes than both L2 and L3 words, which peaked together. On the other hand, L2 and L3 words did differ significantly in terms of N400 amplitude, with L3 words generating greater mean amplitudes compared with L2 words. We interpret the effects of peak N400 latency as reflecting the special status of the L1 relative to later acquired languages, rather than proficiency in that language per se. On the other hand, the mean amplitude difference between L2 and L3 is thought to reflect different levels of fluency in these two languages.
International Journal of Psychology, 2011
Uploads
Papers by Jean-Marc Lavaur
The use of slide presentations to support classes and to follow oral discourse (comments) is
now very expanded in teaching at a university degree. However, only a few studies have been
conducted in order to estimate the relative efficacy of slides when taking into account the
expertise level of the learners in specific purposes as well as their language level when
processing the audiovisual slide presentation and oral comments at the same time. In most
multimedia models, the audience is supposed to master the language of the audiovisual slide
presentation, but it is not always the case in our multilingual university community where
numerous students need to follow classes in a second or non dominant language. The work
presented here is based on the multimedia learning theory (Mayer, 2014) and on some
researches that point out the role of languages in the comprehension of different audiovisual
media. We will reconsider the principles mentioned by Mayer (2014) when the target audience does not master the language of communication (exchange) or teaching, and need
specific help to understand and access the most important points of the presentation easily. The multimedia principles which are supposed to enhance learning and their expected effects linked to the presentation format (text, slides or video) are not only dependent on the expertise
level of the audience, theirs skills in the target language. They also concern more general cognitive and affective factors (motivation, attention, perception, concentration, stress, anxiety, lack of confidence). Taken as a whole, these different elements can modify the
transfer of information contents, improve the level in the taught language or, on the contrary, alter information processing by increasing the cognitive load (unnecessary redundancy, too numerous information or in an inadequate position, rate of scrolling from slide to slide which
is too fast for the learners, etc.). We will mention here some proposals which allow for the modulation and optimization of audiovisual presentations in order to reduce the cognitive load linked to these kinds of teaching and to enhance their attractivity, by using audiovisual
supports based on a recent experimental study run in our laboratory (Mourey & Lavaur, 2015) where slide presentations where compared with other supports (text and movie) in a second language reading/comprehension situation.
Keywords: slide presentation, film, text, second language, learners, presentation format,
redundancy
of word similarity between languages. Cognate words (translation
equivalents with identical or near-identical forms like LIBRE in
French and Spanish) are generally recognized and translated faster
than non-cognates (translation equivalents with different forms).In this study, a translation recognition task (de Groot, 1992) was
used in which participants (French-Spanish bilinguals) had to
decide whether two words presented on a computer screen were
translations or not. In Experiment 1, translation equivalents were
identical cognates (same form: CIVIL-CIVIL [civil in Spanish]) and
non-cognates (different forms: DANSE-BAILE [dance in Spanish]).
All non-translation equivalents had different forms (TABLE [table
in French]-AMIGO [friend in Spanish]). We observed a facilitation
effect for cognate pairs which were processed faster than
non-cognate pairs. In Experiment 2, we used the same material
for translation equivalents (cognates and non-cognates) and
two types of non-translation equivalents: interlingual homographs
(same form but different meanings: CREER [create in French]-
CREER [believe in Spanish]) and non-homographic non-translation
pairs (different forms between languages) as used in Experiment
1. When the non-translation pairs shared the same form (interlingual
homographs), they were rejected more slowly than other
non-translation pairs. Moreover, contrary to Experiment 1, due
to the presence of interlingual homographs in the experimental
lists, the facilitation effect for cognate pairs was not replicated.
The results suggest that all homographs (cognates and interlingual
homographs) have a special status in bilingualmemory(due to their
lexical and/or semantic overlap) but their processing also depends
on task demands and experimental list composition. Our results are
in line with the distributed conceptual feature model of bilingual
memory (de Groot, 1992; van Hell and de Groot, 1998). This model
can explain facilitation and inhibition effects due to different overlaps
between words (in both lexical and semantic levels). However,
our results lead us to distinguish identification processes and decisional processes in this task as described in the BIA+ model (Dijkstra and van Heuven, 2002).
(with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively
monolingual (L1, L2 and L3), bilingual (L1L2, L1L3 and L2L3) and trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed
in the light of interactive models of bilingual visual word processing.
different levels of fluency in these two languages.
