Tarefa de legendagem de vídeos para ensino e aprendizagem/aquisição de línguas estrangeiras

Abstract

This study investigated the implementation of an interlingual subtitling task, video subtitle production, within a foreign language (FL) teaching and learning/acquisition context. The main objective was to investigate the use of the subtitling task as a facilitating resource to develop English language (EL) comprehension of students at an elementary level of linguistic proficiency in English. The specific objectives were: (a) to evaluate whether, and to what extent, the interlingual subtitling task fosters this study participants’ general and noun phrase comprehension of the EL; (b) to examine the effect of subtitling procedures, namely domestication, reduction and segmentation to noun phrase comprehension; (c) to verify how the participants perceive the subtitling task, in a general sense, and more specifically to aid their comprehension of video contents in English. In order to achieve these goals, during two years (2018-2019), this study methodology was assessed through the implementation of subtitling tasks in EL classrooms with students at an elementary level of linguistic proficiency. During this period, it was observed how the students reacted to the proposed subtitling tasks. Initially, two types of subtitling tasks were tested: interlingual and intralingual. It was observed that the intralingual task generated low productivity; a fact corroborated in the pilot study developed in the second term of 2019. Based on these preliminary observations, some methodological adjustments were made, mainly the elimination of the intralingual subtitling task from the methodological design of this study. A video interlingual subtitling task with scaffolding orientation of the procedures of subtitle domestication, reduction and segmentation was proposed, taking into consideration: the literature review on the act of subtitling intended for FL teaching and learning/acquisition (DANAN, 2004; SOKOLI, 2006; DÍAZ CINTAS, 2008; PAVESI; PEREGO, 2008; CAIMI, 2009; VANDERPLANK, 2016; LERTOLA, 2012; 2013; 2019; MCLOUGHLIN, 2019; SOUSA; BORGES, 2020); the preliminary observations; and the studies on second language acquisition (KRASHEN 1985; 2000; 2004; 2009; LANTOLF, 2005; 2011; LANTOLF; THORNE, 2006; VIGOTSKY 2007; 2009; FIGUEIREDO, 2019), especially the ones related to the task-based language teaching approach (WILLIS, 1996; WILLIS; WILLIS, 2007; SKEHAN, 2003; NUNAN, 2004; 2010; ELLIS, 2010; 2013; 2014; LONG, 1998; 2015). On the first term of 2022 (as face-to-face activities were resumed at educational institutions in Ceará), the proposed task was implemented to test its effectivity/productivity, according to the study objectives. Data were collected through pre and post-tests, questionnaires and semi-structured interviews. The quantitative data were analyzed using regression models in R programming language (2022), in order to compare quantitative to qualitative data. The results of this study point to statistically significant gains concerning the facilitation of general comprehension of the videos as well as the comprehension of the noun phrases in the videos. Furthermore, in the qualitative realm, the participants of this study corroborated the gains by evaluating the subtitling task as an excellent pedagogical practice for the comprehension of the EL.