Advantages And Disadvantages Of Using Subtitles In Language Learning

The article talks about how having technology can help with children that speak English as a second language as well as helps the teachers be able to bring things into the classroom and learn more about the child’s other language as well. I had known about some of the things that the article had talked about with learning more about the child’s language and bring it into the class by “providing access to a family’s home language and culture while supporting English language learning”. As well as technology being able to bring more

why ? Because when they watching cartoon, they automatically listening about the conversation between the character of the cartoon and if they listening carefully and seriously, they will know and understand what the character are saying. As well as when they watching cartoon movie, they are not only see the picture of the character of the cartoon, students have to listen their conversation and get new vocabulary that they never heard before. Wherefore they will search the word in the dictionary and it can enhance their knowledge in English words, and also they can use the new words in their conversation. Therefore, cartoon is the best auditory visual media to improve student’s listening skill, because student can be able to know what are the characters say if they listen carefully to every words and they also can find the new words that they never heard

film and so captions had to be use to explain what the next section of

The demonstrated behavior within the video modeling is always a positive behavior (Prelock & McCauley, 2012). Most children already enjoy watching television and videos. As a result of this interest, videos can increase the motivation to learn, resulting in a successful intervention (Alzyoudi, Sartawi, & Almuhiri, 2014). Video modeling can target multiple reading and communication skills to include the initiation of conversations with peers, verbal comments, intonation, and decoding skills. Video modeling encourages positive change through teaching language use with peers, including both social initiations and appropriate responding. Improvements with initiating conversations were noted after watching a three minute vignette once a day (Maione & Mirenda,

We feel this will help our students concentrate on the story and visualize what is going on, helping them to comprehend more from the text. We will start by explaining what we mean by making a “brain movie”. We will talk about movies they have seen, what happens in a movie, and discuss the differences between a movie and reading a book. This will help them make a connection so they are able to create a movie in their head based on what they read. We will explicitly tell the students how they need to visualize what is going on in the story and picture the setting and the characters in order to bring the book to life. Then, we will ask the students to make predictions about what they think will happen as they are reading and to picture it in their minds. When the students are done reading, we will talk about their “movie”, asking questions to assess if they are able to remember details and facts based on what they read, rather than relying on their background

VARK is a website that helps its users understand their learning styles and ways to improve on the way they learn. VARK discovers the user’s learning strengths through a survey of questions relating to situations where these strengths would be used. After I completed the VARK survey my results turned out to be multimodal, and I agree with the results. This means that out of the various categories I could have been assigned, the survey revealed that I learn better from two types of strategies combined. These two learning strategies consist of Aural strategies and kinetic strategies. The Aural strategies are methods that suggest that I learn better from listening, discussing, talking, questioning, and recalling the information

Upon completion of the learning styles module, I have confirmed that I am a multimodal learner, meaning that I use multiple learning styles and strategies. The main learning styles are visual, kinesthetic, and auditory. In addition, each style has subgroups. For example, a person with visual- nonverbal style can learn by simply looking at an image, and not find it necessary to be told the meaning of the image. Such learners may find color-coding to be a useful tool to retain information (studentlingo.com).

Secondly, the audience can play games to improve their memories of the new language. When the audience give a

Kouyoumdjian (2012) furthers this point by stating that ‘the effective use of visuals can decrease learning time, improve comprehension, enhance retrieval, and increase retention’.

The resource based approach uses technology as support resources. Using computer based technology to access information in the target language provides the students with real world activities and exposes them to the target language. This allows the student to be immersed in the language for short periods of time in order to practice the required skills or specific domains. When computers and various technologies are utilized to research relevant topic in the target language, the student is able to incorporate several goals within the assignment creating stronger mental bonds to the acquired language as long as there is comprehensible input in the target language. This approach is useful for students who have already achieved a certain level of acquisition, but research seems inconclusive regarding students who are at a beginner level of language acquisition.

In this lesson we watched a video about elephant slaughter and how people sale the Ivory illegally, and for a high price. Ivory is not only beautiful in its own nature but it is very expensive. But unfortunately if we don't stop killing elephants for their ivory they will be extinct in the next 10 years. We also read an article about the same topic, each one has different information about the same topic. The video helps you visualize the article, and the article gives you more information about the video. Multimedia has both pros and cons but both have all the information on the topic. There are advantages and disadvantage to both the video and article.

Evaluation of my learning style - Assessing oneself and knowing what you are as a professional and individual can help in developing your skills in the precise direction and in a more effective manner. After assessing myself as a learner – I realised that I’m more of an auditory learner than visual and my strength lies in learning by hearing and listening as this keeps me active and focussed during the learning process. This helps me in retaining information for a longer duration and I’m able to use information more effectively. MBTI suggests that these types of learners should read information aloud to themselves to grasp it more effectively; this technique certainly helps as reading aloud makes me re-iterate information

This Psychological Bulletin and Review will summarize the “mind wandering” during film comprehension experiment. In the summary, I will be discussing what “mind wandering” is and the methods used to test this this hypothesis.

These videos were chosen as they do not have a lot of talking and have subtitles at the bottom. This allows me to read out the subtitles for students who are not able to read quickly like Heazan, but also provides visual stimulus for students like Emily who may not be able to lip read that quickly, or who may struggle to understand without visual aides.?

Gass, Sydorenko, & Winke (2013) investigated foreign language learners’ behavior on captioned videos. Their investigation aroused from various previous studies that showed positive evidence of the effectiveness of captioned video in improving learners’ skill. However, many of prior studies did not provide exact measurement on which part(s) learners paid attention to when they watched captioned and non-captioned video. The absence of precise measurement limited the finding of the previous studies (Gass, Sydorenko, & Winke 2013). Therefore, using eye-tracking device, they wanted to observe how often foreign language learners read captions on captioned videos. They also intended to investigate whether specific foreign language and the familiarity of the video content play role in learners’ attention to the captions.