Abstract
A growing number of studies are investigating the cognitive processes involved in movie comprehension (Zacks & Magliano, 2010). Some of them focus on the influence of different languages (in the dialogues or used as subtitles) on screen (Lavaur & Bairstow, 2011), but also the way in which viewers can use subtitled films to develop their knowledge of another language and acquire new vocabulary (Mitterer & Mac Queen, 2009). This study sets out to estimate the relative effects of different types of subtitles (classical and reversed) on film comprehension (mainly the dialogue information) and lexical retrieval, in comparison to two control versions of the film (original and dubbed versions without subtitles). Classic (or standard) subtitling is the most common on television and at the cinema (dialogues in the viewer's non dominant language and subtitles in the dominant language), whereas reversed subtitling is the opposite (dialogues in the dominant language, subtitles in the non dominant language). A short movie extract containing little action was selected to allow the viewer to mainly concentrate on the dialogues. Four different versions were prepared, the original (L2 English) and dubbed (L1 French) versions, both with and without subtitles. These were presented to native French speakers with a medium-to-low knowledge of English, divided into four groups (each seeing only one of the versions). After viewing the film, these last were asked to answer a comprehension questionnaire concerning verbal information found in the film (dialogues). In a second phase, the participants were asked to watch the same version of the sequence as the first phase and then complete a sentence completion task using a lexical retrieval process (dialogue extracts in English L2 – missing one word). Results seem to indicate a positive effect of subtitles on comprehension scores and a better lexical retrieval with reversed subtitles (dialogues in the L1 – dominant language – and subtitles in L2). These findings could prove to be a useful basis for movie comprehension, bilingual memory and language learning studies.
experiments. In Experiment 1, 12 bilinguals processed two monolingual lists (L1 and L2) followed by a bilingual list (with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively monolingual (L1, L2 and L3), bilingual (L1L2, L1L3, L2L3) and
trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed in the light of interactive models of bilingual visual word processing."
The use of slide presentations to support classes and to follow oral discourse (comments) is
now very expanded in teaching at a university degree. However, only a few studies have been
conducted in order to estimate the relative efficacy of slides when taking into account the
expertise level of the learners in specific purposes as well as their language level when
processing the audiovisual slide presentation and oral comments at the same time. In most
multimedia models, the audience is supposed to master the language of the audiovisual slide
presentation, but it is not always the case in our multilingual university community where
numerous students need to follow classes in a second or non dominant language. The work
presented here is based on the multimedia learning theory (Mayer, 2014) and on some
researches that point out the role of languages in the comprehension of different audiovisual
media. We will reconsider the principles mentioned by Mayer (2014) when the target audience does not master the language of communication (exchange) or teaching, and need
specific help to understand and access the most important points of the presentation easily. The multimedia principles which are supposed to enhance learning and their expected effects linked to the presentation format (text, slides or video) are not only dependent on the expertise
level of the audience, theirs skills in the target language. They also concern more general cognitive and affective factors (motivation, attention, perception, concentration, stress, anxiety, lack of confidence). Taken as a whole, these different elements can modify the
transfer of information contents, improve the level in the taught language or, on the contrary, alter information processing by increasing the cognitive load (unnecessary redundancy, too numerous information or in an inadequate position, rate of scrolling from slide to slide which
is too fast for the learners, etc.). We will mention here some proposals which allow for the modulation and optimization of audiovisual presentations in order to reduce the cognitive load linked to these kinds of teaching and to enhance their attractivity, by using audiovisual
supports based on a recent experimental study run in our laboratory (Mourey & Lavaur, 2015) where slide presentations where compared with other supports (text and movie) in a second language reading/comprehension situation.
Keywords: slide presentation, film, text, second language, learners, presentation format,
redundancy
of word similarity between languages. Cognate words (translation
equivalents with identical or near-identical forms like LIBRE in
French and Spanish) are generally recognized and translated faster
than non-cognates (translation equivalents with different forms).In this study, a translation recognition task (de Groot, 1992) was
used in which participants (French-Spanish bilinguals) had to
decide whether two words presented on a computer screen were
translations or not. In Experiment 1, translation equivalents were
identical cognates (same form: CIVIL-CIVIL [civil in Spanish]) and
non-cognates (different forms: DANSE-BAILE [dance in Spanish]).
All non-translation equivalents had different forms (TABLE [table
in French]-AMIGO [friend in Spanish]). We observed a facilitation
effect for cognate pairs which were processed faster than
non-cognate pairs. In Experiment 2, we used the same material
for translation equivalents (cognates and non-cognates) and
two types of non-translation equivalents: interlingual homographs
(same form but different meanings: CREER [create in French]-
CREER [believe in Spanish]) and non-homographic non-translation
pairs (different forms between languages) as used in Experiment
1. When the non-translation pairs shared the same form (interlingual
homographs), they were rejected more slowly than other
non-translation pairs. Moreover, contrary to Experiment 1, due
to the presence of interlingual homographs in the experimental
lists, the facilitation effect for cognate pairs was not replicated.
