Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

Frumuselu, Anca Daniela; Mæyer, Sven De; Donche, Vincent; Plana, María del Mar Gutiérrez Colon

doi:10.1016/j.linged.2015.10.001

Cited by 69 publications

(58 citation statements)

References 46 publications

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“…To date, there has been little agreement on which type of subtitles (captions or L1 subtitles) is more effective for vocabulary learning. The studies comparing captions with L1 subtitles have produced contradictory findings (e.g., Bianchi & Ciabattoni, ; Bisson, Van Heuven, Conklin, & Tunney, ; Frumuselu, De Maeyer, Donche, & Colon Plana, ; Peters et al, ; Pujadas & Muñoz, ), probably as a result of different types of input (movies, TV shows, short clips), different methodologies (one‐off interventions, longitudinal studies, different word knowledge aspects tested), and different participant profiles. Nevertheless, captions have been argued to be more beneficial for learning the form of unfamiliar words (Peters et al, ) and more beneficial for intermediate and advanced language learners (Danan, ), whereas L1 subtitles are said to be more useful for “less skilled learners” (Danan, , p. 75).…”

Section: Vocabulary Learning From Audiovisual Inputmentioning

confidence: 99%

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Peters

2019

TESOL Quarterly

122

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In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning is sometimes explained in terms of the beneficial role of on‐screen imagery in audiovisual input (Rodgers, 2018). However, little is known about imagery’s effect on word learning and how it interacts with L1 subtitles and captions. This study investigates the effect of imagery in three TV viewing conditions: with L1 subtitles, with captions, and without subtitles. Data were collected with 142 Dutch‐speaking learners of English as a foreign language. A pretest‐posttest design was adopted in which learners watched a 12‐minute excerpt from a documentary. The findings show that the captions group made the most vocabulary learning gains. Moreover, imagery was positively related to word learning. This means that words that were shown in close proximity to the aural occurrence of the words were more likely to be learned.

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Section: Vocabulary Learning From Audiovisual Inputmentioning

confidence: 99%

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Peters

2019

TESOL Quarterly

122

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“…Previous work (Frumuselu et al 2015;Inglese et al 2007;Talaván, 2010) on ELLs has foregrounded the need to use audiovisual materials to support daily language learning. With a multidisciplinary focus, we have approached the issue of formulaic language learning and discussed in what ways TV shows could be useful and contribute to learning these linguistic forms for effective counseling sessions.…”

Section: Resultsmentioning

confidence: 99%

“…They found out that video materials with subtitle features were more helpful in the process of vocabulary acquisition. With a slightly different perspective, Frumuselu et al (2015) have investigated the influence of audiovisual materials with subtitles on learning a language. A medium-sized effect was observed in EFL students with low and high proficiency levels.…”

Section: Tv Shows and Language Learningmentioning

confidence: 99%

“…We claim that this supportive information is available in TV shows, and needs to be used by the teachers with guidance to ELLs. Similarly, showing how the subtitled materials as didactic tools (Talaván 2010) could be useful in acquiring informal language, Frumuselu et al (2015) propose that learners could benefit from "the potential power that resides in subtitled television series" (p. 116) by avoiding dubbed materials. We know that fixed expressions are clusters of words and they are used together and in a fixed order (Biber et al 1999).…”

Section: Implications and Recommendations For Future Researchmentioning

confidence: 99%

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Edukacyjne aspekty języka formulicznego w doradztwie wielokulturowym

Uysal

Cakmakci

2016

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Abstract:Having command of formulaic language, one of the linguistic elements related to the culture, is critical for self-expression and understanding the interlocutor. Thus counselors who are ESL (English as a Second Language) learners might benefit from having skills in formulaic language for providing quality service to their clients. Audio-visual materials which mostly contain formulaic language forms and cultural aspects might be used to help counseling sessions be more helpful and effective. This multidisciplinary study aims at presenting a brief review of the literature about formulaic language and multicultural counseling and then discussing the possible effect of integrating TV shows into ESL classes in the connection between counselor and client. In conclusion we suggest that TV shows might be effective tools to boost figurative language skills and to encourage immersion of ESL learners into culture, which is interrelated with conceiving cultural aspects of communication. As an implication, we present possible approaches to curriculum design, multicultural counseling and teaching English for specific purposes.

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“…He points out the higher level of English fluency in countries where television films are not dubbed, indicating the effectiveness of extensive viewing. According to the literature, watching films in the target language improves listening comprehension (Cakir, & Kana, 2015;Danan, 2004) and enhances vocabulary learning (Frumuselu, De Maeyer, Donche, & Colon Plana, 2015;Linebarger, Moses, Garrity Liebeskind, & McMenamin, 2013;Yuksel & Tanriverdi, 2009). Studies also show that watching television series contributes to cultural awareness (Hammer, 2008;Iscan, & Akturk, 2014).…”

mentioning

confidence: 99%

Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

Shechter

2018

JLE

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Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners' mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students' motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar.

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Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

Cited by 69 publications

References 46 publications

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Edukacyjne aspekty języka formulicznego w doradztwie wielokulturowym

Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

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