scholarly journals Active Subtitling as a Learning Tool for ESP Students

2021 ◽  
Vol 3 (8) ◽  
pp. 128-135
Author(s):  
Abdelouahab Elbakri
Keyword(s):  
Collaborative Learning ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Learning Tool ◽  
Different Types ◽  
Audiovisual Translation ◽  
Teaching Learning ◽  
Pedagogical Application

This article aims at approaching subtitling as a tool for English for Specific Purposes (ESP) students. It provides a description of the important role audiovisual translation (AVT) plays in language teaching/learning. It is based on scholars' work, including (Sokoli 2006; Diaz Cintas  2013; Talavan 2007).  This paper tackles the pedagogical application of subtitling in an ESP context as it enhances individual and collaborative learning, exposure to and interaction with real and new complex situations, and developing different linguistic skills.  The article presents a classification of the different types of subtitles that are used in language teaching/learning and considers the pros of using subtitled videos as a didactic tool to enhance vocabulary learning for ESP students. Accordingly, the paper emphasises active subtitling, a technique in which learners create their own subtitles, especially with the groundbreaking progress of IT technology (Diaz Cintas 2012; Talavan 2013). The article ends by presenting the findings of an experiment I have conducted in my engineering classes on the basis of active subtitles.

scholarly journals Online comments as input enhancement

2021 ◽  
Vol 29 (2) ◽  
pp. 44-54
Author(s):  
Dukhayel Aldukhayel
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Input Enhancement ◽  
Teaching Of Reading ◽  
Online Comments ◽  
Different Types ◽  
L2 Learners ◽  
Youtube Videos ◽  
Linguistic Input

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

Vocabulary Learning Strategies of English for Specific Purposes Students at Agricultural University of Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tamar Tskhvitava
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Language Learning Strategies ◽  
Teaching English ◽  
University Of Georgia ◽  
Vocabulary Learning Strategies ◽  
Teaching Learning

The importance of teaching ESP to students not majoring in English is discussed. The role of vocabulary learning inESP is emphasized. The article attempts to add an insight to Georgian experience of teaching English to studentsof Agriculture to the existing studies on the use of vocabulary learning strategies in ESP. The students shouldbecome aware of the importance of language learning strategies and get trained to use them appropriately. Thepurpose of this study was to investigate the attitude of students towards vocabulary learning methods offered bythe textbook and the teacher, as well as the awareness of and the preferred vocabulary teaching /learning strategiesamong Agriculture University students while they were taking an English for Specific Purpose (ESP) course.Respondents comprised 107 students at Agriculture University of Georgia students. An ESP vocabulary learningquestionnaire was administered to the randomly selected students who enrolled in the English for Agriculture as arequirement. It revealed that students are not sufficiently satisfied with the existing state of teaching ESP vocabulary.A conclusion has been made that vocabulary learning strategies have to be purposefully taught, to improve theexisting situation.

scholarly journals Uso da Rede Social Facebook como Ferramenta de Ensino-aprendizagem em Cursos de Ensino Superior

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Angelo Luís Scherer ◽  
Josefa Gomes de Farias
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Virtual Learning Environment ◽  
Redes Sociales ◽  
Learning Tool ◽  
Management Actions ◽  
Collaborative Tool ◽  
Teachers And Students ◽  
Teaching Learning