The results suggest that all homographs (cognates and interlingual
homographs) have a special status in bilingualmemory(due to their
lexical and/or semantic overlap) but their processing also depends
on task demands and experimental list composition. Our results are
in line with the distributed conceptual feature model of bilingual
memory (de Groot, 1992; van Hell and de Groot, 1998). This model
can explain facilitation and inhibition effects due to different overlaps
between words (in both lexical and semantic levels). However,
our results lead us to distinguish identification processes and decisional processes in this task as described in the BIA+ model (Dijkstra and van Heuven, 2002).
(with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively
monolingual (L1, L2 and L3), bilingual (L1L2, L1L3 and L2L3) and trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed
in the light of interactive models of bilingual visual word processing.
different levels of fluency in these two languages.
Abstract
A growing number of studies are investigating the cognitive processes involved in movie comprehension (Zacks & Magliano, 2010). Some of them focus on the influence of different languages (in the dialogues or used as subtitles) on screen (Lavaur & Bairstow, 2011), but also the way in which viewers can use subtitled films to develop their knowledge of another language and acquire new vocabulary (Mitterer & Mac Queen, 2009). This study sets out to estimate the relative effects of different types of subtitles (classical and reversed) on film comprehension (mainly the dialogue information) and lexical retrieval, in comparison to two control versions of the film (original and dubbed versions without subtitles). Classic (or standard) subtitling is the most common on television and at the cinema (dialogues in the viewer's non dominant language and subtitles in the dominant language), whereas reversed subtitling is the opposite (dialogues in the dominant language, subtitles in the non dominant language). A short movie extract containing little action was selected to allow the viewer to mainly concentrate on the dialogues. Four different versions were prepared, the original (L2 English) and dubbed (L1 French) versions, both with and without subtitles. These were presented to native French speakers with a medium-to-low knowledge of English, divided into four groups (each seeing only one of the versions). After viewing the film, these last were asked to answer a comprehension questionnaire concerning verbal information found in the film (dialogues). In a second phase, the participants were asked to watch the same version of the sequence as the first phase and then complete a sentence completion task using a lexical retrieval process (dialogue extracts in English L2 – missing one word). Results seem to indicate a positive effect of subtitles on comprehension scores and a better lexical retrieval with reversed subtitles (dialogues in the L1 – dominant language – and subtitles in L2). These findings could prove to be a useful basis for movie comprehension, bilingual memory and language learning studies.
experiments. In Experiment 1, 12 bilinguals processed two monolingual lists (L1 and L2) followed by a bilingual list (with L1 and L2 words). The results indicate faster answers and better accuracy for L1 words compared to L2 words in both lists, and a general slowdown of processing in the bilingual list, highlighting language switching effects (switch from L2 to L1 faster than from L1 to L2). In Experiment 2, 18 trilinguals performed successively monolingual (L1, L2 and L3), bilingual (L1L2, L1L3, L2L3) and
trilingual (L1L2L3) lists. The results show a slowdown of word processing as a function of number of languages involved, even for the dominant language (L1). Moreover, a language switching effect was found for all multilingual lists, in larger proportions when the list involves the two weakest languages (L2 and L3). Results are discussed in the light of interactive models of bilingual visual word processing."
Références
Bairstow, D., & Lavaur, J-M. (2012). Audiovisual information processing by monolinguals and bilinguals: Effects of intralingual and interlingual subtitles. Mediaforall 3: AVT at the crossroads (in Press).
Lavaur, J-M., & Bairstow, D. (2011). Languages on the screen: is film comprehension related to the viewer's fluency level and to the languages in the subtitles? International Journal of Psychology 46(6), 455-462.
Contact :[email protected]
Concernant le spectateur, on imagine facilement que celui-ci se représente avec plus ou moins de précision la performance qui va être produite, les attentes et les anticipations qui en découlent en fonction de ses expériences passées. Par la même, on imagine également que les spectateurs ont des sensations proches des propres acteurs lors de la concrétisation de la performance artistique ou scénique. Enfin, le spectateur se positionne souvent par rapport à des activités qui ne sont pas habituelles pour lui dans la mesure où celles-ci sortent du commun, des normes et conventions, ce qui rend la performance à la fois attractive et passionnante à accompagner.
