| Titre : |
The use of subtitles in English-language films and series to support language learning : How does the use of subtitles contribute to the understanding of the viewing in the context of English as a Second Language learning? |
| Type de document : |
document électronique |
| Auteurs : |
Fanny Camelbeeck, Auteur ; Mathieu Petit, Parraineur |
| Editeur : |
Nivelles [Belgique] : Haute Ecole Bruxelles-Brabant. Domaine pédagogique |
| Année de publication : |
2022 |
| Collection : |
TFE numérique LM |
| Importance : |
1 vol. (69 f.) |
| Langues : |
Anglais (eng) |
| Mots-clés : |
cinéma série télévisée fiction télévisée "sous-titre" |
| Index. décimale : |
811.111 Anglais |
| Résumé : |
Until recently, language courses were outdated, but today's teachers are developing innovative ways of making their courses attractive. It is therefore relevant to study these new teaching methods and to define their effectiveness on learning. This paper investigated the influence of subtitles on the acquisition of English as a second language. The hypothesis was that the use of subtitled film and series clips in the context of second language learning reduces the gap between listening comprehension and reading, without undermining either skill. For this purpose, scientific literature on the subject was analysed and an experiment was conducted in an educational environment. The topic was first put into perspective through the spectrum of motivation and then studied in detail using various concepts such as: cognitive load theory, dual-coding theory, incidental and intentional learning, the role of different types of subtitles, etc. The experiment was carried out with French-speaking lower secondary school students during an internship period and consisted of watching film clips, first without and then with intralinguistic (L2) subtitles, to complete a related worksheet. It has been observed that students were more motivated by watching film clips than audio tracks, more confident in the presence of subtitles assisting their understanding, and this enabled them to memorise vocabulary and practice grammar items more actively. This experiment demonstrated that subtitles act as a tool assisting the comprehension of oral speech by allowing the learner to visualise it. This played a key role in overall motivation and reduced stress levels related to fear of misunderstanding. It was also found that subtitles improved vocabulary and grammar learning strategies through information redundancy. |
| Note de contenu : |
TFE en Langues modernes / Promoteur : Petit |
| Permalink : |
http://catalogue.iesp.be/index.php?lvl=notice_display&id=22337 |
The use of subtitles in English-language films and series to support language learning : How does the use of subtitles contribute to the understanding of the viewing in the context of English as a Second Language learning? [document électronique] / Fanny Camelbeeck, Auteur ; Mathieu Petit, Parraineur . - Nivelles [Belgique] : Haute Ecole Bruxelles-Brabant. Domaine pédagogique, 2022 . - 1 vol. (69 f.). - ( TFE numérique LM) . Langues : Anglais ( eng)
| Mots-clés : |
cinéma série télévisée fiction télévisée "sous-titre" |
| Index. décimale : |
811.111 Anglais |
| Résumé : |
Until recently, language courses were outdated, but today's teachers are developing innovative ways of making their courses attractive. It is therefore relevant to study these new teaching methods and to define their effectiveness on learning. This paper investigated the influence of subtitles on the acquisition of English as a second language. The hypothesis was that the use of subtitled film and series clips in the context of second language learning reduces the gap between listening comprehension and reading, without undermining either skill. For this purpose, scientific literature on the subject was analysed and an experiment was conducted in an educational environment. The topic was first put into perspective through the spectrum of motivation and then studied in detail using various concepts such as: cognitive load theory, dual-coding theory, incidental and intentional learning, the role of different types of subtitles, etc. The experiment was carried out with French-speaking lower secondary school students during an internship period and consisted of watching film clips, first without and then with intralinguistic (L2) subtitles, to complete a related worksheet. It has been observed that students were more motivated by watching film clips than audio tracks, more confident in the presence of subtitles assisting their understanding, and this enabled them to memorise vocabulary and practice grammar items more actively. This experiment demonstrated that subtitles act as a tool assisting the comprehension of oral speech by allowing the learner to visualise it. This played a key role in overall motivation and reduced stress levels related to fear of misunderstanding. It was also found that subtitles improved vocabulary and grammar learning strategies through information redundancy. |
| Note de contenu : |
TFE en Langues modernes / Promoteur : Petit |
| Permalink : |
http://catalogue.iesp.be/index.php?lvl=notice_display&id=22337 |
Vous pouvez copier-coller la références ci-dessous au format "APA" pour l'insérer sous la forme d'une référence bibliographique à la fin d'un travail.
Camelbeeck, Fanny, Petit, Mathieu (2022). The use of subtitles in English-language films and series to support language learning : How does the use of subtitles contribute to the understanding of the viewing in the context of English as a Second Language learning?. Nivelles (rue Emile Vandervelde 3, 1400, Belgique) : Haute Ecole Bruxelles-Brabant. Domaine pédagogique.
En ligne :
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- le prénom d'un auteur doit être remplacé par son initiale suivie d'un point (Victor -> V.)
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The use of subtitles in English-language films and series to support language learning : How does the use of subtitles contribute to the understanding of the viewing in the context of English as a Second Language learning?
