The potential benefits of subtitles for enhancing language acquisition and literacy in children

Translation Cognition & Behavior ◽

10.1075/tcb.00051.bla ◽

2021 ◽

Author(s):

Sharon Black

Keyword(s):

Language Acquisition ◽

Language Learning ◽

Experimental Work ◽

Literacy Skills ◽

Future Research ◽

Official Language ◽

Learning To Read ◽

Gaze Behaviour ◽

Potential Benefits ◽

Considerable Body

Abstract While a considerable body of experimental work has been conducted since the beginning of the 1980s to study whether subtitles enhance the acquisition of other languages in adults, research of this type investigating subtitles as a tool for enhancing children’s language learning and literacy has received less attention. This study provides an integrative review of existing studies in this area and finds extensive evidence that subtitled AV content can indeed aid the acquisition of other languages in children and adolescents, and that it can moreover enhance the literacy skills of children learning to read in their L1 or the official language of the country in which they live and receive schooling. Recommendations for future research are also made, and it is highlighted that further research using eye tracking to measure children’s gaze behaviour could shed new light on their attention to and processing of subtitled AV content.

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Acoustic Properties of Infant-Directed Speech

The Oxford Handbook of Voice Perception ◽

10.1093/oxfordhb/9780198743187.013.5 ◽

2018 ◽

pp. 92-116

Author(s):

Yuanyuan Wang ◽

Derek M. Houston ◽

Amanda Seidl

Keyword(s):

Language Acquisition ◽

Language Development ◽

Language Learning ◽

Acoustic Properties ◽

Future Research ◽

Learning Mechanisms ◽

Complex Process ◽

Underlying Mechanisms ◽

Infant Language ◽

Practical Implications

Language acquisition is a complex process that involves an interaction between learning mechanisms and the input to the child. An important component of infants’ input is infant-directed speech (IDS)—a unique speech register that caregivers use when talking to infants. IDS differs from adult-directed speech (ADS) in a variety of dimensions. This chapter examines empirical research on the acoustic properties of IDS and the role that IDS may play in supporting infant language learning. Taking the discussion of IDS function in language development to the next level, this chapter further discusses the underlying mechanisms of IDS to promote language learning and caregivers’ intentions to use this speech register. Theoretical and practical implications of this body of work are discussed and areas for future research are highlighted.

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Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

Language Teaching ◽

10.1017/s0261444819000375 ◽

2020 ◽

Vol 53 (1) ◽

pp. 3-28 ◽

Cited By ~ 1

Author(s):

Hossein Nassaji

Keyword(s):

Second Language Acquisition ◽

Language Learning ◽

Language Teachers ◽

Future Research ◽

L2 Acquisition ◽

Conversational Interaction ◽

Beneficial Effects ◽

Challenging Question ◽

Considerable Body

AbstractHow to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has examined its effectiveness. In this context, a central and challenging question has always been how to determine whether such feedback is effective for language learning. Studies investigating the role of feedback have used various measures to assess its usefulness. In this paper, I will begin with a brief overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will then examine the various measures used in both descriptive and experimental research and discuss the issues associated with such measures. I will conclude with what continues to pose us a challenge in assessing the role of feedback and offer some recommendations to inform future research in this area.

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The Potential of Text-to-Speech Synthesis in Computer-Assisted Language Learning

Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1097-1.ch007 ◽

2020 ◽

pp. 149-169

Author(s):

Neasa Ní Chiaráin ◽

Ailbhe Ní Chasaide

Keyword(s):

Language Learning ◽

Auditory Feedback ◽

Speech Synthesis ◽

Literacy Skills ◽

Future Research ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Text To Speech ◽

Written Form ◽

Text To Speech Synthesis

This chapter describes the potential of text-to-speech synthesis (TTS) as a tool that can transform CALL platforms. Illustrating this point, a specific platform, An Scéalaí, is presented. By incorporating TTS, this platform facilitates the training of literacy skills, writing, and reading, with an emphasis at all times on the spoken language. The platform is described, as is the way in which it functions as a personalised tutor, prompting the learner towards self-correction. The prompts are delivered in both spoken/auditory form (using TTS voices) and in written form. The auditory feedback enables prooflistening, as well as spoken instructions pertaining to specific errors not picked up in the prooflistening process. The learner's progress is monitored throughout and records of the process are harvested for future research. The language in focus is Irish, and the linguistic complexities being targeted in the present implementation are explained, along with the relevant sociolinguistic context.

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A Systematic Review of Video Games for Second Language Acquisition

10.4018/978-1-6684-3710-0.ch064 ◽

2022 ◽

pp. 1345-1371

Author(s):

Juan Li

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Video Games ◽

Language Learning ◽

Language Instruction ◽

Future Research ◽

Second Language Education ◽

Role Playing Games ◽

Systematic Understanding

This study overviews contemporary studies on the use of video games for second language acquisition within the past ten years spanning the development of computer-assisted language learning (CALL) and its connections to SLA, definitions of video games, empirical studies on the facilitative roles played by video games for second language (L2) learning and utilizing massively multiplayer online role-playing games (MMORPGs) for language learning. The purpose of this chapter is to help the readers obtain a systematic understanding of the development and application of video games in second language education. Findings of this study suggests that players are able to acquire L2 knowledge while playing video games. It also suggests that future research should focus more on the actual integration of video games into language instruction.

