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035   $a(DE-He213)978-1-137-50045-8
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101 0 $aeng
135   $aurnn#008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 10$aCaptioned Media in Foreign Language Learning and Teaching $eSubtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning /$fby Robert Vanderplank
205   $a1st ed. 2016.
210  1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2016.
215   $a1 online resource (XIII, 269 p. 7 illus., 3 illus. in color.)
225 1 $aNew Language Learning and Teaching Environments,$x2946-2940
311 08$a9781137500441 
311 08$a1137500441 
320   $aIncludes bibliographical references and index.
327   $a1. Introduction -- 2. Some essential themes in building the case for captions in language learning -- 3. The value of closed captions and teletext subtitles for language learning -- 4. The State of the Art I: Selected research on listening comprehension and vocabulary acquisition -- 5. The State of the Art II: Selected research on other issues in watching captioned TV, films and video -- 6. Focus on genres: The practical uses and limitations of different types of programmes -- 7. The EURECAP Project -- 8. The developing environment for language learning: a new audience and the revised model of language learning with captions -- 9. Conclusion.
330   $aThis book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ?hard-of-listening? and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers. Robert Vanderplank is Director of Oxford University Language Centre and a Fellow of Kellogg College, Oxford, where he is also Director of the Kellogg College Centre for the Study of Lifelong Language Learning and maintains the LARA database on language attrition research (www.lara.ox.ac.uk). His research interests and publications include television and language learning, listening comprehension, learner strategies, language testing and assessment, language maintenance and attrition, and learner autonomy.
410  0$aNew Language Learning and Teaching Environments,$x2946-2940
606   $aSociolinguistics
606   $aLanguage and languages$xStudy and teaching
606   $aApplied linguistics
606   $aGermanic languages
606   $aEducational technology
606   $aSociolinguistics
606   $aLanguage Education
606   $aLanguage Teaching and Learning
606   $aApplied Linguistics
606   $aGermanic Languages
606   $aDigital Education and Educational Technology
615  0$aSociolinguistics.
615  0$aLanguage and languages$xStudy and teaching.
615  0$aApplied linguistics.
615  0$aGermanic languages.
615  0$aEducational technology.
615 14$aSociolinguistics.
615 24$aLanguage Education.
615 24$aLanguage Teaching and Learning.
615 24$aApplied Linguistics.
615 24$aGermanic Languages.
615 24$aDigital Education and Educational Technology.
676   $a306.44
700   $aVanderplank$b Robert$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060776
906   $aBOOK
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996   $aCaptioned Media in Foreign Language Learning and Teaching$92515581
997   $aUNINA