La performance est ainsi perçue comme un exploit, une prouesse et une technique d’expression artistique dont les processus psychologiques qui mènent à sa réalisation ou sa concrétisation sont complexes. Les mécanismes cérébraux liés à l’appréhension de la performance et à sa réalisation seront abordés sous l’angle des neurosciences.
globally slowed as a function of number of languages involved in the lexical decision. Moreover, language switching cost is smaller when switching from a non-dominant language to a dominant language (L3 to L1; L2 to L1) than the reverse. The major finding of the study is the demonstration of repetition effects and anguage switching costs in all generalized lexical decisions, in a wider extent when the participant has to deal with the two non-dominant languages, in both directions (L2 to L3 and L3 to L2). The results are discussed in the light of interactive models of bilingual visual word processing.""
inferences is produced with this version, but the main effect is in their higher level of complexity when viewers have access to the dialogues thanks to the subtitles. These findings indicate that subtitles can help the viewer create a situation model that is more complete than when no help in accessing dialogues’ meaning is available, enabling a high level of complex inference production. The results provide an in-depth view of the effects of subtitles on film comprehension. While most studies evaluate image or dialogue comprehension, examining inference production supplies knowledge about the underlying thinking processes taking place while watching subtitled films."
Un film est constitué de nombreux éléments en interaction qui doivent être traités simultanément. Le traitement conjoint des informations non-verbales (images, musique) et verbales (dialogues et éventuels sous-titres) doit permettre de comprendre la situation évoquée par un film. Suite aux recherches portant sur la compréhension des éléments visuels et verbaux d’un film en présence ou non de sous-titres (Lavaur & Bairstow, 2011), cette étude vise à évaluer la rétention du vocabulaire issu des dialogues à partir de plusieurs versions sous-titrées d’un même film. Plusieurs types de sous-titrage peuvent être proposés en fonction de la langue des dialogues et des besoins éventuels des spectateurs. Le sous-titrage «standard» (interlangue) est utilisé quand les dialogues présentés dans une langue peu ou pas connue sont repris dans des sous-titres en langue dominante des spectateurs. Le sous-titrage «inversé», toujours interlangue, correspond à la situation où les dialogues sont dans la langue des spectateurs et les sous-titres dans la langue originale du film. Enfin, le sous-titrage est «intralangue» lorsque les dialogues et les sous-titres sont présentés dans la même langue. Dès 1992, Neuman et Koskinen ont démontré que les programmes télévisés sous-titrés (sous-titrage standard) offrent un environnement riche permettant au spectateur d’apprendre des mots d’une langue étrangère. Par ailleurs, Danan (2004) a mis en évidence un effet facilitateur du sous-titrage intralangue sur la rétention du vocabulaire proposé. Enfin, Mitterrer et McQueen (2009) mettent en évidence un effet d’interférence lexicale du sous-titrage interlangue (standard) découlant d’une concurrence entre les mots parlés dans une langue (dialogues) et les mots écrits dans une autre langue (sous-titres). Ces mêmes auteurs estiment que le sous-titrage intralangue peut aider à l’apprentissage lexical car les deux sources d’information linguistique sont redondantes mais non conflictuelles (même langue). Ces résultats laissent supposer que de nombreux liens se créent entre les mots lus et entendus mais que ceux-ci dépendent en partie de l’attention portée aux différents sous-titres. Danan (2004) a ainsi noté que le sous-titrage est d’autant plus efficace dans l’apprentissage de mots si des stratégies de visionnage sont employées lors de l’exposition au matériel audiovisuel. Ainsi, la mise en place d’une consigne explicite serait susceptible de vérifier les effets obtenus dans les trois études citées grâce à trois versions sous-titrées d’un film (interlangue, inversée et intralangue). Dans cette étude, nous estimerons quel type de sous-titrage peut permettre la meilleure restitution de vocabulaire, mais aussi dans quelle mesure cette restitution peut être influencée par une consigne explicite de visionnage dirigée vers les dialogues du film.
Matériel et méthode :
72 participants (L1 français), ayant un niveau considéré faible en anglais, visionnent un court extrait du film « L’inconnu du Nord Express » (Hitchcock, 1951) et sont répartis en trois groupes en fonction de la version du film proposé : version standard (dialogues anglais, sous-titres français), version intralangue (anglais dans les deux cas) ou version inversée (dialogues français, sous-titres anglais). La moitié des participants regardait le film sans consigne particulière, tandis que l’autre moitié avait pour consigne de prêter un maximum d’attention aux dialogues. Au total, six groupes expérimentaux ont ainsi été créés. Après le visionnage de la séquence, 28 extraits des dialogues du film, auxquels un mot a été retiré, doivent être complétés. Les mots-test anglais varient en fonction de leur fréquence lexicale (fréquents ou peu fréquents). Chaque extrait de dialogue est précédé d’une phrase de contexte pour remémorer la situation évoquée. Après l’épreuve, l’ensemble des participants voient une deuxième fois la séquence dans la même version et avec la même consigne, puis complètent à nouveau les mêmes extraits des dialogues du film.
