아동 관객의 영한 자막 인지 활동 요인 연구:애니메이션 『인사이드 아웃』을 중심으로
Study on Preteen Audiences’ Perceptual Reading of Subtitles:Case study of ‘Inside Out’
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This paper investigates preteen audiences’ perceptual reading of subtitles while evaluating readability in terms of lexical difficulty and subtitle length. The audiovisual text chosen for this analysis was Inside Out(2015). Firstly, when the degree of lexical difficulty was tested, there were some lexical items that are categorized as proper words, Chinese character words, loan words, and foreign words. The loan words and foreign words were being employed despite the fact that they could have been substituted by Korean words. Secondly, AVT norms dictate that one subtitle line must be limited to 13 Korean characters, therefore, applying this number of characters to the six-seconds rule (D’Ydewalle et al. 1987), the corresponding speed for each subtitle set should be 5 CPS. Although the subtitles for this film followed this criterion, high-level vocabulary that were included could affect readability by slowing down the perceptual process of reading and vice-versa. It is important to note that the primary targets of animation films are children and their lexical knowledge finds itself between the elementary and intermediate levels of vocabulary. In addition, their reading speed can be impeded by the lengthy subtitles and eye movement halts due to unfamiliar vocabulary.
Abstract
This paper investigates preteen audiences’ perceptual reading of subtitles while evaluating readability in terms of lexical difficulty and subtitle length. The audiovisual text chosen for this analysis was Inside Out(2015). Firstly, when the degree of lexical difficulty was tested, there were some lexical items that are categorized as proper words, Chinese character words, loan words, and foreign words. The loan words and foreign words were being employed despite the fact that they could have been substituted by Korean words. Secondly, AVT norms dictate that one subtitle line must be limited to 13 Korean characters, therefore, applying this number of characters to the six-seconds rule (D’Ydewalle et al. 1987), the corresponding speed for each subtitle set should be 5 CPS. Although the subtitles for this film followed this criterion, high-level vocabulary that were included could affect readability by slowing down the perceptual process of reading and vice-versa. It is important to note that the primary targets of animation films are children and their lexical knowledge finds itself between the elementary and intermediate levels of vocabulary. In addition, their reading speed can be impeded by the lengthy subtitles and eye movement halts due to unfamiliar vocabulary.
참고문헌 (36)
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