Interactive Movie Subtitles for Second Languag
Learning
How to enhance interactive movie subtitles for second language learner?
Wutong Lin
School of Computer Science
University of Birmingham
Birmingham, the United Kingdom
[email protected]
Abstract—as an increasing number of individuals start to
learn foreign language through watching movies, the traditional
way of movie display cannot satisfy the learner’s requests any
more. And the researchers have studied the effects of subtitles on
foreign language learners' comprehension of video contents and
language learning skills from different perspectives since 1980s.
In this paper, it presents a thorough discussion about the
relationship between various types of subtitled movies and the
second language learning, with the perspectives of different type
of subtitles (standard subtitle, reserved subtitle, dual subtitle),
the motivation and so on. Also it has analysed a current system
which is typically used subtitled movies for language learning,
and includes relevant discussion about some additional aspects
can be taken in to consideration in the future work.
Keywords—Movie subtitles, second
interactive subtitle, contextual learning
I.
language
learning,
INTRODUCTION
Language is one of the most critical tools that we are used
to communicating with the outside world. Thus it is essential
to have a common language for talking across difference for
breaking down divisions and achieving understanding in our
daily life. As increasing number of foreign language program
start to combine video materials into their curricula. There are
more attention focused on ways and means to optimize the
second language learners’ comprehension of the language of
the movies and some television segment (Garza, 1991).
At the meat time the researchers, Richards and Gordon
(2004, p. 2) stated that as a medium, media enables language
learners to use visual information to enhance comprehension.
During the process, it assists learners to observe the facial
expression and the body language that combine with the
speech (Hayati & Mohmedi, 2011). It can even help them
experience the cultural information involved in a certain
dialog. Therefore, what kinds of products can be more
attractive for users to learn a foreign language, and is there
any relationship between the subtitled movie and language
learning will be discussed from the most basic in the following.
The following structure of the paper has been divided into
five separate parts. In the part two, it consists of three sub
parts. The first sub part, it mainly concerns about the
knowledge about the language learning, which helps gain a
full understanding about the definition of the second language.
Then in the second sub part, it will bring about the discussion
about the current movie subtitles for both viewers and
language learner. And in the last sub part of part two is a
combination between the language learning and movie
subtitles. And it will contain a detailed discussion about how
does the different types of subtitled will affect the language
learning. In the term of part three, it discusses about the reason
why language learning can benefits from the subtitled movies.
As to the part four, it is an analysis about an existing system;
and a brief introduction about what has such system achieved.
The last two parts are about the future work and the total
conclusion. The future work includes some additional aspects
which can be discussed in the designing a new system, all of
the aspects are based on the discussion below.
II.
WHAT KINDS OF SUBTITLES CAN HELP SECOND
LANGUAGE LEARNERS?
A. What is the Second Language
1) Second Language Learning
It is often abbreviated to SLL. Mitchell, Myles and
Marsden (2013) had identified the SLL as the learning of any
language to any level. At the meantime, they empathized only
that the learning of the second language takes place sometime
after than the acquisition of the first language in the childhood.
Therefore, it is easy to understand ‘second’ language will
stand at the cover stage for any kind of language other than the
first language learned by a given learner or group of learners
(Smith & Candlin, 2014). Further, Smith and Candlin gave
their own definition about the classification of the second
languages: first, second languages seem to be the foreign
languages, for example, French is a foreign language for
Australian; second, they can be identified as a language that is
not one’s native tongue, but is regularly spoken in one’s
community, for instance, French for the English-speaking
Canadians. Therefore, the second language cannot be seen as
the “second” language basically, ‘secondary’ seems to be a
better choice of expression. And some researchers illustrated
that second language may indeed be another language that the
learner is working with, or it may be his or her third, fourth…
language (Mitchell, Myles & Marsden, 2013). Additionally,
Saville-Troike (2012) supposed a second language is an
official or societally dominant language which is necessary for
education, employment, and other basic purposes in our daily
life.