Desde a criação do Facebook, diversas utilidades da sua plataforma foram direcionadas à educação. Atualmente, vários estudos têm sugerido o seu uso como ferramenta de construção colaborativa no processo de ensino-aprendizagem. Neste sentido, o presente trabalho pretende analisar referenciais teóricos para identificar o uso do Facebook como ferramenta colaborativa e assinalar ações de gestão e planejamento nas instituições de ensino superior para o adequado funcionamento e uso deste pelos docentes e discentes para tal uso. Pelas revisões realizadas, pode-se observar que, devido à ubiquidade das redes sociais e à ampla penetração do Facebook entre os jovens e universitários, essa ferramenta possibilita maior comunicação, interação e flexibilidade no ambiente universitário, bem como é promissora ao estender a aprendizagem para além do tempo da aula, promovendo a autonomia do aprender. Dessa forma, as universidades têm um importante papel ao planejar adequadamente o uso das tecnologias de comunicação e informação, além de tomar medidas junto aos professores e alunos para o êxito do uso do Facebook como ferramenta de apoio ao ensino dentro do contexto geral de aprendizagem colaborativa.Palavras-chave: Ambiente Virtual de Aprendizagem. Aprendizagem colaborativa. Ensino EaD. Use of Facebook as a Teaching-Learning Tool in Higher Education CoursesABSTRACT Facebook has been directing several issues to education in its Learning Management Systems since it was created. Currently, several studies have suggested their use as a collaborative tool in the teaching learning processes. In this sense, this work intends to analyze theoretical references to identify the use of Facebook as a collaborative tool, and mark management actions and planning in higher education institutions for proper operation and use by teachers and students. Due to the ubiquity of social networks, and the widespread penetration of Facebook among young and undergraduate students, this tool allows their greater communication, interaction and flexibility in the university. Thus, in addition to promising the extension of learning beyond the class time, it promotes the autonomy of learning. In this way, universities play an important role in properly planning the use of information and communication technologies, and to take management actions with teachers and students to successfully use Facebook as a collaborative learning tool. Keywords: Virtual learning environment. Collaborative learning. Distance Learning. Uso de la Red Social Facebook como Herramienta de Enseñanza-aprendizaje en Cursos de Enseñanza SuperiorRESUMENDesde la creación de Facebook varias utilidades de su plataforma se fueron dirigidos a la educación. Actualmente, varios estudios han sugerido su uso como una herramienta para la construcción colaborativa en la enseñanza del proceso de aprendizaje. En este sentido, este trabajo pretende analizar referenciales teóricos para identificar el uso de Facebook como herramienta colaborativa, e identificar acciones de gestión y planificación en las instituciones de educación superior para el correcto funcionamiento y uso por profesores y estudiantes. Por las revisiones realizadas, se puede observar que debido a la ubicuidad de las redes sociales, y la amplia penetración de Facebook entre los jóvenes y universitarios, esta herramienta posibilita una mayor comunicación, interacción y flexibilidad en el ambiente universitario, así como es prometedora al extender el aprendizaje más allá del tiempo de la clase, promoviendo la autonomía del aprendizaje. De esta manera, se asume que las universidades tienen um importante papel al planificar adecuadamente el uso de tecnologías de información y comunicación, y tomar medidas con los profesores y estudiantes para el éxito del uso de Facebook como uma herramienta de aprendizaje colaborativo.Palabras clave: Entorno virtual de aprendizaje. Aprendizaje colaborativo. Educación a distancia

scholarly journals Filmes legendados e ensino de línguas adicionais: um breve panorama sobre as pesquisas no Brasil

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Francisco Wellington Borges Gomes
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Translation Studies ◽  
Language Abilities ◽  
Contexts Of Teaching ◽  
Audiovisual Translation ◽  
Development Of Language ◽  
Teaching Learning

Resumo A Tradução Audiovisual (TAV) é um ramo relativamente recente nos estudos da Tradução.  Mais recente ainda é a investigação sobre a relação entre tipos de TAV e o ensino/aprendizagem de línguas adicionais.  Apesar disso, fora do país, é crescente o número de estudos que advogam as vantagens do uso de filmes legendados para o desenvolvimento de habilidades linguísticas dos aprendizes, dentre eles Gillespie (1981), Vanderplank (1988, 1993), Spanos e Smith (2003), Baltova (1999), Danan (2004), Sakoli (2006), Gambier (2007), entre inúmeros outros.  Acompanhando esta tendência, no Brasil, estudos sobre o tema estão presentes em programas de pós-graduação em algumas das principais universidades.  Este artigo busca traçar um panorama das pesquisas publicadas na última década sobre o uso de recursos audiovisuais legendados no ensino de línguas adicionais. Para isso, apresentamos os dados de uma pesquisa bibliográfica que buscou identificar teses, dissertações, trabalhos de conclusão de curso, livros e artigos publicados sobre o tema, que tratam do contexto brasileiro, entre os anos de 2003 e 2013.  Os resultados indicam que além de concentrar-se nos programas de pós-graduação em Linguística/Linguística Aplicada, a pesquisa sobre o tema, assim como as pesquisas no exterior, aponta para as vantagens do uso de materiais legendados para o desenvolvimento de diversas habilidades linguísticas no contexto de ensino/aprendizagem de línguas adicionais. Palavras-chave: Tradução Audiovisual. Legenda e ensino. Línguas adicionais.   Abstract The Audio-visual translation (AVT) is a relatively new field in translation studies.  Even more recent is the investigation about the relation between the types of AVT and the teaching/learning of additional languages.  Despite of that, outside the country, the number of studies that advocate the advantages of using subtitled movies for the development of language abilities is increasing, as we can cite Gillespie (1981), Vanderplank (1988, 1993), Spanos e Smith (2003), Baltova (1999), Danan (2004), Sakoli (2006), Gambier (2007), amongst others.  Following this tendency, in Brazil the studies on the theme are present in post-graduation programs in some of the main universities in the country.  This paper seeks to trace an overview of the main researches conducted in the country about the use of subtitled audiovisual resources in language teaching that were published in the last decade.  For that, we present the data of a bibliographical research that aimed at identifying thesis, dissertations, undergraduation final papers, books and articles published about this theme in the Brazilian context between the years of 2003 and 2013.  The results indicate that besides being concentrated in linguistics/applied linguistics post-graduation programs, the research on the theme, as abroad, points out to the advantages of the use of subtitled materials for the development of linguistic abilities in the contexts of teaching and learning additional languages. Keywords: Audiovisual translation. Subtitles and teaching. Additional languages.