Résultats:
Les résultats indiquent un effet significatif de la version du film sur la récupération des mots des dialogues. Après le premier visionnage, la version inversée permet une meilleure restitution des dialogues que les deux autres versions (qui ne se distinguent pas entre elles). Après le second visionnage et quelle que soit la version, on observe une amélioration de la performance mais la version inversée demeure la version pour laquelle les dialogues sont le mieux complétés par rapport aux versions standard et intralangue. La consigne a également un effet positif mais seulement pour les participants ayant vu les versions standard et intralangue, avec un meilleur score de rappel pour ces deux versions par rapport à leurs homologues sans consigne. On observe enfin des effets liés à la fréquence des mots complétant les dialogues, les moins fréquents étant en général moins bien rappelés que les mots plus fréquents. Cet effet est cependant moins prononcé pour la version inversée (par rapport aux deux autres versions) et lors du second visionnage (toutes versions confondues).
Discussion:
Cette recherche permet de mieux comprendre les effets relatifs de chaque type de sous-titrage sur la rétention et la restitution du vocabulaire issu des dialogues. Comme ont pu l’indiquer certains auteurs (dont Danan, 1992), le sous-titrage inversé des films permet une meilleure restitution des dialogues par rapport à d’autres formes de sous-titrage. De plus, la présence d’une consigne dirigeant expressément l’attention des participants vers les dialogues a globalement des effets positifs sur leur restitution mais dépendent aussi de la version sous-titrée proposée. Ce type de recherche met en jeu des mécanismes liés à la présentation multimodale de mots dans un cadre très riche où de nombreuses autres informations (notamment non-verbales) entrent en interaction avec les dialogues d’un film. Des études plus approfondies doivent être menées dans le futur pour examiner plus en détail le type de mots présentés à l’écran. Avec le sous-titrage des films, il est probable que le spectateur apprenne progressivement à créer des liens entre de nombreux équivalents de traduction des deux langues proposées à l’écran. Ces données semblent compatibles avec le modèle d’association lexicale (Kroll & Stewart, 1990, 94), mais il reste à savoir si ces liens sont durables et permettent l’acquisition efficace d’un nouveau vocabulaire. Il paraît dès lors utile d’augmenter les délais de rétention entre le visionnage d’un film et la restitution des mots et de faire varier les différents tests portant sur les dialogues.
Références bibliographiques :
Danan, M. (1992). Reversed subtitling and dual coding theory, Language Learning, 42 (4), 497-527.
Danan, M. (2004). Captioning and subtitling. Meta: Translators' Journal, 49 (1), 67-77.
Gambier, Y. (2007). Sous-titrage et apprentissage des langues. Linguistica Antwerpiensia, 6, 97-113.
Kroll, J. F. & Stewart, E. (1994). Category Interference in Translation and Picture Naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-74.
Lavaur, J-M. & Bairstow, D. (2011). Languages on the screen: is film comprehension related to the viewer's fluency level and to the languages in the subtitles? International Journal of Psychology, 46(6), 455-62.
Mitterer, H. & McQueen, J. (2009). Foreign subtitles help but native-language subtitles harm foreign speech perception. PLoS ONE 4(11): e7785.doi:10.1371/journal.pone.0007785
Neuman, S. & Koskinen, P. (1992). Captioned television as comprehensible input. Reading Research Quarterly, 27(1), 95–106.
"
Jean-Marc Lavaur, Dominique Bairstow & Jannika Laxen
Laboratoire Epsylon EA 4556, Université Montpellier 3, Place Albert 1er, 34000 Montpellier.
Adresses mail : [email protected]
Domaine : psychologie cognitive
Une partie des recherches portant sur l’organisation et le fonctionnement du lexique mental bilingue concerne les liens existants en mémoire entre les équivalents de traduction qui se modifient au fur et à mesure de l’apprentissage de la langue L2. Les débats actuels portent sur l’évaluation du niveau de langue des participants dans ces recherches (Lavaur & Bairstow, 2011) puisqu’il s’agit d’homogénéiser des résultats obtenus avec des populations et des langues différentes dans des contextes expérimentaux variés (Wei & Moyer, 2008).
