The present thesis aims at analysing interlingual subtitling within the framework of AudiovisualTransiation a relatively new field of study on the boundary of severaldisciplines. The advantages and repercussions of subtitling are studied from a cognitive semiotic approach focusing on the viewers of the film. Interlingual subtitling is often regarded as a necessary bad thing by the public. To see whether this opinion has any foundation in the characteristics of subtitles linguistic semiotic, cognitive and psycological issues are considered that can influence the processing of subtitled films. The empirical research conducted with the participation of 8 high-school students indicated that the presence of subtitles does have an effect on the way different semiotic resources of the film are processed. It disrupts image reading and enhances the recall of verbal elements in the film. However the loss of visual information is insignificant. Results have also shown that the processing of the information is not worse when more codes are perceived simultaneously. This implies that the negative opinion about interlingual subtitling is based on the greater cognitive effort required by the viewers as well as on psychological and attitudinal variables