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The Effects of Dubbing Versus Subtitling of Television Program. PUB DATE Jan 97 NOTE 11P.; In: Visionquest: Journeys Toward Visual Literacy

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The Effects of Dubbing Versus Subtitling of Television Program. PUB DATE Jan 97 NOTE 11P.; In: Visionquest: Journeys Toward Visual Literacy DOCUMENT RESUME ED 408 944 IR 018 357 AUTHOR Mokhtar, Fattawi B. TITLE The Effects of Dubbing Versus Subtitling of Television Program. PUB DATE Jan 97 NOTE 11p.; In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353. PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiovisual Aids; Audiovisual Instruction; College Students; Comparative Analysis; Comprehension; *Educational Television; Foreign Countries; Higher Education; *Language Processing; Programming (Broadcast); Second Languages; *Television Viewing; *Translation; Use Studies IDENTIFIERS *Dubbing; *Subtitles (Television); Universiti Sains Malaysia ABSTRACT The purpose of this study was to investigate viewers' knowledge of program content under various television translation modes and viewing experiences. Subjects were 176 students from the Center for Matriculation Program, Universiti Sains Malaysia in Penang, Malaysia. The Spanish version of an instructional television program was used; the program was translated into Malay using dubbing and subtitling. Subjects were randomly assigned into 4 groups of 44 subjects each. The study examined differences in viewers' knowledge of content in programs with and without translation, and for the translated program, differences in content knowledge among viewers who watched the programs under single viewing and repeated viewing conditions. Findings indicated the following:(1) students who viewed the program without translation had significantly lower scores on a multiple-choice test compared to those who viewed the same program in translations, both under single and repeated viewing conditions;(2) under single viewings of translated instructional television, translation modes did not contribute to any differences in knowledge of program content, however, under repeated viewings, translation in dubbing and subtitles without sound helped viewers to acquire more knowledge on content than translation in subtitles with sound;(3) repeated viewings appeared to significantly help viewers to acquire more knowledge on program content than single viewings, however, effects of repeated viewings were not consistent in all translation modes; and (4) interactions between translation modes and viewing experiences were statistically significant. (Contains 27 references.) (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Effects Of Dubbing Versus SubtitlingOf Television Program by Fattawi B. Mokhtar Abstract The knowledge of program contentamong viewers who watched an instructional television program translated into several translation modes and under different viewingfashions was investigated. One hundred seventy six college studentswere randomly selected and randomly assigned into eight experimental groups. A 4x 2 factorial design was employed.The dependent variable was the viewers' scoreson multiple-choice comprehension test questions on the program content administered immediately after treatments. Severalsignificant differences among variables were found and discussed. Introduction process point of view. When a program is When language becomes a barrier to translated insubtitles,it automatically communication, the classicalternative changestheconveyanceof information solution to this problem is translation. fromauditorydominancetovisual There are twomodes of translating dominance (d'Ydewalle et al. 1991). With television programs. First is a translation translation by dubbing, the translation process known as "dubbing." With this maintainstheoriginalmethodof method, every spoken word, including communication used by television. voice-over narration as usually employed in With translationinsubtitles and in instructional programs, is translated into dubbing then, the television medium tends the target language. to communicate in two different fashions: The second mode of translationis a with visual dominance in the former and process known as "subtitling."With this auditory dominance in the latter. Whether method, spoken words, either in dialogues, thesedifferencesaffectviewers' monologues (on-camera voices) or voice- comprehension of the program contentis overnarrations,aretranslatedand unknown at this point. presented in the form of text superimposed Technically, translation by subtitles will on the visual, typically at the bottom part preserve all audio signals in the original of the screen. Hence, with this method the soundtrack (including music, sound effects, dominant meaningful symbolsare and spoken words) exactly as in the original presented in visual form while thenon- production. Aesthetically, this isone of the meaningful spoken words remainas major advantages of subtitlesover dubbing auditory symbols. (Voge 1977). However, when considering In many non-English speaking countries, the communication process,the spoken translated broadcast materials, either for words (in the original language)are turned entertainment or instructionalpurposes, into non-meaningful symbols. The role of constitute a great if not dominant portion these symbols during viewing is notyet of the overall number of mediatedresources understood. in those particular countries. Translation of If Schram's Communication Model is used imported programs isa viable effort to asatheoreticalground,thosenon- overcome the problem of high cost versus meaningful spoken words will be categorized limited audience for localproduction as "noise," which according to the model (Kilborn 1989). will impede the communicationprocess (Schram 1954 in Heinich et al. 1989). An Statement of the Problem investigationinvolvingretentionand Translation by dubbing or subtitlingseems elimination of the soundtrack in subtitled to impose several new characteristics on television might answer this question. the product of this. process. There are Another formof writtentexton severalquestionsrelatedtothese television is the "caption."Captions and characteristics which need to be addressed, subtitlesare identical in physical format particularlyfrom the communication and in the way they are presentedon the U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization 23 Alice D. Walker originating it. Minor changes have been made to TO THE EDUCATIONAL RESOURCES improve reproduction quality. 2 rEgir CCM' MAR INFORMATION CENTER (ERIC)." Points of view or opinions stated in this document do not necessarily represent nffirinl (WOO nnqitinn nr nnliry screen.They are different, though, in the Hypothesis 3.There is a significant sense that captions use the samelanguage as difference in the knowledge of program the soundtrack, whereassubtitlesare content between viewers who viewed a presented in a different language.Several television program in a single viewing studies on theeffectsofcaptioned experience and those who viewed the same television on learning among hearing- program in a repeated viewing experience. impaired and normal-hearing viewers Hypothesis4.There aresignificant indicate that captioned television improves interactions between modes of translation learningsignificantly (Neuman1991, (dubbing or subtitles) in an instructional Markham 1989, Koskinen1988, Bean television program and viewing experiences. 1989). Whether subtitled television affects comprehension and learning as consistently Methods as captioned televisionis unknown at this Research Design point. A 4 x2 factorial design with random selection and random assignment was Purpose of the Study employed in this study (Keppel 1991). The purpose of thisstudy was to Translationmodeswerethefirst investigate viewers' knowledge of program independent variable (Factor A), with four content under various televisiontranslation levels:dubbing (al); subtitles with sound modes and viewing experiences. The (a2); subtitles without sound (a3); and researcher was interested in investigating without translation (a4). whether there were any differences in the The second independent variable (Factor knowledge of program contentamong B) was the viewing experience with two and repeated viewers who watched an instructional levels:single viewing (b 1) television program that was translated in viewing (b2). several translation modes and variations,. The dependent variable was the viewers' those who watched the program translated, scores on multiple-choicecomprehension and those who saw the same program test questions on the program content.This without translation. test was administered immediately after The researcher was also interested to treatments. Each mean cell and the main test investigatewhether therewere any effectswerecomparedto the differences in the knowledge of program hypotheses.When there was significant content among viewers who watchedthose difference, post hoc tests were conducted to translated and not translated programs pinpoint where the difference was. under single viewing condition to those who saw the same, but underrepeated viewing Subjects condition. One hundred seventy sixstudents from the Center for Matriculation Program, Research
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