Dans cette perspective, nous présentons un test informatisé, basé sur une tâche expérimentale (Laxen & Lavaur, 2010) qui évalue la facilité avec laquelle un apprenant passe du niveau lexical (forme des mots) au niveau sémantique (significations associées). Dans cette tâche, les participants doivent décider si deux mots présentés à l’écran (ex : LUNE-MOON ou LUNE-RIVER) sont ou non des traductions. Les effets obtenus sont liés à la sémantique des mots (niveau de concrétude, nombre et dominance des traductions, écart sémantique entre les différentes traductions d’un même mot ; Laxen & Lavaur, 2010) à leur forme (mots cognats et homographes interlexicaux ; Laxen, Lavaur & Aparicio, 2011) et sont explicables par plusieurs modèles de la mémoire bilingue. Le BIA+ (Dijktra & Van heuven, 2002) rend compte à la fois de l’activation des deux formes présentées (Système d’identification) et de l’appariement sémantique lié aux demandes de la tâche (Système de décision). Le modèle distribué (De Groot & van Hell, 1998) prend compte des différents degrés de recouvrement sémantique entre les mots des deux langues pour expliquer la rapidité de l’appariement basé sur les équivalences de sens entre les mots. L’ensemble des processus décrits dans ces modèles ne peuvent être mis en place que si l’individu dispose d’une compétence (bilingue), celle qui consiste à établir des liens, à plusieurs niveaux, entre ses deux lexiques.
Dans la version visuelle du test, les codes orthographiques et sémantiques des mots en mémoire sont nécessairement impliqués de sorte que les participants doivent détecter les formes présentées, accéder à leur sens et les apparier comme étant ou non des traductions. Il dépasse ainsi la simple mesure de la compétence dans une langue donnée et peut être appliqué à une large population indépendamment de son niveau dans les deux langues testées.
Matériel
Création de la base
Familiarité Dans sa version actuelle, le test prend en compte la familiarité des mots dans les deux langues qui, bien que basée sur des évaluations subjectives, est mieux à même de refléter la fréquence des contacts avec les mots des deux langues.
Sens de la traduction Les effets liés au sens dans lequel les équivalents de traduction sont traités (L1L2, L2L1) impliquent que l’accès à la mémoire sémantique dépend également de la langue de départ qui orientera les traitements effectués. Ce sens peut être prévisible (La langue de départ est soit la L1 soit la L2) ou non (ordre aléatoire) afin d’estimer la capacité des participants à changer de langue au cours du test.
Liens sémantiques entre les mots La capacité à reconnaître des traductions est mise en relation avec la capacité à discriminer des mots non reliés dans la mémoire sémantique (non équivalents de traduction).
Similarité lexicale et sémantique Dans la deuxième phase du test, une partie du matériel est composée de mots de même forme dont la moitié renvoie à la même signification (cognats homographes comme TAXI-TAXI) et l’autre moitié à des significations distinctes dans les deux langues (homographes interlexicaux comme COIN-COIN).
Autres variables Dans la 1ère phase, les variables contrôlées sont la forme des mots (pas de lien orthographique entre les mots des deux langues), le nombre de lettres (3 à 7) et la différence de lettres au sein d’un même couple (+ ou – 2). Les mots ont une seule traduction ou une traduction nettement dominante. Dans la 2ème phase, les liens lexicaux à l’intérieur des couples sont pris en compte pour les traductions (mots cognats et non cognats) et les non traductions (homographes interlexicaux).
Sélection du matériel 270 couples d’équivalents de traduction sont classés en deux niveaux de familiarité (élevé, bas) à partir de deux bases anglaises (Balota, 1999 ; Davis, 2005) et deux bases françaises (Desrochers et Bergeron, 2000 ; Desrochers et Thompson, 2009). Les couples sélectionnés sont répartis en fonction de l’ordre des langues dans lequel ils seront vus (L1L2, L2L1, ordre aléatoire). Les contrebalancements permettent de présenter un couple dans les 3 ordres et de présenter un mot (par exemple LUNE) avec sa traduction (MOON) ou avec un autre mot anglais (BOOK).
Avant le test, chaque participant remplit un test d’auto-évaluation sur 4 échelles de 1 à 7 pour les deux langues test (production écrite et orale, expression écrite et orale). Il doit également préciser l’âge d’acquisition de sa L2.
Résultats
Le test a été administré à 30 participants (pour chacune des deux phases) de différents niveaux dans la L2. Pour la première phase, on obtient un effet de la familiarité (traductions familières mieux reconnues que traductions non familières). Pour les non équivalents, le rejet des couples est plus efficace quand ceux-ci sont constitués de mots familiers. Les résultats au test (estimés en nombre de réponses correctes) sont corrélés positivement avec les auto-évaluations. L’effet de familiarité est présent dans toutes les conditions de langue et quel que soit le niveau de langue des participants. Nous n’obtenons par contre pas d’effet lié au sens de traduction.
