![]() In conclusion, this article, by exploring non-linguistic issues, argues that subtitling is not simply supplementary to cinema. I argue that subtitled cinema consists of multiple affective elements that go beyond the interpretive methods of language and translation, and that the practice of negotiation is one way to apprehend them. Cinema is not just made up of individual parts rather, it is made of many interacting media, which cannot be separated. But in thinking about subtitling, we also have to reconsider the constitution of media. Gilles Deleuze’s film-philosophy is popular in Film Studies for its theoretical flows and lines of flight, but this paper engages another Deleuzian thread—one of gaps and fissure—in order to explore the indeterminate negotiations of subtitled films. ![]() It considers the negotiation of subtitled cinema from numerous theoretical perspectives. My paper shows how viewers have to negotiate these affective elements in order to apprehend foreign-language films, with special attention on their indeterminate characteristics that escape representation. Current literature focuses on important matters of language and translation, but there are other aspects that exceed these matters when we watch subtitled films, aspects which are able to affect and move viewers without relying on explanation through translation. The purpose of this report is to provide guidance to DOE and DOE contractor personnel responsible for planning and implementation of corrective measures addressing cleanup of releases of hazardous materials or regulated substances from underground storage tanks regulated under RCRA Subtitle C or Subtitle IĪn Intimate Encounter: Negotiating Subtitled Cinemaįull Text Available The question of subtitling has received little attention in Film Studies, despite being the primary means by which foreign-language cinema is experienced. International Nuclear Information System (INIS) RCRA corrective action for underground storage tanks - Subtitle C for Subtitle I By analysing the first and second versions of subtitle translations, we shall reflect on the acquisition, and application, of different subtitling competences. This is precisely what this essay does, focusing on the different layers of subtitle translation provided for two different films and in two different contexts. Focusing on the process of subtitle production, occasional studies have touched upon the cognitive processes accompanying it, but no study so far has related these processes, and the resulting products, to various degrees of translators’ competence. Inspired with image based human eye tracking technique, this work combines the objective gaze estimation statistics with subjective user study to achieve a convincing conclusion - speaker-following subtitles are more suitable for online educational videos.ĭirectory of Open Access Journals (Sweden)įull Text Available The study of subtitling, although widely practiced over the past 20 years, has generally been confined to comparative studies focusing on the product of subtitle translation, with little or no consideration of the conditions of creation and reception. In this paper, we investigate the relationship between subtitle position and the learning effect after watching the video on tablet devices. However, the effectiveness of such subtitle is still unclear. Besides traditional bottom-position subtitle accompany to the videos, in recent years, researchers try to develop more advanced algorithms to generate speaker-following style subtitles. One most important media type for MOOCs is course video. Online educational resources, such as MOOCs, is becoming increasingly popular, especially in higher education field. Gaze inspired subtitle position evaluation for MOOCs videosĬhen, Hongli Yan, Mengzhen Liu, Sijiang Jiang, Bo The control group receives no treatment and the experimental group receives the experimental conditions of one… ![]() EFL learners are randomly assigned to one of two groups. The present research reports the findings of three experiments which explore how subtitles and advance organizers affect EFL learners' listening comprehension of authentic videos. The Effects of Advance Organizers and Subtitles on EFL Learners' Listening Comprehension Skills
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