This paper explores the role of viewing subtitled audiovisual texts in the spontaneous and incidental acquisition (vs. intentional learning) of foreign languages outside the classroom. Among the factors which foster second language acquisition (SLA), viewing foreign audiovisual materials subtitled into the learner’s native language especially relies on (i) positive attitude, (ii) emotional readiness to learn, (iii) quantity and quality of language input and (iv) situational and cultural contextualization. With reference to input and contextualization, the so called “dual coding” in audiovisual material has been shown to increase both lexical and grammatical acquisition (cf. Danan, 1995) as information is simultaneously provided verbally and visually, thus facilitating (i) the depth of the processing mechanisms as well as the matching between meaning and external reference. Furthermore, the richness and diversification of the communication situations portrayed on the screen offers learners a unique opportunity to obtain rich input and assist to sociolinguistically realistic language exchanges. Through interlingual subtitles the learner is hypothesized to process the foreign text as if involved in a semiotic cloze procedure which requires a constant comparison between the two verbal texts and all the other semiotic codes co-occurring in the audiovisual product.
Starting from Lomheim’s six subtitling procedures, special emphasis will be placed on the effect of simplification (in the form of deletion, condensation, generalization and neutralization) and explicitation (in the form of addition and specification) on SLA. These parameters will be investigated in order to suggest a range of strategies which will enable subtitlers to a) fulfil all the requirements and constraints of subtitling and b) direct their efforts toward enhancing second language acquisition. Examples will be presented of subtitles specifically constructed to cater for the needs of learners at different levels of language proficiency focussing both on the acquisition of syntax and vocabulary. Their effectiveness will be evaluated on the basis of actual learners’ responses.
