Subtitled audio-visual content as a learning tool within higher military education system of nato partner countries

Marcin Piotr Jóźwiak

doi:10.31648/cetl.4490

Pubblicato il: 2019-12-071

V. 23 N. 3 (2019)

Subtitled audio-visual content as a learning tool within higher military education system of nato partner countries

Marcin Piotr Jóźwiak

Civitas et Lex

Sezione: Studi sulla sicurezza

https://doi.org/10.31648/cetl.4490

Abstract

This paper presents recent research focused on the role of subtitled audio-visual material on foreign language acquisition. The author distinguishes various types of subtitled audio-visual content and comments on their usefulness and possible impact on the learning process, presenting other researchers’ opinion and his own perspective. Different types of content (videos, games) are categorized and properly commented regarding their influence on different language skills and competences. Also, the author shows ways the learners can experience such content for learning purposes. Possible application of such methods for advanced distributed learning is investigated, with LMS ILIAS used a base for exercises.

Scarica file

PDF (Język Polski)

Regole di citazione

Jóźwiak, M. P. (2019). Subtitled audio-visual content as a learning tool within higher military education system of nato partner countries. Civitas Et Lex, 23(3), 7–15. https://doi.org/10.31648/cetl.4490

##plugins.themes.libcom.share##

Riferimenti bibliografici

Bird S., Williams J., The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling, „Applied Psycholinguistics” 2002, n. 23, pp. 509–518.
Birulés-Muntané J., Soto-Faraco S., Watching Subtitled Films Can Help Learning Foreign Languages, „PLOS ONE” 2016, n. 11(6): e0158409, pp. 11-30.
Borras I., Lafayette R., Effects of multimedia courseware subtitling on the speaking performance of college students of French, „Modern Language Journal” 1994, n. 78(1), pp. 361–365.
Coyle D., Hood P., Marsh D, CLIL. Content and Language Integrated Learning, Cambridge University Press 2010, pp. 41–42.
D. Marsh, LIL/EMILE –The European Dimension: Actions, trends and foresight potential, Public services Contract EG EAC. European Commission 2002, p. 72.
Gawliczek P., Cyfrowi imigranci i tubylcy. Jak pokonać e-wykluczenie i radzić sobie we zmianami w cyfrowym świecie? „Zeszyty Naukowe KSW”, Włocławek 2017, vol. XLIV, pp. 25–38.
Gawliczek P., Jak wykorzystać nowoczesne media w rodzinie, szkole i na uczelni? Rekomendacje i doświadczenia Kujawskiej Szkoły Wyższej w e Włoclawku z użytkowania platformy e-learningowej LMS ILIAS, in: Rodzina wobec globalnej zmiany cywilizacyjno-medialnej, ed. R. Brzezińska, Włocławek 2017, pp. 77–88.
Gawliczek P., Militarne i niemilitarne działania hybrydowe. Aspekt edukacyjny, in: Bezpieczeństwo człowieka a wychowanie, t. II: Aspekty poznawcze i edukacyjne, Siedlce-Drohiczyn 2016, pp. 201–210.
Gottlieb H., Subtitling, in: Routledge Encyclopedia of Translation Studies, ed. Mona Baker, Routledge 2001, pp. 244–247.
Guzewicz W., Information and communication technologies in the security environment – useful tools or necessary evil? Conclusions from the educational practice at Ełk Branch Campus of the University of Warmia and Mazury in Olsztyn, Proceedings of the scientific conference “Security and Russian Threats”, ed. Jan Kochanowski, University 2019, pp. 134–145.
Winke P., Gass S., Sydorenko T., The Effects of Captioning Videos Used for Foreign Language Listening Activities, „Language Learning and Technology” 2010, n. 14, pp. 60–64. Google Scholar