2) Second Language Acquisition
Second Language Acquisition (SLA) refers to both the
study of individuals or groups who are learning a second
language (L2) and the process of the language learning
(Saville-Troike, 2012). It is also about how L2 are learned and
how the learner establishes a new language system with only
limited exposure to a second language (Gass, 2013). In
Gardner’s research (2007), he posited there are four stages of
language acquisition, identified as Elemental, Consolidation,
Conscious Expression, and Automaticity and Thought. The
first stage, Elemental, is the initial stage, the learner starts to
learn all of the most basic elements of a language like
vocabulary, grammar. The second stage is Consolidation, in
which some degree of familiarity with the language is
achieved. And at the third stage, the individuals can be able to
use the language but it still need quite lot of efforts. There is a
common phenomenon in that stage, the learner are likely to
search first language for help and trying to find out how it can
support the expression of the second language. The last stage
is Automaticity and Thought, Gardner (2007) said that “One
no longer thinks about the language, but thinks in the
language.”
3) Second Language Strategy
The researches about the Second Language Strategy have
started since 1960s. Williams and Burden (1997) stated that
the developments in cognitive psychology influenced much of
the research done on language learning strategies. At the
beginning stage of the researches, it mainly focused on the
observation about what are the learners doing while learning
L2 (Rubin & Wenden, 1987). As to the definition of the
Second Language, Learning strategies are operations or steps
used by a learner to facilitate the acquisition, storage, or
retrieval of information (Rigney, 1978). Furthermore,
Richards and Platt (1992) defined that learning strategies are
"intentional behaviour and thoughts used by learners during
learning so as to better help them understand, learn, or
remember new information." In other words, researches and
theories in second language learning strongly suggest qualified
language learners should attempt a number of strategies to
assist them in gaining command over the new language, and it
is possible to enhance the development of second language
skills as the learning strategies of good language learners have
taught to less competent learner successfully (O’Malley &
Chamot, 1985).
B. What is the Movie Subtitles
1) Movies for Viewers
Up to now, there are kind of two main approaches for
ordinary viewers when they are watching a foreigner language
movie. One approach is dubbing. At the first, dubbing can also
be identified as vocal recording, which means during the
process of watching a dubbed movies, there is a vocal
recording replacing the previous recoding stage. According to
a survey happened in the internet, one of the participants
stated that he can't get used to it. Other said that listening to
movies in the original language with subtitles helped her to
learn English, especially with the pronunciation. Moreover,
synchronizing the voiceover and the displayed lip movements
often requires the text adjusting (Wissmath, Weibel & Groner,
2009). Therefore, with the requirements of dubbing, the
original text in movies will be adjusted in a certain degree.
And the differences in the length of the words expression are
not same as one could initially expect (Marsi, 1999).
Such a problem can be avoided in another approach at the
most of times, Subtitle. As some researchers raised before that
experienced subtitles are capable of producing translations that
have the equal value to the original information, and
condensation will not result in loss of information” (Koolstra
et al., 2002, p. 328). Subtitled movie provide the translation of
textual format in native language that are usually displayed at
the bottom of the videos. When the viewers are appreciating
the content of the movies, they also need to track the text at
the bottom. Thus there is an argument against the use of
subtitles, which is the assumption that subtitles will make the
viewer pay attention to the screen center any more (Wissmath,
Weibel & Groner, 2009). Then, Gielen (1988) assessed the
eye movements of the condition when television viewers are
watching subtitled television programs. As a result, Gielen
(1988) found that the participant just focus slightly above the
subtitles, this strategy allows one to simultaneously capture
the picture as well as the subtitles. It is same as the result of
the finding of d’Ydewalle, van Rensbergen, and Pollet(1987),
they had found that we are able to move our ateention
automatically form the picture to the subtitles.
2) Movies for Language Learners
Using watching movies as a method to learning foreign
language started form 1980s. In the following I am going to
classify several types of subtitles which have been selected for
the learning purpose.
 Caption
Caption is usually known as transcript (see in Figure 1).
Probably same as transcript in the TV programs, it lists the
words which are spoken by the different figures within the
movie according to the order. The caption movies generally
help deaf and hard-of-hearing audiences (Zarei, 2009), and
enable them to watch television programs and with the same
understanding as the general population (Carney & Verlinde,
1987). On the basic, it can be categorized into open captions
and closed captions according to whether it is able to be
activated by the users (Hong et al., 2010).