Dans la deuxième phase, nous obtenons également un effet de la familiarité. Concernant le type de mots, les cognats identiques sont mieux reconnus que les autres mots. Cet effet est obtenu pour les deux niveaux de familiarité pour les étudiants avancés mais seulement pour les mots familiers pour les débutants. Les homographes interlexicaux provoquent plus d’erreurs. Cet effet est présent pour les deux niveaux de familiarité pour les débutants mais seulement pour les mots rares pour les étudiants avancés.
Discussion
Les résultats du test sont globalement conformes aux résultats expérimentaux (Laxen & Lavaur, 2010 ; Laxen, Lavaur et Aparicio, 2011) et permettent d’évaluer rapidement le fonctionnement de la mémoire bilingue (capacité d’un individu à manipuler deux langues différentes simultanément). Le test permet également de relever des difficultés particulières entre les deux principaux niveaux de traitement (lexical et sémantique). Nous prévoyons plusieurs extensions du test dont une présentation audiovisuelle des mots (1er mot parlé, 2ème mot écrit) dans le but d’examiner les facteurs liés à la phonologie des deux langues.
Références
Davis, C.J. (2005). N-Watch: A program for deriving neighborhood size and other psycholinguistic statistics. Davis, C.J., Behavior research methods, 37, 2005, p 65-70
Desrochers, A., & Thompson, G.L. (2009). Subjective frequency and imageability ratings for 3,600 French nouns. Behavior Research Methods, 41, 546-557.
Desrochers, A. & Bergeron, M. (2000). Valeurs de fréquence subjective et d’imagerie pour un échantillon de 1916 substantifs de la langue française. Revue Canadienne de Psychologie Expérimentale, 54 :4, 274-325.
Dijkstra, A., & van Heuven, W.J.B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175-197.
Lavaur, J-M., & Bairstow, D. (2011). Languages on the screen: is film comprehension related to the viewer's fluency level and to the languages in the subtitles? International Journal of Psychology ,46(6), 455-462..
Laxen, J., & Lavaur, J-M. (2010). The Role of Semantics in Translation Recognition: Effects of number of translations, dominance of translations, and semantic relatedness of multiple translations. Bilingualism, Language and Cognition, 13(2), 157-183.
Laxen, J., Lavaur, J-M., & Aparicio, X. (2011). Reconnaissance en traduction et homographie interlangue. Psychologie Française, 56(3), 161-172.
van Hell, J. G., & de Groot, A. M. B. (1998). Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association. Bilingualism: Language and Cognition, 1(3), 193–211.
Wei, L., & Moyer, M. (2008). The Blackwell guide to research methods in Bilingualism and Multilingualism. Malden : Blackwell Publishing Limited.
This study sets out to estimate the relative effects of different types of subtitles (classical and reversed ) on film comprehension, in comparison to two control versions of the film (original and dubbed versions without subtitles).
A short movie extract containing little action was selected to allow the viewer to concentrate on the dialogues. Four different versions were prepared, the original (English) and dubbed (French) versions, both with and without subtitles. These were presented to native French speakers with a medium-to-low knowledge of English, divided into four groups (each seeing only one of the versions). After viewing the film, these last were asked to answer a comprehension questionnaire concerning verbal information found in the film (dialogues). In a second phase, the participants were asked to watch the same sequence again and then complete a lexical retrieval task (dialogue extracts in English missing one word). Results seem to indicate little differences in comprehension scores but a better lexical retrieval with reversed subtitles. These findings could prove to be a useful basis for movie comprehension and language learning studies.
References
Lavaur, J-M., & Bairstow, D. (2009). Effects of language fluency and subtitles on film comprehension. Oral Communication. International Symposium on Bilingualism. ISB7. Utrecht, The Netherlands, July 2009.
Mitterer, H., & Mac Queen, J-M. (2009). Foreign subtitles help but native-language subtitles harm speech perception. Plos One, 4(11), 1-5.
Zacks, J. & Magliano, J. (2010). Film, Narrative, and Cognitive Neuroscience. In Francesca Bacci and David Melcher (Eds.) Art and the Senses. New York: Oxford University Press.
