Exposure to audiovisual programs as sources of authentic language input and second language acquisition in informal settings

Bahrani, Taher; Tam, Shu Sim

doi:10.2989/16073614.2012.739329

Cited by 8 publications

(8 citation statements)

References 14 publications

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“…Authentic materials refer to resources which are not specifically produced for language teaching and learning (Bahrani& Tam, 2012), for instance, news report and advertisements on the radio; while non-authentic materials are designed for pedagogical purposes and contain more features of artificiality. Authentic materials play a role in enhancing learners' motivation and learning, as suggested by the above studies, but it appears that authentic materials are more suitable for native learners or learners with a higher proficiency level.…”

Section: Authentic Versus Non-authentic Materialsmentioning

confidence: 99%

Audio Clips in Developing Listening Comprehension Skills in Malaysian Primary Esl Classrooms

Shian

Yunus

2016

icecrs

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ABSTRACT:Listening skill has been an under-emphasised skill in many English as a Second Language (ESL) classrooms until recent decades. To keep up with the global advancement of technology, many studies on listening skills have integrated use of technology. In Malaysia, listening skills are also often neglected due to the highly examination-oriented education system. Since communication and technology competence are important 21 st century skills, learners should be exposed to listening skills using no less than multimedia, especially when technology is inaccessible in rural parts of the country. This paper aims to examine the perceptions of teachers and pupils in using audio clips to develop listening comprehension skills in a rural primary school in Sarawak, East Malaysia, where digital facilities and internet connection are lacking in many parts of the state. Focus group interviews were conducted with two teachers and three ESL pupils after six weekly listening activities using audio clips based on the textbooks. Findings indicated that the teachers found audio clips to be useful and convenient, while pupils exhibited more interest and concentration during lessons. All respondents believed that audio clips could encourage the development of listening comprehension skills. Finally, it is recommended that audio clips could be expanded into a listening module that slowly moves towards authentic listening to equip learners with real-world skills and experiences.

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Section: Authentic Versus Non-authentic Materialsmentioning

confidence: 99%

Audio Clips in Developing Listening Comprehension Skills in Malaysian Primary Esl Classrooms

Shian

Yunus

2016

icecrs

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“…Students use their ears to receive individual sounds when listening (stress, letters, pause and rhythm), which their brains turn into texts. Listening is a skill that requires good focus and attention [39]. According to the literature review, two criteria are used to evaluate the listening comprehension of students: understanding the words and sentences and attempting to picture what the speaker is saying.…”

Section: A Experiments One Results: Framework Design Stepsmentioning

confidence: 99%

“…Concerns on speaking include loss of confidence, wide knowledge, performance, difficulty of pronunciation and feeling of shame and apprehension [33]- [38]. Concerns on listening include lack of comprehension and memory [39]. Concerns on vocabulary include lack of vocabulary, limitations that cause failure in dialogue and use of inappropriate terms [15], [17].…”

Section: Introductionmentioning

confidence: 99%

Assessment and Ranking Framework for the English Skills of Pre-Service Teachers Based on Fuzzy Delphi and TOPSIS Methods

et al. 2019

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In this study, pre-service teaching refers to teaching English as a second language (TESL) to Malaysian students whose first language is not English. TESL prepares English-language learners to become future teachers of English as a second language. To date, no multi-criteria framework has been developed to evaluate and select the skills of pre-service teachers. This study presents a new framework to assess and rank the English skills of pre-service teachers on the basis of fuzzy Delphi and multi-criteria analysis. Three experiments were conducted. Firstly, criteria were identified from the literature review and the opinions of representative experts via the Delphi method. Secondly, 31 pre-service teachers were evaluated to determine the skills of pre-service teachers on the basis of Delphi criteria outcomes. English proficiency was tested through the English Language Testing Service and four language skill examinations. Each examination was evaluated by experts with vast experience in English teaching. Thirdly, pre-service teachers were ranked on the basis of a set of evaluated Delphi criteria outcomes through the technique for the order of preference by similarity to ideal solution (TOPSIS) method. Thereafter, the mean and standard deviation were utilized to ensure the identical systematic ranking of pre-service teachers. Findings are as follows. Twenty-five criteria from previous studies are representative as evaluated by the opinions of experts, which were gathered through interviews and a structured questionnaire. The validity of content was verified using a five-point Likert scale. With Delphi method outcomes, 14 criteria were selected and included in the final framework. The results of the proposed evaluation framework were tested on Malaysian pre-service teachers. TOPSIS is effective for solving the selection problems of pre-service teachers. In the final experiment, significant differences were recognized between the scores of groups, indicating identical ranking results.

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“…The author tends to believe more about the text being written is equal to what an actual language user would write because it is not intended for language instruction. In this sense, media such as movies and television shows should be regarded as sources of authentic language input if they meet the stipulation that they contain actual instances of language use rather than exemplars created particularly for language education [15]. Mercè Torrens Llabré s conducted an experiment to find out whether watching subtitled videos has a positive or negative effect on cleft sentences in English grammar [16].…”

Section: Grammarmentioning

confidence: 99%

The Role of Videos’ Subtitles in Second Language Acquisition

Lei¹

2023

EHSS

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With the ongoing advancement of science and technology, the multimedia teaching method is becoming more and more important. Among them, watching movies and TV plays is the most common way because it can provide a relaxed learning environment. This paper attempts to explore how subtitles in videos can assist learners to acquire a second language, whether positively or negatively. Since the author is from China, the first language mentioned in this paper basically refers to Chinese and the second language refers to English. In the course of this research, the author reviewed the past literature and experiments from China and abroad, and also combined them with her own experience in the process of watching videos. Finally, a conclusion is reached that in general, applying subtitles to videos like movies or TV series is helpful for the whole second language acquisition, but in different categories of subtitles (L1, L2 or both L1 and L2), learners' second language competence and different types of videos also have positive and negative effects on it. In response to this conclusion, this paper also puts forward corresponding suggestions to different groups, such as teachers, learners, media, video producers, etc. at the end of the paper. The aim of this paper is to look forward that in the future, the method of watching videos can be more beneficial for acquiring a second language.

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Exposure to audiovisual programs as sources of authentic language input and second language acquisition in informal settings

Cited by 8 publications

References 14 publications

Audio Clips in Developing Listening Comprehension Skills in Malaysian Primary Esl Classrooms

Audio Clips in Developing Listening Comprehension Skills in Malaysian Primary Esl Classrooms

Assessment and Ranking Framework for the English Skills of Pre-Service Teachers Based on Fuzzy Delphi and TOPSIS Methods

The Role of Videos’ Subtitles in Second Language Acquisition

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