scholarly journals Subtitling as a Teaching Tool for English for Specific Purposes’ Students

2018 ◽  
Author(s):  
Paula Buil Beltrán
Keyword(s):  
New Technologies ◽  
English For Specific Purposes ◽  
Teaching Tool ◽  
Learning Tool ◽  
Teaching Process ◽  
Daily Lives ◽  
Teaching Unit ◽  
Teaching Learning ◽  
University Degree

New technologies have invaded our daily lives, and as a consequence the use of computers and internet inside the classroom is progressively more frequent. At the same time, subtitling as a teaching/learning tool has become more popular. For that purpose, scholars such as Delabastita (1989), Sokoli (2006) or Talaván (2013) have been researching how the adaptation of these subtitling methods will have some influence in the learning/teaching process. Thus, the aim of this paper is to present an interlingual subtitling task in a class for English for Specific Purposes students (from a university degree of architecture), in order to improve their receptive skills (commonly known as listening and reading). Along these lines, this paper will explore the use of Task Based Learning in ESP classes and it will propose a teaching unit for further implementation in a university class of English for the degree of architecture, discussing the advantages and repercussions it may have for the acquisition and improvement of the aforementioned passive skills. Keywords: Subtitling; English for Specific Purposes; Task Based Learning; Passive Skills; Architecture.

Review of research on language teaching, learning and policy published in 2006

2008 ◽  
Vol 41 (4) ◽  
pp. 509-542 ◽  
Author(s):  
Richard Johnstone
Keyword(s):  
Language Teaching ◽  
Present Review ◽  
Previous Review ◽  
Different Types ◽  
On Line ◽  
Teaching Learning

My previous review (of 2004 and 2005 together) was delayed for reasons beyond my control and therefore could not appear as planned in the journal, but the publisher generously agreed to make it available on-line through their website, where it can be accessed (see Johnstone 2006). In the interim the journal has changed. The abstracts are no longer there, replaced by a range of different types of contribution. The absence of the abstracts might tempt the reader of the present review to read it in a somewhat different way from before by regarding what I have to say about each article as a kind of abstract. This would be a mistake, because I have never attempted to provide a balanced summary of any article. For a balanced summary, the reader should go to the abstract of the particular article itself, most of which are quite easy to find on-line. In discussing an article, my purpose is simply to select something which I find interesting and maybe reflects a trend.

Dual stain kit for the microscopic gram classification of ocular infection bacteria

1993 ◽  
Vol 51 ◽  
pp. 248-249
Author(s):  
Jacob S. Hanker ◽  
Dale N. Holdren ◽  
Kenneth L. Cohen ◽  
Beverly L. Giammara
Keyword(s):  
Contact Lenses ◽  
Ocular Infection ◽  
Gram Negative Bacteria ◽  
Gram Negative ◽  
Gram Staining ◽  
Ocular Infections ◽  
Different Types ◽  
Culture Positive ◽  
Increased Susceptibility

Keratitis and conjunctivitis (infections of the cornea or conjunctiva) are ocular infections caused by various bacteria, fungi, viruses or parasites; bacteria, however, are usually prominent. Systemic conditions such as alcoholism, diabetes, debilitating disease, AIDS and immunosuppressive therapy can lead to increased susceptibility but trauma and contact lens use are very important factors. Gram-negative bacteria are most frequently cultured in these situations and Pseudomonas aeruginosa is most usually isolated from culture-positive ulcers of patients using contact lenses. Smears for staining can be obtained with a special swab or spatula and Gram staining frequently guides choice of a therapeutic rinse prior to the report of the culture results upon which specific antibiotic therapy is based. In some cases staining of the direct smear may be diagnostic in situations where the culture will not grow. In these cases different types of stains occasionally assist in guiding therapy.

Explanatory Power for Medical Expert Systems: Studies in the Representation of Causal Relationships for Clinical Consultations

1982 ◽  
Vol 21 (03) ◽  
pp. 127-136 ◽  
Author(s):  
J. W. Wallis ◽  
E. H. Shortliffe
Keyword(s):  
Explanatory Power ◽  
Prototype System ◽  
Inference Rules ◽  
Medical Expert ◽  
Comprehensive Knowledge ◽  
Different Types ◽  
Medical Expert Systems ◽  
Explanation System ◽  
Systems Studies

This paper reports on experiments designed to identify and implement mechanisms for enhancing the explanation capabilities of reasoning programs for medical consultation. The goals of an explanation system are discussed, as is the additional knowledge needed to meet these goals in a medical domain. We have focussed on the generation of explanations that are appropriate for different types of system users. This task requires a knowledge of what is complex and what is important; it is further strengthened by a classification of the associations or causal mechanisms inherent in the inference rules. A causal representation can also be used to aid in refining a comprehensive knowledge base so that the reasoning and explanations are more adequate. We describe a prototype system which reasons from causal inference rules and generates explanations that are appropriate for the user.

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