"
Dans notre travail précédent (Aparicio, Laxen et Lavaur ; 2007), nous avons également évoqué deux indices sémantiques particulièrement importants permettant d’estimer le degré de recouvrement sémantique entre plusieurs traductions (le nombre de traductions d’un mot donné d’une langue de la base dans les deux autres langues et dominance ou non des traductions proposées dépendant de la fréquence d’utilisation de ces traductions dans des contextes variés). Ces indices influencent par exemple la rapidité avec laquelle les traductions sont reconnues (Laxen, 2007 ; Laxen & Lavaur, 2007,2008). Alors que les différents indices de Proximité Orthographique sont calculés de manière objective par un algorithme mathématique (Dufau et Aparicio, 2007), il est beaucoup plus complexe d’estimer de manière arithmétique le degré de recouvrement sémantique entre les mots (équivalents de traduction ou non). L’objectif de ce travail est de proposer un mode de calcul simple de la proximité sémantique entre les mots de manière proche du mode utilisé pour estimer la proximité orthographique.
Comme l’IPO, L’IRS prend des valeurs qui s’inscrivent sur un continuum (échelle) de 0 à 1. La valeur 0 de l’IRS indique que deux mots de deux langues différentes n’ont aucun lien sémantique (par exemple Carotte et coche –voiture en espagnol) alors que la valeur 1 indique que deux mots renvoient de deux langues différents renvoient exactement au même sens et qu’ils sont la seule traduction possible l’un de l’autre (Tigre-Tiger).
Les valeurs intermédiaires (entre 0 et 0,5) concernent des mots qui, bien que n’étant pas des traductions ont un lien sémantique (interlangue) plus ou moins fort (Lune et sun –soleil en anglais). Les valeurs de l’IRS comprises entre 0,5 et 1 indiquent que les mots sont des équivalents de traduction mais que les recouvrements sémantiques ne sont pas complets parce qu’un mot est, par exemple, la traduction non dominante de l’autre mot (Par ex : FILLE et DAUGHTER sachant que GIRL est la traduction dominante de FILLE et DAUGHTER une traduction secondaire).
La base ESF est déjà utilisé pour des expérimentations trilingues et devra inclure des mesures chronométriques issues de différentes tâches impliquant la reconnaissance visuelle de mots (décisions lexicales dans les trois langues, décisions de langue prises deux à deux, reconnaissance en traduction).
Most contributions to this volume originate from the international bilingual conference «Audiovisual Translation: Multidisciplinary Approaches/La traduction audiovisuelle : Approches pluridisciplinaires» held in Montpellier, France, in 2008. ""
Ce volume présente une analyse critique des formes les plus importantes de traduction dans les médias audiovisuels (sous-titrage, doublage, surtitrage, et traduction pour personnes ayant un handicap auditif ou visuel). Il aborde les évolutions récentes dans plusieurs pays et soulève des questionnements multiples qui se posent quant à la réception des œuvres traduites sur les écrans ou sur les scènes.
La traduction audiovisuelle est abordée ici sous l'angle de plusieurs disciplines différentes et complémentaires, notamment les études cinématographiques et culturelles, la traductologie, la linguistique et la psychologie cognitive, en mettant l’accent tant sur les aspects théoriques que sur les enjeux pratiques.""
Le sous-titrage, forme majeure de traduction audiovisuelle, n'est pas une technique récente, mais ses évolutions prennent en compte à la fois les avancées technologiques et les caractéristiques du public, qui peut maintenant choisir entre plusieurs versions sous-titrées ou doublées d'un même film, en fonction des langues qu'il souhaite voir à l'écran. Les développements du sous-titrage pour sourds et malentendants et de l'audio description pour aveugles et malvoyants attestent, eux aussi, des progrès considérables dans le domaine de l'accessibilité aux médias.
Cet ouvrage retrace l'historique du sous-titrage au cinéma et sa réception dans les différents médias. Il explique les étapes qui mènent de la création des sous-titres à leur réception en confrontant le point de vue de spécialistes de la linguistique, de la traduction, du cinéma et de l'audiovisuel, des études culturelles et de la psychologie.
Cet ouvrage s'adresse aux étudiants et enseignants en traduction et intéressera également un public plus large désireux de comprendre la place de plus en plus importante des supports multilingues dans les médias audiovisuels""
Cet ouvrage collectif mène une réflexion approfondie autour des langages, des cultures et des identités se basant sur des réalités françaises et brésiliennes.
Avec le concours de spécialistes en sciences humaines et sociales français et brésiliens issus de champs d’études variés et obéissant ainsi à une perspective interdisciplinaire, cet ouvrage d’une part rend compte de la multiplicité d’approches autour de ces concepts et, d’autre part, prétend promouvoir un dialogue entre ces deux réalités française et brésilienne, à la fois distantes et proches. Une telle lecture se place à la croisée des cultures et des deux natures imaginaires.
"