Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French

Borrás, Isabel; Lafayette, Robert C.

doi:10.2307/329253

Cited by 85 publications

(113 citation statements)

References 3 publications

(3 reference statements)

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“…It seems that reading and listening to messages simultaneously does enhance learning. This is consistent with the results of the study by Borras et al (1994), which concludes that subtitles have potential value in helping the learner not only to comprehend authentic linguistic input better but also to produce comprehensible communicative output.…”

Section: Foreign Language Annals-fall 1999supporting

confidence: 91%

“…Researchers have pointed out that listening comprehension is a complex process that has been largely neglected in pedagogical discus sions (Borras and Lafayette 1994). Most pec-…”

Section: Discussionmentioning

confidence: 99%

“…The results strongly support a positive correlation between the presence of captions and increased comprehension of the linguistic content of the video material, suggesting the use of captions to bridge the gap between the learner's compe tence in reading and listening. Borras et al (1994) investigated the effects of subtitles during transactional task practice with multime dia courseware on the oral communicative performance of fifthsemester college students of French. The study also investigated the effects of task level upon oral communicative performance and the interaction between subtitling and task level.…”

Section: Foreign Language A"als--fall 1999mentioning

confidence: 99%

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The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study

Chung

1999

Foreign Language Annals

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Listening plays a significant role in the language acquisition process and in communication, and its development as a key second/foreign language skill has gradually become of chief concern to language teachers and scholars. Applying high technology to furthering language learning is becoming commonplace. Most language teachers acknowledge that videos expose students to authentic materials and aid the identification of words and the clarification of unfamiliar cultural concepts. This study compares listening comprehension rates for video texts using a variety of techniques: advance organizers; captions; a combination of both; and none of the foregoing. The subjects of the study were 170 students at Ming‐Hsin Institute of Technology, Hsinchu, Taiwan. They viewed four different video segments each attended with one of the four above‐listed treatments, and a Latin square design was used to collect data. After each viewing, a set of ten multiple

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Section: Foreign Language Annals-fall 1999supporting

confidence: 91%

“…Researchers have pointed out that listening comprehension is a complex process that has been largely neglected in pedagogical discus sions (Borras and Lafayette 1994). Most pec-…”

Section: Discussionmentioning

confidence: 99%

Section: Foreign Language A"als--fall 1999mentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study

Chung

1999

Foreign Language Annals

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“…Markham (1993) observed that captions dramatically improved the general comprehension of university-level ESL students particularly when the pictorial component of the video did not correlate with the audio portion of the episode. Borras and Lafayette (1994) found that multimedia presentations including native language subtitles facilitated better general comprehension of material by native English speaking university students who were studying French as a foreign language. Finally, Koskinen et al (1996) determined that captioned television material significantly improved the incidental reading vocabulary knowledge of adult second language correctional facilility residents.…”

Section: Introductionmentioning

confidence: 95%

Captioned Videotapes and Second‐Language Listening Word Recognition

Markham

1999

Foreign Language Annals

122

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The purpose of this study was to examine the effects of captioned videotapes on advanced, university‐level ESL students' listening word recognition. A total of 118 ESL students participated in the study. The videotaped materials consisted of episodes from two separate educational television programs concerning whales and the civil rights movement. The results for both passages revealed that the availability of captions significantly improved the ESL students' ability to recognize words on the videotapes that also appeared on the subsequent listening‐only (listening stems and alternatives) multiple‐choice tests. Recommendations for using captions to enhance second language student listening and reading comprehension are included.

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“…Regarding the type of subtitles exerted in this research, Borras & Lafayette (1994) proved the effects of bimodal subtitling in EFL/ESL learners to associate the aural and written forms of the words more facile and faster. Their results showed the potential value of captions assist learners not only in comprehending the authentic linguistic input but also producing correct output.…”

Section: Review Of Literaturementioning

confidence: 57%

The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

Ashtiani¹

2017

Int. J. Appl. Linguist. Engl. Lit.

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The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers' retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

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Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French

Cited by 85 publications

References 3 publications

The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study

The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study

Captioned Videotapes and Second‐Language Listening Word Recognition

The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

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