Figure 3 Reversed Subtitle (for Chinese-speaking leaners to
learn English)
Figure1 Caption (for Chinese-speaking leaners to learn
English)
 Subtitle
1)
Standard Subtitle & Reversed Subtitle
Subtitles are defined as 'the permanently affixed onscreen
text that represents the narration, dialogue, music, or sound
effects in a program. Subtitles are typically placed at the
bottom centre of the television screen' (Mundomedia digital
studios, online glossary). There is a basic classification
according to the different language of the voice and subtitle:
standard subtitle and reversed subtitle. The former one, the
standard subtitled movie is a kind of movies with foreign
language in sound track and native language in subtitles and as
to reversed subtitling movie, it is with foreign language in
subtitles and native language in sound track (Fazilatfar,
Ghorbani & Samavarchi, 2012).
2)
Dual Subtitle
Dual subtitles (see in Figure 4) contain two types of
subtitles, one is the translation about the foreign; the other is
about the foreign language itself (Kovacs, & Miller, 2014). In
other words, when watching a movie with dual subtitle, the
viewers can read both native and foreign language at the same
time. Thus, compared with the previous subtitles discussed
below, dual subtitle tends to be effective for the vocabulary
acquisition as either caption or standard subtitle alone (Raine,
2012).
Figure 4 Dual Subtitle (for Chinese-speaking leaners to learn
English)
3)
Figure 2 Standard Subtitle (for Chinese-speaking leaners to
learn English)
Key Words Subtitle
Key words subtitle only contains of the key words which
are supposed to be the critical for the comprehension for the
entire dialog(see in Figure 5).
Figure 5 Keywords Subtitle (for Chinese-speaking leaners to
learn English)
C. How do different types of movie subtitle affect the second
language learning
1) Based on the proficiency level of the learners
With the consideration about the participants’ foreign
language proficiency level, the potential relation between the
language level and subtitle has been analysed. Danan (1992)
said, sometimes the combination among different levels’
students can cause an unexpected results. And, researcher
Lambert and Holobow (1984) had found that beginners were
unable to process information in the foreign language if they
cannot rely on their native language. On the contrast, Danan
(1992) illustrated that it is possible that bimodal input (foreign
language sound track with foreign language subtitle) the
beginners when the video materials are fitted to their level and
includes some known phrases as well.
According to the experiment conducted by Wang (2012), the
result had shown that the key-words subtitled video can
benefit the learner’s vocabulary comprehension. And in the
term of the content comprehension, key-words subtitle is
much more suitable for the learner in high level, and is
meaningless for the deep level language learners. Moreover,
the selection of types of subtitle display, to a certain degree,
depends on the learning objectives and the proficiency level
for each leaner. It meant that, if you tend to learn a foreign
language through understanding video contents, native
language subtitle or foreign language subtitle are better
suitable for the all of the learners. However, the advanced
language learners can select key-words subtitled movies as the
tool.
2)
Based on the long term and short term test result
As to an investigation by Bianch and Ciabattoni (2008)
which aimed to realise the short-term and long-term effects of
captioning and subtitling in Italian adult learners of English,
all of the participants were randomly assigned to one of three
groups (with caption, with subtitles, a control group without
any text). Additionally, each participant is of the different
level of the proficiency level. The first test was to analyse the
short- and long-term result according to the vocabulary
comprehension, “with subtitle group” proved much more
significant than “with caption” group. However, the trend was
completely opposite in the long-term result. In such condition,
the participants with deep proficiency level benefited most in
the caption group, at the meantime, the participants with
intermediate and advanced proficiency level received the
better result in the subtitles groups. In other words, with the
consideration of the participants’ foreign language proficiency
level, the outcomes of short term and long term can be
different at some times. What’s more, the researcher also
addressed that differences emerged between short and long
term results for the same type of task. It was due to the fact
that the processed involved in short term and long term
memorization are distinct
3)
Based on the types of the test task
 Vocabulary Comprehension
According to the study results that are based on the
comprehension of the vocabulary (vocabulary recall),
Fazilatfar ,Ghorbani and Samavarchi (2011) and Hashemi and
Pourgharib(2015) analysis the relationship between the
vocabulary learning and Subtitles. The first study had divide
the participants who learn English as foreign language into
three groups including subtitled group over those of standard
subtitled and non-subtitled groups. According to the test result
from Fzailatfarwith others, the participants in the reversed
subtitled condition had higher English vocabulary scores than
other two groups. And the researchers (Fazilatfar ,Ghorbani &
Samavarchi, 2011) supposed that it is may result in the story
information of the reversed subtitle movies. With the help of
the soundtrack in the native language, and the subtitle with
foreign language, the learner can be able to pick up the some
meaning of the English words. As to study of Hashemi and
Pourgharib, they divided the participant in to two groups with
subtitle and without subtitle. As a result, it had showed that
subtitled audio visual materials can help increase the
vocabulary learning.
