Captioned Media In Foreign Language Learning And Teaching

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ‘hard-of-listening’ and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

While educators and educational psychologists debate the influence of media on learning, there can be little doubt that media is now an integral constituent of any educational context. In particular, computer and internet media, with their immense processing power and multimedia capabilities, can have significant bearing on learning processes and outcomes in today's learning environment. Such media, which are increasingly designed to be highly interactive and adaptable, can enable reflective, productive and communicative activities and have much potential for foreign language learning. The book contains 16 papers which look at different forms of media and explore how these affect or can be used effectively in foreign language education. The first of three parts focuses on important theoretical and pedagogical issues in selecting and using media. In the second part, insightful empirical research findings are presented on the contributions of different forms of media in language teaching and learning, including their effect on learners' learning motivation. The third and concluding part of the book provides in-depth accounts of how media can be harnessed to drive innovative curricular practice as well as students' evaluations of these curricular projects.

Seminar paper from the year 2020 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studies), course: Teaching and Assessing Learners - EFL, language: English, abstract: Firstly, this work will elaborate on the importance of listening comprehension and refer to further paralinguistic features that are required to understand video material. Furthermore, it will give reasons to incorporate videos in the EFL (English as a foreign language) classroom. In the analytic part of this paper, it will deal with the contradictory findings of some selected studies on captioned videos. It will additionally elaborate different approaches and suggestions for foreign language teachers and their teaching. In recent years, the media have developed rapidly and in many ways. In the same way, there have been many changes in foreign language teaching. From voice recordings, radios to videos, the way teaching is organized has changed and is changing constantly. Ever since excerpts from a radio recording and voice recordings were introduced into foreign language teaching, they have been carefully selected by teachers and embedded, for example, in a task or exercise; learners listened attentively to the audio and tried to solve the task set. But how do you proceed with a video, which offers a visual and an auditive form of representation? Despite much research and knowledge, some questions about the relatively new medium of video remain unanswered. One of these questions is the usefulness of captioned videos.

Educational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition.

The purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This paper will reflect on what has been achieved throughout the project and the challenges encountered along the way, in order to share our experience and inspire other FLL tutors in secondary and tertiary education. The focus is on the main outputs of the project: a) ClipFlair Studio, an online platform where users (both tutors and learners) can create, upload and access revoicing and captioning activities to learn a foreign language; b) ClipFlair Gallery, a library of resources containing over 350 activities to learn the 15 languages targeted in the project; and c) ClipFlair Social, an online community where learners, teachers and activity authors can share information. [For the complete book, "10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice," see ED577046.].

This book presents essays on the use of educational technology in language teaching, focusing on the use of computer-assisted language learning (CALL).

The use of technological tools to foster language development has led to advances in language methodologies and changed the approach towards language instruction. The tendency towards developing more autonomous learners has emphasized the need for technological tools that could contribute to this shift in foreign language learning. Computer-assisted language learning and mobile-assisted language learning have greatly collaborated to foster language instruction out of the classroom environment, offering possibilities for distance learning and expanding in-class time. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning is a scholarly research book that explores current strategies for foreign language learning through the use of technology and introduces new technological tools and evaluates existing ones that foster language development. Highlighting a wide array of topics such as gamification, mobile technologies, and virtual reality, this book is essential for language educators, educational software developers, IT consultants, K-20 institutions, principals, professionals, academicians, researchers, curriculum designers, and students.

This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.

This manual focuses on teaching Italian as a foreign language in the academic field, taking into consideration the various subjects and disciplines that can be found in a university course in Italian Studies. Various chapters are included within that range, for example, from Italian phonetics and dialectology to art as a means to deepen elements of the Italian language, to morphology with word formations, and to translation as well as subtitling. The range also covers technology as a tool for telecollaboration, academic writing, and learning Italian through geography or the language of vulgarity. Besides, the manual takes into consideration the use of the Italian press for learning, together with the use of comics and cartoons to teach the Italian language. The contribution aims to be a point of reference both for teachers and students who are focusing on linguistics, philology, didactics, and pedagogy. It lays emphasis on the teaching methodology, the instruments of teaching, and the available resources. It also seeks to deal with the various teaching problems and reflects on the disciplines as well as alternative proposals for teaching.