Tiziana Ciabattoni
Bianchi, F., Ciabattoni, T., (2008) Captions and subtitles in EFL learning: an investigative study in a comprehensive computer environment. En Baldry A.,et al. (Eds.) From Didactas to Ecolingua: an Ongoing Research Project on Translation and Corpus Linguistics. (pp.69-90)
ABSTRACT
1. Primero que todo, qué es un "comprehensive computer environment"?
2. Creo que el aporte de este artículo es que investiga varios aspectos no investigados... pero debo ser sincera, hubiese preferido leer varios papers... :) Es que al final la mescolanza es demasiada... me va a costar recordar tanto dato.
References
Baltova I. (1994), Impact of video on the comprehension skills of core French
students, in: “Canadian Modern Language Review”, 50 (3), 507-531.
Baltova I. (1999), Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French, in: “Canadian Modern Language Review”, 56, 32-48.
Canning-Wilson C. (2000), Practical Aspects of Using Video in the Foreign Language Classroom, in: “The Internet TESL Journal”, 6 (11).
Chung J. (1999), The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study, in: “Foreign Language Annals” 32 (3), 295-308.
Danan M. (1992), Reversed subtitling and dual coding theory: New directions for foreign language instruction, in: “Language Learning”, 42 (4), 497-527.
Danan M. (2004), Captioning and Subtitling: Undervalued Language Learning Strategies, “Meta”, XLIX, 1, 67-77.
Duquette, L., Painchaud G. (1996), A comparison of vocabulary acquisition in audio and video contexts, in: “The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes”, 53 (1), 143-171.
Garza T. J. (1991), Evaluating the use of captioned video materials in advanced foreign language learning, in: “Foreign Language Annals”, 24 (3), 239-250.
Grimes T. (1990), Audio-video correspondence and its role in attention and memory, in: “Educational Technology Research and Development”, 38, 15-25.
Guillory H.G. (1998), The effects of keyword captions to authentic French video on learner comprehension, in: “Calico Journal”, 15 (1/3), 89-108.
Holobow N.E., Lambert W.E., & Sayegh L. (1984), Pairing script and dialogue: combinations that show promise for second or foreign language learning, in: “Language Learning”, 34 (4), 59-74.
Koolstra, C.M. & J. W. J. Beentjes (1999), Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home, in: “Educational Technology Research & Development”, 47 (1), 51-60.
Lambert W.E., Boehler I., & Sidoti J. (1981), Choosing the language of subtitles and spoken dialogues for media presentations: Implications for second language education, in: “Applied Psycholinguistics”, 2, 133-148.
Markham P. (1989), The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students, in: “Educational Technology”, 29 (10), 38-41.
Neuman S. & Koskinen P. (1992), Captioned Television as comprehensible Unit: Effects of incidental Word Learning from context for Language Minority Students, in: “Reading Research Quarterly”, 27 (1).
Paivio A. (1986), Imagery and Verbal Processes, New York, Holt, Rinehart & Winston.
Palladino P. & Bianchi F. (forthcoming). “Improving Foreign LanguageLearning at Undergraduate Level:
Native language predictive variables and foreign language sensitive skills.”
Price, K. (1983), Closed-captioned TV: An untapped resource, in: “MATESOL Newsletter”, 12, 1-8.
Thurstone L.L. & Thurstone T.G. (1981), PMA: abilità mentali primarie: manuale di istruzioni K-1 (scuola materna e 1. elementare); 2-4 (1., 2., 3. elementare); 4-6 (3., 4., 5. elementare e 1. media); Livello intermedio (11-17) (Batteria fattoriale delle abilità mentali primarie), Firenze, Organizzazioni
Speciali. [Translation of: Thurstone L.L. & Thurstone T.G. (1963), Primary mental abilities].
Vanderplank R. (1988), The value of teletext subtitles in language learning, in: “ELT Journal”, 42 (4), 272-281.
Vanderplank R. (1990), Paying attention to the words: practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) sub-titles, in: “System”, 18 (2), 221-234.
Vanderplank R. (1993), A very verbal medium: Language learning through closed captions, in: “TESOL Journal”, 3 (1), 10-14.
