The influence of English language and Spanish language captions on foreign language listening/reading comprehension (2003)

Paul Markham, Website

Lizette Peter, Website

Markham, P., Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.

ABSTRACT (De paga así que no hay más que el abstract Ver Aquí)

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension.

El propósito de este estudio fueinvestigar los efectos del uso de una pista de audio en español con captions en español, captions en inglés o sin captions, en la comprensión auditiva/lectora de estudiantes universitarios de nivel intermedio de español como lengua extranjera.

A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission.

The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test.

The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test.

The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

Closed-captioned television: A new tool for reading instruction (1985)

Koskinen, P., Wilson, R., Jensema, C. (1985). Closed-captioned television: A new tool for reading instruction. Reading World, 24, 1-7.


ABSTRACT

A brief narrative description of the journal article, document, or resource. Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers.

Captioned television and the vocabulary acquisition of adult second language correctional facility residents (1996)

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


ABSTRACT

The purpose of this study was to examine the effects of captioned television on the incidental vocabulary acquisition of seventy-two inmates of a Pennsylvania correctional facility. Participants viewed nine science information segments over a period of nine weeks. They were randomly assigned to one of two groups. One group of inmates was exposed to the science video segments with captions and the other group viewed the same science video material without captions. No definitions or explanations of the target science words were given during the brief science orientation sessions that took place on a weekly basis. Three posttests were administered to assess the participants' acquisition of the targeted vocabulary words. The tests consisted of word recognition, sentence anomaly, and word meaning measures. A brief television viewing questionnaire was also developed to assess the participants' perception of knowledge gained via the science videos and their opinion of the use of captions with such material. The results revealed no significant differences between the two groups on the word recognition and ...

The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students (2000)

Hsin-Chuan Huang and David E. Eskey


Huang, H., & Eskey, D. (2000). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students. Educational Technology Systems, 28, 75-96.

Abstract:

This study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. Since vocabulary/phrase acquisition and comprehension are main factors that influence the success/failure of listening comprehension, this research also examined the effects of CCTV on these two subscales. The correlations between the listening comprehension and other factors--starting age of ESL instruction, length of time in the United States, length of ESL instruction, length of time in private language schools, length of time with tutors, and length of time traveling in English speaking countries-- were inspected as well. Subjects perceptions of the effects of CCTV on ESL learning were also covered in the study. The results of the research showed that CCTV helped ESL students general comprehension, vocabulary acquisition, and listening comprehension. However, all other factors examined in the study, such as age of starting ESL instruction, length of ESL instruction, etc., did not correlate with the listening comprehension test.

Reading with closed-captioned TV

Goldman, M., & Goldman, S. (1988). Reading with closed-captioned TV. Journal of Reading, 31, 458-461.


Abstract

Describes the use of close-captioned television to motivate high school remedial readers, who must read the captions in order to understand the story.

A comparison of vocabulary acquisition in audio and video contexts

Duquette, L., & Painchaud, G. (1996). A comparison of vocabulary acquisition in audio and video contexts. The Canadian Modern Language Review, 53 (1), 143-172.



Abstract

Examines the effects of different kinds of rich contexts for vocabulary learning based on second language oral input. The article compares the number and kinds of words learned through exposure to a dialogue or video, or by first listening to an oral account of the dialogue situation and then hearing the audio soundtrack without visual support.

Evaluating the use of captioned video materials in advanced foreign language learning (1991)

Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24 (3), 239–250.

ABSTRACT

As increasing numbers of foreign language programs begin to integrate video materials into their curricula, more attention is being focused on ways and means to optimize the student's comprehension of the language of film and television segments. This article reports on the results of research conducted to evaluate the use of captioning (on-screen target language subtitles) as a pedagogical aid to facilitate the use of authentic video materials in the foreign language classroom, especially in advanced or upper-level courses. Using Russian and ESL as target languages, the data collected 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 competence in reading and listening. The paper includes a detailed description of the research methodology, implementation, data analysis, and conclusions. A discussion of the results and suggestions for further research are also included.

Reversed subtitling and dual coding theory: New directions for foreign language instruction (1992)

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





ABSTRACT

The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). The beginning and intermediate French college students selected for the study were tested on vocabulary recall after watching a five-minute video excerpt of French in Action. The success of reversed subtitling, which proved to be the most beneficial condition, can be explained by the way translation facilitates foreign language encoding. Retrieval is also enhanced by the multiple memory paths created by the visual and bilingual input (Paivio's bilingual dual coding model, 1986). Dual processing in the bimodal input condition also gave positive results. Based on the results of this study, a model integrating both reversed subtitling and bimodal input into a complete curriculum is advocated.

The value of teletext subtitling in language learning.

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

ABSTRACT

In this study, fifteen European learners of English, between high-intermediate and post-proficiency level, watched nine hour-long sessions of BBC general output television programmes with CEEFAX English language subtitles. The aim of the study was to investigate the potential benefits to be gained in terms of language learning from watching sub-titled programmes. The subjects provided detailed feedback on language gained from the programmes, on their reactions to the sub-titles, on strategies used in exploiting the sub-titles, on levels of anxiety, on the comprehensibility of the sound and text, and on the programmes themselves. The subjects also undertook a limited number of language-oriented activities connected with the programmes. Subjects reported that they found the sub-titles useful and beneficial to their language development and that they were able to develop strategies and techniques for using sub-titles flexibly and according to need. The findings suggested that sub-titled programmes may be of limited value for low-level learners, but may provide large amounts of comprehensible input for post-intermediate-level learners. The findings also indicated that sub-titles promote a low affective filter, encourage conscious language learning in ‘literate’ learners, and, paradoxically, release spare language-processing capacity.

Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French (1999)

Iva Baltova

Abstract

In this article, it is argued that 'bimodal video' is an effective way of enhancing second language (L2) learners' understanding of authentic texts and their learning of content and vocabulary in the L2. Bimodal video is subtitled in the L2 and provides simultaneous exposure to spoken language, printed text, and visual information, all conveying the same message. A positive effect is deemed possible even in the case of relatively inexperienced students of the language. Supporting empirical evidence, including a recent study conducted by the author with Grade 11 core French students, is reported and discussed in light of instructional objectives and recommendations of the multidimensional curriculum designed to enrich core French programs in Canada. Relevant pedagogical implications and future research directions are also proposed.

References

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Children's Vocabulary Acquisition in a Foreign Language Through Watching Subtitled Television Programs at Home (1999)

Cees M Koolstra
Johannes W J Beentjes



Según lo que leí en el abstract este estudio apoyaría la idea de que

"...(Dutch) elementary school children can incidentally acquire vocabulary in a foreign language through watching subtitled television programs."


Abstract

Subtitled television programs seem to provide a rich context for foreign language acquisition. Moreover, viewers are generally quite motivated to understand what is shown and said on television. The present study investigated whether children in Grades 4 and 6 (N = 246) learn English words through watching a television program with an English soundtrack and Dutch subtitles. Children were randomly assigned to one of three experimental conditions: (a) watching an English television program with Dutch subtitles, (b) watching the same English program without subtitles, and (c) watching a Dutch television program (control). The study was carried out using a 15-min documentary about grizzly bears. Vocabulary acquisition and recognition of English words were highest in the subtitled condition, indicating that Dutch elementary school children can incidentally acquire vocabulary in a foreign language through watching subtitled television programs.

A previous version of this paper was presented at the IAMCR conference 1997, Oaxaca, Mexico, Section Sociology and Social Psychology

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