O papel das legendas intralinguais no reconhecimento de vocabulário e compreensão em L2

Abstract

This research investigates the effects of using intralingual subtitles (in the same language as the audio) on vocabulary recognition and overall video comprehension in English among high school students from a Brazilian public school. The study involved 31 pre-intermediate level students from a public high school in the state of Ceará, divided into two groups: an experimental group, which watched an episode of the series How I Met Your Mother with intralingual subtitles, and a control group, which watched the same episode without subtitles. The study is grounded in the concept of pedagogical translation and the use of authentic audiovisual materials as teaching resources, drawing on studies such as Garza (1991), Neuman and Koskinen (1992), Koolstra and Beentjes (1999), and Matielo (2016). The research methodology is both qualitative and quantitative, and includes general and specific comprehension tests, as well as vocabulary recognition tests, consisting of a pre-test and a posttest. The data were comparatively analyzed to assess potential linguistic gains resulting from subtitle exposure. The results indicate a positive trend in the performance of participants exposed to intralingual subtitles, both in listening comprehension and vocabulary acquisition, suggesting that subtitles may serve as an effective pedagogical tool for teaching English as a second language in public school contexts.