Pages

jueves, 1 de octubre de 2009

The Interaction Between Schemata and Subtitles

Suhsun Chang, Lecturer en el Departamento de Inglés de la Universidad Tecnológica de Taipei.

Chang, S., (+-2003) The Interaction Between Schemata and Subtitles.
Está publicado aparentemente en un journal de la Universidad. Lamentablemente me resulta imposible encontrar la información ya que está todo en Chino -.-
Ja, pero eso no me detendrá. Pienso escribirle un mail - claro que cuando haya terminado de leer el artículo sí- para preguntarle cómo lo cito :)

References

1.Anderson, R. C., Pichert, J. & Shirey, L. I. (1979). Effects of the reader’s schema at different points in time (Tech. Rep. No. 119). Urbana: University of Illinois Center for the Study of Reading.

2.Anderson, J. R. (1990). Cognitive psychology and its implication (3rd ed). New York: W. H. Freeman and Company.

3.Baars, B. J. (1986). What is a theory of consciousness a theory of? -The search for critical constraints on theory. Imagination, Cognition And Personality, 6 (1), 3-23.

4.Bacon, S. M. (1989). Listening for real in the foreign language classroom. Foreign Language Annals, 22, 543-551.

5.Barlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.

6.Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2 (1), 1- 17.

7.Bruning, R. H., Schraw, G. J. & Ronning, R. R. (1999). Cognitive psychology and instruction (3rd
ed). New Jersey: Printice Hall, Inc.

8.Carrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33 (2), 183-207.

9.Carrell, P. L. & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17 (4), 553-573.

10.Carrell, P. L. (1984a). The effects of rhetiorical organization on ESL reading. TESOL Quarterly, 18 (3), 441-469.

11.Carrell, P. L. (1984b), Evidence of a formal schema in second language comprehension. Language Learning, 34(2), 87-112.

12.Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 1(3), 461-481.

13.Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.

14.Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.

15.Drew, D. G. & Grimes, T. (1987). Audio-visual redundancy and TV news recall. Communication Research, 14, 452-461.

16.Dunkel, P. A. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical considerations. Modern Language Journal, 70(2), 99-106.

17.d’Ydewalle, G., Praet, C., Verfaillie, K. & Van Rensbergen, J. (1991). Watching subtitled television: Automatic reading behavior. Communication Research, 18(5), 650-666.

18.Faerch, C. & Kasper, G. (1986). The role of comprehension in second-language learning. Applied Linguistics, 7(3), 257-274.

19.Floyd, P. & Carrell. P. L. (1987). Effects on ESL reading of teaching cultural content schemata. Language Learning, 37 (1), 89-108.

20.Garrod, S. (1986). Language comprehension in context: A psychological perspective. Applied Linguistics, 7(3), 226-238.

21.Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24, 239-258.

22.Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.

23.Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patters. System, 30, 185-206.

24.Grimes, T. (1991). Auditory-visual dissonance in television news may exceed viewer attention capacity. Human Commun-i cation Research, 18, 268-298.

25.Holobow, N., Lambert, W. & Sayegh, L. (1984). Pairing script and dialogue: Combinations that show promise for second or foreign language learning. Language Learning, 34, 59-74.

26.Hsiao, T. Y. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, 365-383.

27.Krashen, S. (1985). The Input Hypothesis: Issues and Implication. London: Longman.

28.Krashen, S. (1989). We acquire vocabulary and spelling by reading additional evidence for the input hypothesis.Modern Language Journal, 73, 440-464.

29.Koskinen, P. S., Knable, J. E., Markham, P. L., Jensema, C. J. & Kane, K. W. (1996).
Captioned television and the vocabulary acquisition of adult second language correlational facility residents. Journal of Educational Technology Systems, 24(4), 359-373.

30.Long, D. R. (1989). Second language listening comprehension: A schema theoretic perspective. Modern Language Journal, 73(1), 32-40.

31.Long, D. R. (1990). What you don’t know can’t help you: An exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition, 12, 65-80.

32.Markham, P. & Latham, M. L. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students. Language Learning, 37, 157-170.

33.Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32 (3), 321-328.

34.Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.

35.Mayer, R. E. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90 (2), 312-320.

36.Mendelsohn, D. J. (1994). Learning to listening: A strategy-based approach for the second-language learner. CA: Dominie Press, Inc.

37.Miles, C., Jones, Jones, D. M. & Madden, C. A. (1991). Locus of the irrelevant speech effect in short-term memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 17 (3),
578-584.

38.Minsky, G. (1975). A framework for representing knowledge. In P. H. Winston (Ed.), The psychology of computer vision(pp. 211-277). New York: Mcgraw-Hill.

39.Mousavi, S. Y., Low, R. & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87 (2), 319-334.

40.Muller, G. (1980). Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, 335-340.

41.Nagle, S. J. & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20(1), 9-26.

42.Natsoulas, T. (1987). The six basic concepts of consciousness and William James’s stream of thoughts. Imagination, Cognition and Persionality, 6, 289-319.

43.Neuman, S. B. & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly,
27(1), 95-106.

44.Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle Publishers.

45.O’Malley, J. M., Chamot, A. U. & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.

46.O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambrideg: Cambridge University Press.

47.Rost, M. (1993). Listening in language learning. New York: Longman.

48.Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78(2), 198-221.

49.Rutherford, W. E. & Smith, M. S. (1985). Consciousness-raising and universal grammar. Applied Linguistics, 6(3), 274-282.

50.Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R.C. Spiro, B. C. Bruce & W. E. Brewer (Eds.). Theoretical issues in reading comprehension (pp. 33-58). Hillsdale, NJ: Erlbaum.

51.Schank, R. C. & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Erlbaum.

52.Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.

53.Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. Modern Language Journal, 78, 179-189.

54.Schnotz, W. (1993). Some remarks on the commentary of the relation of dual coding and mental models in graphics comprehension. Learning and Instruction, 3, 247-249.

55.Schwartz, A. M. (1992). The effects of interactive video training in listening techniques, metacognition, and attribution on the listening comprehension of second language video. Diss., Univ. of Maryland.

56.Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2(2), 159-168.

57.Stevick, E. W. (1996). Memory, meaning & method. Boston: Heinle & Heinle Publishers.

58.Stevick, E.W. (1998). Working with teaching methods: What’s at stake? Boston: Heinle & Heinle Publishers.

59.Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-31.

60.Sweller, J., Jeroen, J. G. van Merrienboer & Paas, Fred G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.

61.Tulving, E. (1985). How many memory systems are there? American Psychologist, 40, 385-398.

62.Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272-281.

63.Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programs with uni-lingual (ceefax) subtitles. System, 18(2), 221-234.

64.Vanderplank, R. (1996). Really active viewing with telex subtitles and closed captions. Modern Language Journal, 5(2), 32-37.

65.Weissenrieder, M. (1987). Listening to the news in Spanish. Modern Language Journal, 71, 18-27.

66.Williams, H. & Thone, D. (2000). The value of teletext subtitling as a medium for language learning. System, 28, 217-228.

No hay comentarios.:

Publicar un comentario