 Content Comprehension
According to the test results based on the content
comprehension of the participants, the researchers Guillory
(1998) and Markham and Peter (2003) selected three types of
subtitle separately to conduct the experiments. As to the test
conducted by Guillory, the participant has been divided into
three sub groups: no caption group; key text caption group;
full text caption group. And the test result showed that both
key text caption group and full text group can gain much
better content comprehension than null caption group.
However the test results between the full text group and key
text group cannot be distinguished clearly. Further, the test
also fund that key word caption enable leaner to reduce the
distraction of attention. As to the experiment executed by
Markham, he had chosen university-level students who use
English as their mother language, learn Spanish as a foreign
language, and then they were arranged into other different
types of subtitle, Spanish captions, English captions, and no
captions with a Spanish language soundtrack. At the last, the
English group had the best effect on the comprehension of the
content and Spanish caption group the second. Therefore,
Markham and Peter (2003) stated that the selection of the
different types of caption will influence the learners’
understanding of the video contents. Grgurovi and
Hegelheimer's (2007) research also pointed out that the main
challenge in the research of video subtitles is to find a suitable
way to display subtitles.
male the language acquisition happen to the leaners in much
more free and relaxing way at certain degree (Hayati &
Mohammadi, 2011). Grimes (1991) analysed the input process
of the multichannel which becomes sequential (See in Figure
6). In this model, the input channel has been divided into two
parts including video and sounds. And in order to get the aim
of comprehension, the processing needs moderate the attention
and to match the information to the schemas.
III. HOW COULD LANGUAGE LEANING CAN BE
BENEFICIAL FROM THE SUBTITILED MOVIES
A. Movitation
What kind of motivations will push you start to learn a
new language, for employment, for academic or just for the
purely personal interest, or for curiosity. Without the pushing
from such different kinds of motivation, it will be obvious
hard to learn a second language. During several decades,
researchers in various areas such as social psychology and
education, all of them had recognized the important role of
motivation for successful second language learning (Gardner,
1985; Gardner & Clément, 1990). Gardner (1985) also put
forward that motivation as one of the affective variables, has
shown to be as critical as language aptitude for the
achievement of second language learning. The subtitled movie
can be an attractive and interesting platform for language
learner to gain a foreigner language. On the term of the
traditional foreigner language textbook, the contents in the
textbook is academic-oriented, it will not be attractive enough
for learner to learn autonomously. By contrast, movies are not
initially for language learning use, so that the contents in it
will be entertainment-oriented. Additional, through watching a
movie, learner can earn some practical skills such as the
natural intonation and some common sayings.
B. Attention
It is same as the motivation. Attitude plays an critical roles
on predicting language achievement. During watch a watch a
film with a foreign language, in the research of Bianchi and
Ciabattoni (2008), they pointed out that there are three kinds
of channels existing that aim to catch the learner’s attention.
They consist of one auditory channel, two visual channels
including one verbal and one non-verbal. In this condition,
there are several different variables playing, for instance, the
semantic match between verbal channel like audio and the
non-verbal channel like images. And Hashemi and Pourgharib
(2015) stated that such kind of method can help language
learners who own negative willing toward memorizing and
learning new items of vocabulary, due to audio visual
materials engage the students in some activities. So that it
decreased the stress and anxiety of the language learners and
Figure 6 Attention Moderator Construct about the Input
Processing of Multichannel, Grimes’ (1991)
C. Contextual Learning
Contextual Learning can be rooted in a constructivist approach
to learning (Amey & Haston, 1999). According to the theory
of constructivist leaning, each individual can learn by
constructing through the interaction with the environments
(Brown, 1998). Through using different aspects such as
auditory, vision to interact with the wovie, watching subtitled
movies provide a specific environment that enable learners or
enforce them to use more sense to complete the process of
learning. And there is a study mentioned that audio and video
channels can provide much more valuable information than
only one channel (Fazilatfar, Ghorbani, & Samavarchi, 2012).
