ABSTRACT

This paper investigates children’s reception of AV content with standard and integrated interlingual subtitles. To this end, an experimental study was conducted with 17 children aged 8–9 years, to assess their reception of clips of an animated film in Spanish with standard and integrated subtitles in English. A mixed methods approach was adopted with the aim of obtaining a robust, comprehensive understanding of the children’s reception of the subtitled AV content, using eye tracking, scene recognition tests, content comprehension tests, questionnaires, and interviews. It was established that the children spent a significantly larger proportion of their viewing time looking at the images and also fixated more times on the images when the subtitles were in the integrated position. However, the hypothesis that participants would exert lower levels of cognitive effort when watching the AV clips with integrated subtitles was only partially confirmed. The integrated subtitles did not have detrimental effects on their viewing patterns, scene recognition performance, or comprehension of the clips. The majority approved highly of both subtitle positions and perceived both as easy to read and understand. These findings show that further research in this area is warranted.

摘要

本文调查了儿童对带有标准和综合语际字幕的 AV 内容的接受情况。为此，我们对 17 名 8 至 9 岁的儿童进行了一项实验研究，以评估他们对带有标准和综合英文字幕的西班牙语动画电影剪辑的接受程度。采用混合方法方法，目的是通过眼动追踪、场景识别测试、内容理解测试、问卷调查和访谈，对儿童对字幕 AV 内容的接收有一个稳健、全面的了解。已经确定，当字幕处于集成位置时，孩子们在观看图像时花费了明显更大比例的观看时间，并且在图像上注视的时间也更多。然而，参与者在观看带有集成字幕的 AV 剪辑时会发挥较低水平的认知努力的假设仅得到部分证实。集成的字幕对其观看模式、场景识别性能或对剪辑的理解没有不利影响。大多数人都高度认可这两个字幕位置，并认为两者都易于阅读和理解。这些发现表明，有必要在该领域进行进一步的研究。