Differential subtitles in videos in the L2 classroom
from teachers' and students' perspectives
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This book is a second edition of the previous work which further discussed listening and reading understanding issues in subtitles. This book is suggested for researchers who are interested in computer assisted language learning and teaching and also a book for teachers to refer to in their multimedia teaching settings. Subtitles in videos are widely used in the L2 classroom and in daily life. There are different types of subtitles: subtitles in the audience's first language (L1), subtitles in their second language (L2), and subtitles in both their first language and their second language (L1+...
This book is a second edition of the previous work which further discussed listening and reading understanding issues in subtitles. This book is suggested for researchers who are interested in computer assisted language learning and teaching and also a book for teachers to refer to in their multimedia teaching settings. Subtitles in videos are widely used in the L2 classroom and in daily life. There are different types of subtitles: subtitles in the audience's first language (L1), subtitles in their second language (L2), and subtitles in both their first language and their second language (L1+L2). In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at exploring students' and teachers' perspectives towards bilingual (L1+L2) subtitles, by comparing L1-only or L2-only subtitles in listening comprehension and vocabulary learning in the L2 classroom. This study, conducted in China where the use of bilingual subtitles for language pedagogy is widespread, constitutes an important step to pave the way to further and more expansive research in area of computer assisted language learning.
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