Multimodality Approach in Translation Training: The Use of the Three audiovisual (AV) Modes (Standard, Bimodal and no-subtitling) in Interpretation Teaching for EFL classroom
DOI:
https://doi.org/10.37375/sujh.v14i1.2792Keywords:
Audiovisual Translation AVT, Bimodal, Standard, Multimodality, Vocabulary acquisitionAbstract
This paper explores the effect of different subtitling modes (standard, bimodal, and non-subtitled) on second language (L2) learners' incidental vocabulary acquisition. This study uses a quantitative and quantitative approach and involved 33 EFL majoring in translate, who have been exposed to translation instruction at least for two years. Participants were randomly assigned to one of three experimental conditions: Standard subtitles, Bimodal subtitles, or Non-subtitles. They watch a 20-minute clip from the animated film, “Big Hero 6,” and then complete three posttests assessing their vocabulary acquisition: a word form recognition, a multiple choice, and a meaning by translation test, each test contained 15 items, with 1 point awarded for each correct answer. The participants were given 60 minutes to complete all three tests, with 20 minutes allocated for each test. The study compared the performance of participants across the three experimental condition, then calculated the mean or average scores for each posttest under the different subtitling conditions. The findings indicate that bimodal subtitling, which combines visual and auditory elements in the same language, gives the highest scores in recognizing word forms. Standard subtitling, which displays the meanings of vocabulary in Arabic on the screen, also shows a commendable level of performance in vocabulary recall. In contrast, the no-subtitling condition leads to the lowest scores, which indicates the importance of translation in enhancing comprehension and vocabulary acquisition.
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