Compreensão da comunicação em japonês com atividades de legendagem

Abstract

The current Japanese teaching, especially in higher education courses in Brazil, appears to be ineffective in enabling students to fully master the language. The grammatical approach may not have taught communication itself, but it may have prevented access to holistic learning. According to the method suggested by Sekino and Takahashi (2018), subtitling was applied to teaching Japanese using a Japanese TV series, JIN, in a class in order to improve the understanding of Japanese language communication, supported by the cognitive approach to communication, i.e., ostensive-inferential communication by Sperber and Wilson (1986) and Gutt (2000). In the subtitling, after the transcription, “semanticisation” and machine translation stages, the students observed the context and adapted the machine translation in almost all parts. This was due to the fact that they looked for more effective communication in the Portuguese-Brazilian language, that is, the equivalence of the language pair in communication. The study is still in progress and needs a more consistent methodology to observe the student’s mastery of Japanese after experimenting with subtitling.