However, there is a kind of argument; the particular features
caused by the environment of contextual learning will make
learners have to process the information from different aspects.
Is it will be a distraction of learning? Thus, Wang, Chou,
Wang and Hsieh (2003), according to empirical studies, stated
that message which comes from subtitles which are added to
visual channel will neither distract nor interfere the oral and
pictorial information. Further, multiple resources of message
can not only expand the capacity of learners’ memory and also
do promote learning achievements effectively.
IV.
ANALYSIS OF EXISTING SYSTEM- SMART
SUBTITLES
A. What Smart Subtitle has achieved
“Smart Subtitle is an interactive, web- based foreign
language video viewing tool that aims to maximize vocabulary
learning while ensuring the learner fully understands the video
and enjoys watching it (Kovacs & Miller, 2014).”
In order to assist learner to learn vocabulary and appreciate
the video simultaneously, Smart Subtitles provides various
features to meet the learner’s requirements. Basically, it
displays a video with a transcript of the foreign-language
dialog. And then, when the learners cannot understand the
meaning of specific words, the definition of the words will be
displayed using mouse to hover them. Particularly, if the
simply explanation cannot fit the requirement, namely the
leaner are unable to understand the whole line meaning of
current script, a translation button is here to be clicked, so that
a full translation will be displayed (see in Figure 7).
With the addition of “Hover”, the mouse movement action,
increase the participation of the learners during watching. And
such interactive action help user get the better meaning of the
vocabulary. At the meantime, it increases the learning more
interesting and interactive. Hover is just a simple action to
implement; it can encourage learners to have more experience.
2)
The cons of the System
According to the experiment held by the Smart Subtitles
designers, the result showed that the system is particularly
suitable for the intermediate learners. However, I suppose that
the proficiency level of the learners is not only the elements
that affect the test result. The quality of the videos and the
content of the video, even the amount of the common sayings
may contribute to the result. Therefore, it is difficult to make a
decision that the system Smart Subtitle can help all type of the
learners.
On the other hands, Smart Subtitle is particular designed for
vocabulary learning. However, after finish the entire process of
watching and learning, it lacked the different types of tests
which help learners to realise the actual results of the learning.
Maybe in the future improvement, it can be taken account of.
V. FUTURE WORK AND DISCUSSION
The researches on the design of a system which will
satisfy and engage the learners’ requirements will never stop
as there are increasing number of new technologies developed.
In the follow discussion, it will focus about if it is going to
design a new system for language learners if they prefer get a
language skill through watching movies, what kinds of
additional aspects can be taken into consideration based on
what we discussed above.
1)
Figure 7 A screen shoot of the Smart Subtitles with features
introduced below to help users learn vocabulary and navigate
the video, (Kovacs & Miller, 2014)
Up to now, the Smart Subtitles system supports videos in
Chinese, Japanese, French, German, and Spanish, and can be
extended to other languages when the bilingual dictionaries are
available (Kovacs & Miller, 2014).
B. The Pros and Cons of the System
1) The pros of the System
Smart Subtitles ay an algorithm which can support the
system automatically generate a part of the video from a great
deal of source. At the meantime, there is an algorithm deigned
for extracting subtitle form hard-subtitled videos. As the
subtitle in such kind of video is a part of stream of the video.
Therefore, the system gives their users a great deal of space,
and allows them select videos whatever they want. It primarily
ensures the enjoyment of the learners during watching the
video.
The Video Quality
As to a kind of subtitled movie which adopt reversed
subtitle into it, ideally, lip movements can be synchronized
when sound effects and background music remain unchanged
(Danan, 1992). The researcher, Danan has described most
expected condition of the movie which is suitable for language
learners. When the sound and lip movements of the figures in
the movie are synchronized, it will be easier and efficiency to
conduct information processing. Therefore, as to the movie
selection, basically it will be more motivated if the learner can
choose their flavours. However, as for the system designers, it
is necessary to take account of the video quality, trying to find
out the synchronized movies for learners as alternative.
