Presentations & Public Speaking

Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning, CALICO, 2018

This book is a review of research studies, suggestions, and practical ideas for autonomous learners and language teachers, and a description of benefits and issues in using captioned viewing for language learning. Today, language learners can watch
of 4
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Transcript 󰁣󰁡󰁬󰁩󰁣󰁯 󰁪󰁯󰁵󰁲󰁮󰁡󰁬 (󰁯󰁮󰁬󰁩󰁮󰁥) 󰁩󰁳󰁳󰁮 󰀲󰀰󰀵󰀶–󰀹󰀰󰀱󰀷 󰁣󰁡󰁬󰁩󰁣󰁯 󰁪󰁯󰁵󰁲󰁮󰁡󰁬 󰁶󰁯󰁬 󰀳󰀵.󰀳 󰀲󰀰󰀱󰀸 󰀳󰀱󰀶–󰀳󰀱󰀹©󰀲󰀰󰀱󰀸, 󰁥󰁱󰁵󰁩󰁮󰁯󰁸 󰁰󰁵󰁢󰁬󰁩󰁳󰁨󰁩󰁮󰁧 Book Review Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning Edited by Robert Vanderplank London: Palgrave MacmillanUS $100.00ISBN 9781137500441 (Hardback)269 pages2016 Reviewed by  Margherita Berti Tis book is a review of research studies, suggestions, and practical ideas for autonomous learners and language teachers, and a description of benefits and issues in using captioned viewing for language learning. oday, language learners can watch videos, films, and V programs in the target language with the aid of captions, which srcinally were designed for the deaf and hard-of-hearing. Captions, also defined as closed captions or subtitles, are a valuable resource that can aid in the development and improvement of reading, listen-ing, and speaking skills. Te author presents an interesting perspective on the usage of captions in the learning context by outlining key milestones and issues in the use of captioned V in second language learning, and by focusing on the gains that captioned viewing can bring to language learners. Vanderplank Affiliation University of  B󰁯󰁯󰁫 R󰁥󰁶󰁩󰁥󰁷 317also warns that a conscious, systematic, and reflective approach should be used with captioned viewing to take full advantage of its many benefits. Te first chapter serves as an introduction that presents chapter outlines along with the author’s motivations for writing about captions. According to the author, this book intends to send the message that “to gain benefit from watching V programmes and films with captions, the learner-viewer needs to have choice and control of the viewing and to put effort into watching” (p. 2). In the second chapter, the author explains how captions developed over the years and although subtitles appeared first in 1972, research on television for language pedagogy is still limited. Vanderplank reports a concept by Salo-mon (1981), which states that less mental effort is required when watching V, since it is perceived as an “easy” task compared to reading a printed text, and for this reason when using captioned videos for learning purposes, language learners may feel less involved in the activity thus resulting in less learning. Merely watching captioned shows is not enough: it is crucial to consciously focus on the viewing activity and take advantage of the cultural and linguis-tic elements that a captioned video can offer. In the third chapter a study by Price and Dow (Price, 1983) shows that students who viewed video excerpts with captions benefited in terms of language comprehension and cultural understanding. In Chapters 4 and 5 the author presents a collection of key research stud-ies about captioned viewing carried out in the last 30 years. Chapter 4 focuses on studies that investigated listening comprehension and vocabulary acquisi-tion and describes the benefits of using captions such as adapting to an unfa-miliar foreign accent, as well as hindrances such as using subtitles in the first language which may harm the recognition of new foreign words. In Chapter 5 the author reviews additional studies that focus on keyword captioning, learn-ers’ strategies, and the issue of caption dependency. In Chapters 6 and 7 Vanderplank focuses on V and film genres, areas that have received little attention in previous research. According to the author, it is important to focus on “the ways in which the effects with captions may be different not only according to our purposes in watching but also according to the genre of V programmes and films” (p. 151). Comedies may provoke different responses in learners as compared to documentaries and learners with different backgrounds may achieve different outcomes depending on the genre. One suggestion is to use pre-recorded news stories with prepared cap-tions which can allow language learners to understand current events and subsequently use the target language to talk about such events; captioned news also increases learners’ autonomy and requires little preparation on the teacher side. aking advantage of the “flipped classroom” is another sugges-tion given by the author since students could do extensive viewings of videos  318 B󰁯󰁯󰁫 R󰁥󰁶󰁩󰁥󰁷in the target language with the usage of captions at home and become autono-mous learners. In Chapter 7 the longitudinal study called the EURECAP Proj-ect shows that the usage of captions helped in making films more intelligible, with a shi from a “viewing” behavior to a “learning” behavior, and in addi-tion participants’ confidence and language awareness increased. In Chapter 8 the author develops the theme of captioned viewing in informal settings by summarizing a few research examples, along with strategies used by learners to reach their goals. Nevertheless, little work has been carried out about informal learning with captioned viewing outside of educational con-texts. At the end of the chapter the author proposes a model of language learn-ing through the viewing of captioned programs, which attempts to describe processes experienced by learners in captioned viewing and takes into account previous research evidence as well as cognitive and affective objectives. In the concluding ninth chapter, the author states that the objective of the book is to place captioned viewing in the field of second language acquisi-tion and applied linguistics as an important area which needs to be further explored and utilized. Although some teachers may have prejudices about using captions in the learning environment, it is crucial to recognize the posi-tive effects that captions have in language learning. With a reflective and sys-tematic use of captions, language learners can improve their skills and actively contribute to their second or foreign language development. Tis book offers an excellent view on captioned media by covering past and recent research studies. It presents suggestions and ideas for both autono-mous language learners and teachers who want to enhance language learning through the use of technology. Te author’s desire to help learners, teachers, and researchers understand the positive and negative aspects of using cap-tioned V programs and films thoroughly emerges in the text. Captioned media first appeared decades ago; however, today, language teachers and learners still have not embraced the full potential of captions and the author provides interesting directions for their implementation. Specifically in begin-ning language courses, using captions can help novice learners reduce the anx-iety they might feel since they cannot entirely understand the target language. Captions can be beneficial to teachers as well, since they do not require much preparation, and implementing them can support language development from both a linguistic and cultural perspective. Although it is essential to be mind-ful when using captioned media for learning purposes, captions are an excep-tional resource that should be used by those who are learning and teaching foreign languages to improve comprehension and cultural understanding, increase confidence, and develop many other skills. All in all, the informa-tion presented by Vanderplank can be helpful for language teachers, language learners, and researchers who want to further investigate the advantages and  B󰁯󰁯󰁫 R󰁥󰁶󰁩󰁥󰁷 319disadvantages of using captioned media. Te several research studies illus-trated throughout the book will serve as an insightful reference for those who decide to embrace the world of captioned viewing for language learning. About the Reviewer Margherita Berti is a doctoral student in the Second Language Acquisition and eaching (SLA) program at the University of Arizona where she teaches under-graduate Italian courses. Her main research interests are in CALL, especially social networking sites and mobile technologies, open education, and materials development for language pedagogy. References Price, K. (1983). Closed-captioned V: An untapped resource.  MATSOL Newsletter, 12 (2)  ,  1–8.Salomon, G. (1981). Introducing AIME: Te assessment of children’s mental involvement with television. In H. Kelly & H. Gardner (Eds.), Viewing children through television  (pp. 89–102). San Francisco: Jossey-Bass.
Similar documents
View more...
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks