A Cognitive–multimodal Framework For Audiovisual Translation Training: Rethinking Subtitling Pedagogy

Abstract

This study proposes a cognitive–multimodal framework for audiovisual transla-tion training, focusing on subtitling as a cognitively demanding multimodal pro-cess. Drawing on Cognitive Translation Studies, Multimodality Theory, and Cognitive Load Theory, it conceptualizes subtitling as a staged activity involving multimodal input processing, meaning construction, and subtitle production. The model shifts attention from product quality to cognitive mechanisms such as attention, working memory, integration, and time pressure. It argues that subtitling errors (omission, condensation, synchronization) result mainly from cognitive overload. The framework highlights cognitive load management, multimodal awareness, and explicit strategy teaching, and calls for empirical validation.

Keywords Audiovisual translation ; ; ; ; cognitive load theory ;