2)
The Language Similarity
The researcher 'Ydewalle and Pavakanun (1997) put
forward that there is an attempt made to measure the result of
foreign language acquisition, taking account of the effect of the
similarity between the foreign and native languages during the
time when watching video with standard subtitles. With this
kind of consideration, bilingual high school students had joined
a test (Fazilatfar, Ghorbani & Samavarchi, 2012). In this test
student were exposed to subtitled videos with soundtracks in
languages similar (e.g. South-African and German) or
dissimilar (e.g. Chinese and Russian) to their mother language.
As a result, the language acquisition including vocabulary
acquisition, was highest for programs with soundtracks in
languages similar to Dutch. Learning a foreign language from
dissimilar languages might have been lower, because it is a fact
that leaners will feel more difficult to discriminate separate
words in the flow of relevant unfamiliar sounds.
3)
Interactive Technology
As the part of analysing existing system, Smart Subtitle,
mentioned, it adapted “hover”, for users to get more detailed
definition about the words in the subtitles. Thus, what kind of
other actions including mouse movement can be adapted to the
new system design to satisfy users’ unexpected requirements
can be a new research area in the following years. For instance,
it is possible to design a new action of mouse movement, so
that it will make the former subtitle move to the top of the
screen, user can focus both two subtitle to gain a better
understanding of the video contents. Or it is possible for users
to gat the control of the movies in some kind of more effective
way. And it can help tem review the whole video more freely if
they want it.
4)
The Classification about the Target User and Objectives
As all of the experiments mention above, for different
language level users, they are suitable for different kind of
subtitled movies. For example, advanced language user can
gain much more points through watch videos within key words
subtitles. However intermediate and beginner do not. Thus,
before starting watch movie, it will be worthful for users to
take a test and ensure what the current level for them of the
specific foreign language is. Additionally, as to the different
learning target, different kinds of subtitle such reversed
subtitles and standard subtitle contribute different portion of
the learning outcome. Therefore, to classify users and the
learning objectives clearly will help users gain much more
effects in learning a foreign language.
5)
An Suitable Environment for Watching
In the research by Danan (1992), There are some
participants who remarkered that it was difficult to read the
subtitles. One of the reasons is that they had to sit too far from
the screen. So with this kind of limitation, the design of the
subtitle font style should be payed attention to. If the learner
can watch a better tape in improve condition, for example, they
can freely adjust the size of the subtitles, they may derive
greater benefits from the subtitles
VI. CONCLUSION
To sum up, during the spare time, it can be a little bit
difficult to get started learn a foreign language instead of enjoy
the leisure time through watching a movie or dramas. In Darren
Edge’s research, he has found that sparse fragments of free
time throughout the day could help people tackle the daunting
but desirable challenge of learning a second language. Making
the best use of the huge source, movie, can be a great choice
for L2 learners. However, how to balance the relationship
between learning and entertainment is still be a big issue for all
of the researchers. It can be ignored, when we select watching
movies as a kind of method to learn a new language, the
changing about the attention may make audiences feel stressed
and unenjoyable. And the information to process that comes
from multiple channels at the same time may reduce the
enjoyment, bring burden to the learners. It may be easy to quit
such kind of learning method. However, compared with
traditional academic-oriented language learning methods, the
benefits form watch subtitled movie is obvious. Not only can
we gain language skill in much pressure way, also do the
dialogs in the movies make learners experience much more
about the local cultural from another country.
Watching subtitled movies can be a great point to address
the lifelong learning problem in real-word context. Much more
interaction actions involved in the process of watching can
enforce audiences to complete information processing. In some
case, they may even complete it automatically. Contextual
learning, it provide a more attractive environment for learner to
start to learning. Multiple input channels from audio and visual
side can help user memory information more effectives. The
combination about the images and sound can be more valuable
for the long term memorizing. Moreover, it builds learners
‘confidence in their ability to understand foreign utterances, or
at least the gist of a message, through visual cues (Danan,
1992).
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