Video and Informal Language Learning

Vanderplank, Robert

doi:10.1002/9781119472384.ch12

Cited by 7 publications

(7 citation statements)

References 47 publications

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“…Finally, since these viewing activities take place in out-of-class contexts, they may be particularly beneficial for autonomous or self-directed learners who can fully exploit or regulate their L2 viewing experiences. In this respect, Cole (2015; as referenced in Vanderplank, 2020) argued that autonomous learners were more focused on the linguistic elements of English language TV programmes than class-based learners.…”

Section: L2 Learners’ Use and Perceptions Of Audio-visual Inputmentioning

confidence: 99%

“…Furthermore, the topic has led to the publication of several books and edited volumes on the role of film for L2 learning (Herrero & Vanderschelden, 2019), the use of video in language learning activities (e.g., Goldstein & Driver, 2015) and L2 teaching (e.g., Sherman, 2010), and the role of subtitled video (Gambier et al, 2015; Ghia, 2012) and captioned video (Teng, 2021; Vanderplank, 2016a) in L2 learning. There is also a meta-analysis on captioned video (Montero Perez et al, 2013) as well as several comprehensive reviews on (captioned) video for L2 learning (e.g., Caruana, 2021; Vanderplank, 2016b, 2020), captioned video for L2 listening (Yeldham, 2018) or on the role of subtitled video for L2 learning (Black, 2021). In addition, the role of audio-visual input has inspired conferences (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

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Section: L2 Learners’ Use and Perceptions Of Audio-visual Inputmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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“…La observación participante nel aula permitiónos identificar una curiosidá nesti sen: los alumnos que -a prioriparecen más retrayíos nel aula o qu'intervienen menos de forma habitual (según la información proporcionada polos docentes) atopaben menos dificultaes pa participar nes actividaes de doblaxe. La nuestra hipótesis ye que, al tar el centru d'atención na pantalla y el visionáu del fragmentu de la película, esta situación permite-yos tar menos espuestos a les miraes de los collacios y rebaxa l'ansiedá nel aula, coneutando cola hipótesis del filtru afeutivu de Krashen (1985), que yá foi rellacionada col usu de la TAV (Lertola, 2018;Talaván, 2013) y del videu (Vanderplank, 2019) nel aula de llingua. Magar la llixera inclinación d'una mayoría de los participantes (60%) escontra'l doblaxe de vídeos, nun s'aprecien diferencies estadísticamente significatives en cuantes al deprendizax del asturianu según la modalidá de TAV utilizada, y la dificultá llixeramente superior del doblaxe frente al subtituláu obedez -según la nuestra propia observación nel aula-al retu que supón la sincronización de los diálogos creaos pol alumnáu col videu.…”

Section: Discussionunclassified

“…La utilización del videu como recursu nel aula d'idiomes ye un tema afitáu na didáutica de les llingües, al amosase'l potencial y les ventayes del usu de materiales audiovisuales no que cinca al deprendizax del vocabulariu y la meyora na motivación del alumnáu (Vanderplank, 2019). Nel marcu actual, nel que los conteníos audiovisuales pasen a tener un papel esencial non solo na vida de la mocedá sinón tamién nel contestu educativu, ye imprescindible avanzar nes posibilidaes al rodiu l'usu de productos audiovisuales nel aula.…”

Section: Introductionunclassified

Estudiu de les posibilidaes didáutiques de la traducción audiovisual (subtituláu y doblaxe) na enseñanza del asturianu n’Educación Primaria

Avello-Rodríguez

Costales

2020

LLAA

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Esti trabayu presenta datos empíricos d’un estudiu cuasi esperimental centráu n’analizar les posibilidaes didáutiques de la traducción audiovisual na enseñanza del asturianu. En concreto, esaminaráse la utilización del subtituláu y el doblaxe como ferramientes didáutiques na enseñanza de la llingua asturiana nel últimu ciclu d’Educación Primaria (5u y 6u). Pal presente estudiu, contóse con una muestra de 62 alumnos d’Educación Primaria de 2 centros públicos del Principáu d’Asturies, qu’implementen una intervención docente na que los alumnos subtitularon y doblaron vídeos na clas de llingua asturiana durante 2 meses nel cursu académicu 2018-2019. Darréu, l’alumnáu participante contestó a un cuestionariu de rempuesta zarrada nel que se recoyíen les perceiciones de los escolares sobre l’usu del subtituláu y el doblaxe nel aula. Esti preséu compleméntase cola observación participante de los autores del estudiu nes aules de llingua asturiana. Los principales resultaos sorrayen les ventayes pedagóxiques del usu de la traducción audiovisual na enseñanza de la llingua tradicional asturiana, con una valoración bien favoratible per parte de la muestra participante, especialmente no que cinca al rodiu del usu del doblaxe. El trabayu conclúi apurriendo les implicaciones educatives que se deriven de la investigación en rellación cola enseñanza de la llingua tradicional d’Asturies. Pallabres clave: traducción audiovisual, subtituláu, doblaxe, asturianu, Educación Primaria.

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“…Besides, paralinguistic features such as gestures, voices, and facial expressions are instructional represented in videos (Stempleski & Arcario, 1992). Last but not least, they are pedagogically employed as an assessment instrument (Coniam, 2001), an instructional aid for the deaf and learners having hearing difficulties (Vanderplank, 2016), and a profoundly effective tool for language learning in informal contexts (Vanderplank, 2019).…”

Section: Roles Of Videos In Eal Classrooms (Why-element)mentioning

confidence: 99%

The why-what-when-who-how of using captioned videos as an instructional aid in EAL classrooms: Theoretical perspectives and classroom implications

Phuc

2022

HCMCOUJS - SOCIAL SCIENCES

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This paper seeks to address how captioned videos are used as an instructional aid in classrooms of English as an additional language (EAL). The paper employs a narrative literature review to synthesize prior studies and reach pedagogical conclusions for utilizing the captioned videos. The results argue that captioned videos have pedagogical, cognitive, and psychological benefits to language teaching and learning with the awareness of some influential factors during instructional implementations. First, the paper elaborates on the roles of videos in language teaching and learning (Why), underlying theories of employing videos (How), and influential factors of utilizing the captions (When and Who), followed by an emphasis on captioning effects on language learning (What). Then, it discusses some classroom implications as concluding remarks.

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Video and Informal Language Learning

Cited by 7 publications

References 47 publications

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Estudiu de les posibilidaes didáutiques de la traducción audiovisual (subtituláu y doblaxe) na enseñanza del asturianu n’Educación Primaria

The why-what-when-who-how of using captioned videos as an instructional aid in EAL classrooms: Theoretical perspectives and classroom implications

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