Language Learning and Subtitles
When I first came across the question of whether intralingual or interlingual subtitles better support comprehension and language learning today, I realized my own viewing habits (and years of learning English through movies/TV series) shape how I understand this issue. With that in mind, here is my reflection based on the findings of a study conducted by Matielo et al. (2017), and my personal experience.
According to the findings of Matielo et al. (2017), intralingual subtitles (subtitles in the same language as the audio, e.g., English audio + English subtitles) help EFL learners understand audiovisual content more effectively compared with interlingual subtitles (subtitles translated into the viewer’s native language, e.g., English audio + Turkish subtitles) and a control group exposed to no subtitles. Although the differences between the groups were not always statistically significant, the participants in the intralingual condition still outperformed those in the control group, and these differences were significant. Even so, I argue that interlingual subtitles may be more beneficial for learners at the beginner level.
In their study, Matielo et al. (2017) collected data from 36 intermediate EFL learners enrolled in a university course. Their participant choice is explained as follows: these learners are usually at a threshold proficiency level that allows them to read L2 subtitles on screen, which may not be possible for beginners because subtitles remain visible for only 2–4 seconds and require automatized reading and processing skills (p. 762). Based on this profile, they concluded that intralingual subtitles were more beneficial than interlingual subtitles or no subtitles. However, when I compare this with my own early experiences (especially around age 12, when I first began watching audiovisual content with interlingual subtitles), I find that interlingual subtitles helped me more effectively as a language learner.
Caruana (2021) explains that people can naturally acquire aspects of a foreign language simply by watching TV or movies, regardless of subtitle type, and that the amount learned depends on factors such as age, language similarity, dubbing practices, and technological developments. I believe that, although cognitive abilities vary among individuals, examining where learning actually begins may lead to more precise results. In other words, instead of focusing solely on learners at the intermediate stage, it may be more insightful to question how subtitles support learners at the very beginning of the process. Proficiency level should be taken into account when evaluating subtitle effects. For example, Lavaur and Bairstow (2011) found that subtitle language influences comprehension differently depending on English proficiency: beginners rely heavily on subtitles for understanding dialogue but lose visual attention, advanced learners comprehend best without subtitles, and intermediate learners are not significantly influenced by subtitle type.
Reflecting on my own viewing habits, I can say that I learned much of my English as a child by watching TV series and movies with interlingual subtitles. Perhaps because my listening comprehension was relatively strong, Turkish subtitles served as an effective aid in learning a foreign language. I remember repeating phrases I learned simply by listening and reenacting them in imaginary scenarios. Today, I watch English content with intralingual subtitles or no subtitles, and I no longer see them as tools that improve my English proficiency. In my case, interlingual subtitles were the most helpful at the very beginning of my learning process. . Even though the study shows that intralingual subtitles work best for general and specific comprehension, the topic can still be discussed differently depending on learner conditions.
To conclude, as discussed in the article by Matielo et al. (2017), the influence of subtitles on EFL learning is neither simple nor uniform. Due to my auditory ability, learning English through subtitles in my native language was easier for me. However, when I recommended this method to others, many said that they already used it but did not achieve the same results. This shows that every learning process is individual, and subtitle effectiveness may be easier to evaluate when examined from the very beginning of a learner’s language journey.
References
- Caruana, S. (2021). An overview of audiovisual input as a means for foreign language acquisition in different contexts. Language and Speech, 64(4), 1018–1036.
https://doi.org/10.1177/0023830920985897
- Lavaur, J.-M., & Bairstow, D. (2011). Languages on the screen: Is film comprehension related to the viewers’ fluency level and to the language in the subtitles? International Journal of Psychology, 46(6), 455–462. https://doi.org/10.1080/00207594.2011.565343
-Matielo, R., Pires de Oliveira, R., & Baretta, L. (2017). Intralingual subtitles, interlingual subtitles, and video comprehension: Insights from an exploratory study. Letrônica, 10(2), 758–774. https://doi.org/10.15448/1984-4301.2017.2.26370
Visual References
- Images were generated by Gamma.
AI Use
- AI was used for language editing.