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Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

Handbook of Research on Human Performance and Instructional Technology ◽

10.4018/978-1-60566-782-9.ch013 ◽

2010 ◽

pp. 210-222

Author(s):

Angelene McLaren

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Communicative Competence ◽

Language Teachers ◽

Future Research ◽

Teachers And Students ◽

Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

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Current Issues in Heritage Language Acquisition

Annual Review of Applied Linguistics ◽

10.1017/s0267190510000103 ◽

2010 ◽

Vol 30 ◽

pp. 3-23 ◽

Cited By ~ 81

Author(s):

Silvina Montrul

Keyword(s):

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Heritage Language ◽

Basic Research ◽

Future Research ◽

Heritage Language Learners ◽

Minority Languages ◽

Heritage Speakers ◽

Heritage Language Acquisition

An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.

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Minding the gaps: literacy enhances lexical segmentation in children learning to read

Journal of Child Language ◽

10.1017/s0305000916000623 ◽

2017 ◽

Vol 44 (6) ◽

pp. 1516-1538 ◽

Cited By ~ 4

Author(s):

NAOMI HAVRON ◽

INBAL ARNON

Keyword(s):

Language Learning ◽

Emergent Literacy ◽

Literacy Skills ◽

Linguistic Variables ◽

Learning To Read ◽

Early Readers ◽

Before And After ◽

Lexical Segmentation ◽

Multiword Units ◽

Linguistic Units

AbstractCan emergent literacy impact the size of the linguistic units children attend to? We examined children's ability to segment multiword sequences before and after they learned to read, in order to disentangle the effect of literacy and age on segmentation. We found that early readers were better at segmenting multiword units (after controlling for age, cognitive, and linguistic variables), and that improvement in literacy skills between the two sessions predicted improvement in segmentation abilities. Together, these findings suggest that literacy acquisition, rather than age, enhanced segmentation. We discuss implications for models of language learning.

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Using ICTs and Mobile Devices to Assist Adult English-Language Learning

Technology-Assisted ESL Acquisition and Development for Nontraditional Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3223-1.ch006 ◽

2019 ◽

pp. 133-161 ◽

Cited By ~ 1

Author(s):

Hui-Yin Hsu ◽

Shiang-Kwei Wang

Keyword(s):

English Language Learners ◽

Language Acquisition ◽

Language Learning ◽

Learning Community ◽

Mobile Devices ◽

Information And Communication Technologies ◽

English Language ◽

Design Procedure ◽

Future Research ◽

English Language Learning

The use of information and communication technologies (ICTs) and mobile devices to assist language acquisition has expanded rapidly during the past decade given the prevalence of broadband networks and mobile phones. Many studies have examined how these technologies can facilitate English-language learning. The chapter will discuss the current research on using ICTs to create e-portfolios to support language learning, the role of mobile devices in the language-learning process, the impact of using ICTs on English-language learners' (ELLs) learning other than language acquisition (e.g., increasing their sense of a learning community), and the design procedure of such a learning environment. Future research in this area also will be discussed.

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A Systematic Review of Video Games for Second Language Acquisition

Handbook of Research on Integrating Digital Technology With Literacy Pedagogies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0246-4.ch021 ◽

2020 ◽

pp. 472-499 ◽

Cited By ~ 1

Author(s):

Juan Li

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Video Games ◽

Language Learning ◽

Language Instruction ◽

Future Research ◽

Second Language Education ◽

Role Playing Games ◽

Systematic Understanding

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Motivation of Parents Towards Reading Multilingual eBooks To Pre-School Children

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v13i01.9060 ◽

2019 ◽

Vol 13 (01) ◽

pp. 20 ◽

Cited By ~ 3

Author(s):

Kwee Teck See ◽

Bava Harji Madhubala ◽

Ah Choo Koo

Keyword(s):

Language Learning ◽

Mobile Devices ◽

New Technology ◽

Literacy Skills ◽

Future Research ◽

Learning Context ◽

Feedback Form ◽

Multilingual Learning ◽

High Level ◽

Attitude And Motivation

The use of mobile devices for language learning, under the Mobile Assisted Language Learning (MALL) has been found to motivate children to read digital print. However, parents need to be convinced of the benefits of this new technology-assisted learning method within a multilingual learning context. A case study was conducted to propose a MALL framework in which educators and parents created a shared meaningful learning environment to develop the children’s emergent multilingual literacy skills, using mobile devices installed with interactive multilingual eBooks. This paper reports the findings, specifically on the parents’ attitude and motivation towards reading multilingual eBooks with their children. A group of 25 multi-ethnic families, together with their 5-year-old children participated in this study. A mixed-method explanatory research design obtained parent's attitude and motivation from a questionnaire, interview, and feedback form. The results show a high level of parents’ acceptance toward reading eBook with their children. Parents attributed their positive attitude and motivation towards MALL to the use of the multimedia, multilingual, and mobile platform. The MALL framework was also found to encourage parents and other adults to scaffold the children’s multilingual skills development. However, there were also setbacks toward the use of eBook as some parents expressed a stronger preference for printed books and were concerned with health issues associated with the children’s eBook use. Areas for improvements and future research are also made in this paper.

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