_caption and Subtitles in Efl Learning Bianchi_ciabattoni
This study is a broad-range investigation into short- and long-term effects of captioning and subtitling in beginner, intermediate, and advanced Italian adult learners of English. Several issues are taken into consideration including content comprehension, vocabulary acquisition, language-in-use, and semantic match between audio and video inputs. All the variables involved were controlled in a single computerised setting. The current experiment partially supports the fndings described in the relevant literature. A few discrepancies emerged with some previous studies, but they are probably explained by the different type of material and testing procedure adopted.
1. Primero que todo, qué es un "comprehensive computer environment"?
2. Creo que el aporte de este artículo es que investiga varios aspectos no investigados... pero debo ser sincera, hubiese preferido leer varios papers... :) Es que al final la mescolanza es demasiada... me va a costar recordar tanto dato.
References
Baltova I. (1994), Impact of video on the comprehension skills of core French
students, in: “Canadian Modern Language Review”, 50 (3), 507-531.
Baltova I. (1999), Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French, in: “Canadian Modern Language Review”, 56, 32-48.
Canning-Wilson C. (2000), Practical Aspects of Using Video in the Foreign Language Classroom, in: “The Internet TESL Journal”, 6 (11).
Chung J. (1999), The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study, in: “Foreign Language Annals” 32 (3), 295-308.
Danan M. (1992), Reversed subtitling and dual coding theory: New directions for foreign language instruction, in: “Language Learning”, 42 (4), 497-527.
Danan M. (2004), Captioning and Subtitling: Undervalued Language Learning Strategies, “Meta”, XLIX, 1, 67-77.
Duquette, L., Painchaud G. (1996), A comparison of vocabulary acquisition in audio and video contexts, in: “The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes”, 53 (1), 143-171.
Garza T. J. (1991), Evaluating the use of captioned video materials in advanced foreign language learning, in: “Foreign Language Annals”, 24 (3), 239-250.
Grimes T. (1990), Audio-video correspondence and its role in attention and memory, in: “Educational Technology Research and Development”, 38, 15-25.
Guillory H.G. (1998), The effects of keyword captions to authentic French video on learner comprehension, in: “Calico Journal”, 15 (1/3), 89-108.
Holobow N.E., Lambert W.E., & Sayegh L. (1984), Pairing script and dialogue: combinations that show promise for second or foreign language learning, in: “Language Learning”, 34 (4), 59-74.
Koolstra, C.M. & J. W. J. Beentjes (1999), Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home, in: “Educational Technology Research & Development”, 47 (1), 51-60.
Lambert W.E., Boehler I., & Sidoti J. (1981), Choosing the language of subtitles and spoken dialogues for media presentations: Implications for second language education, in: “Applied Psycholinguistics”, 2, 133-148.
Markham P. (1989), The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students, in: “Educational Technology”, 29 (10), 38-41.
Neuman S. & Koskinen P. (1992), Captioned Television as comprehensible Unit: Effects of incidental Word Learning from context for Language Minority Students, in: “Reading Research Quarterly”, 27 (1).
Paivio A. (1986), Imagery and Verbal Processes, New York, Holt, Rinehart & Winston.
Palladino P. & Bianchi F. (forthcoming). “Improving Foreign LanguageLearning at Undergraduate Level:
Native language predictive variables and foreign language sensitive skills.”
Price, K. (1983), Closed-captioned TV: An untapped resource, in: “MATESOL Newsletter”, 12, 1-8.
Thurstone L.L. & Thurstone T.G. (1981), PMA: abilità mentali primarie: manuale di istruzioni K-1 (scuola materna e 1. elementare); 2-4 (1., 2., 3. elementare); 4-6 (3., 4., 5. elementare e 1. media); Livello intermedio (11-17) (Batteria fattoriale delle abilità mentali primarie), Firenze, Organizzazioni
Speciali. [Translation of: Thurstone L.L. & Thurstone T.G. (1963), Primary mental abilities].
Vanderplank R. (1988), The value of teletext subtitles in language learning, in: “ELT Journal”, 42 (4), 272-281.
Vanderplank R. (1990), Paying attention to the words: practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) sub-titles, in: “System”, 18 (2), 221-234.
Vanderplank R. (1993), A very verbal medium: Language learning through closed captions, in: “TESOL Journal”, 3 (1), 10-14.
_caption and Subtitles in Efl Learning Bianchi_ciabattoni
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