Across Languages and Cultures
Volume/Issue:
Volume 17: Issue 2
The language of dubbing and its comprehension by learner-viewers. A resource for second language acquisition?
Authors:
Elisa Ghia Dipartimento di Ateneo per la Didattica e la Ricerca Università per Stranieri di Siena, Piazza Carlo Rosselli 27/28, 53100 Siena, ItalyPhone: +39 0577240223, fax: +39 0577240148 E-mail: ghia@unistrasi.it

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Maria Pavesi Dipartimento di Studi Umanistici, Sezione di Linguistica Teorica e Applicata Università degli Studi di Pavia, Corso Strada Nuova 65, 27100 Pavia, ItalyPhone: +39 382984300, fax: +39 0382984304 E-mail: maria.pavesi@unipv.it

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Pages:
231–250
Online Publication Date:
Dec 2016
Publication Date:
01 Dec 2016
Article Category:
Research Article
DOI:
https://doi.org/10.1556/084.2016.17.2.5
Keywords:
dubbing; L2 input comprehensibility; L2 comprehension; simplification; lexical explicitation; standardisation
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Recent research on L2 acquisition has been stressing the potential of audiovisual translation as a tool for boosting foreign language competence. Whereas most studies have concentrated on subtitled input, less attention has been devoted to dubbing, which is nevertheless the main audiovisual translation modality in several countries. Being the outcome of a translation process, dubbed dialogue is subject to translation universals, including simplification, explicitation and standardisation. These strategies may contribute to the greater accessibility of dubbed vis-à-vis original, non-translated products to non-native viewers. With a view to exploring the role of dubbing in ultimately fostering second language acquisition, an empirical study on the comprehension of different types of audiovisual input by learner-viewers was designed. The study moves from the assumption that input comprehension is a necessary prerequisite for acquisition proper and compares the degree of comprehension of dubbed vs. non-translated film scenes among intermediate-level learners of L2 Italian. Quantitatively and qualitatively comparable film scenes were selected and dialogue comprehension was assessed through closed and timed questions administered after exposure to each scene. Findings show that dubbed audiovisual input results in better comprehension than non-translated film dialogue independently of viewers’ L1 and audiovisual texts’ individual features. The study thus paves the way for further research on the acquisitional impact of dubbed dialogue, especially among learners at lower proficiency levels.

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Across Languages and Cultures
Print ISSN:
1585-1923
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1588-2519

Editor-in-Chief: Kinga KLAUDY (Eötvös Loránd University, Hungary)

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Across Languages and Cultures
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