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She's gotta have it: Representativeness of Afro-American series as ESL intake in high school
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 105-121 (2022)
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Whose fault is it? Students’ perceptions towards the American financial system through an English for Specific Purposes class
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 27-45 (2022)
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Language learning with Netflix: from extensive to intra-formal learning
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Abstract:
[EN] This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing. ; Alm, A. (2021). Language learning with Netflix: from extensive to intra-formal learning. The EuroCALL Review. 29(1):81-92. https://doi.org/10.4995/eurocall.2021.14276 ; OJS ; 81 ; 92 ; 29 ; 1 ; Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. https://doi.org/10.1080/17501229.2013.836207 ; Alm, A. (2019). Piloting Netflix for intra-formal language learning. In F. Meunier, J. Van de Vyver, L. Bradley & S. Thouësny (Eds), CALL and complexity - short papers from EUROCALL 2019 (pp. 1-6). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.38.979 ; Appleton, J. (2019). Stream Away! How to Navigate Netflix for Learning Languages. https://www.fluentu.com/blog/netflix-languages/ ; Bairstow, D., & Lavaur, J. (2012). Audiovisual information processing by monolinguals and bilinguals: Effects of intralingual and interlingual subtitles. Approaches to Translation Studies, 36, 273-293. https://doi.org/10.1163/9789401207812_016 ; Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67-77. https://doi.org/10.7202/009021ar ; Day, R. & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a foreign language, 14(2), 136-141. http://www.nflrc.hawaii.edu/rfl/October2002/day/day.html ; Dizon, G. (2018). Netflix and L2 learning: a case study. The EuroCALL Review, 26(2), 30-40. https://doi.org/10.4995/eurocall.2018.9080 ; Dow, L. (2018). Ultimate Guide to Netflix for Language Learning. https://www.lindsaydoeslanguages.com/the-ultimate-guide-to-netflix-for-language-learning/ ; Ellis, R., & Barkhuizen, G. P. (2005). Analysing learner language. Oxford University Press. ; Frumuselu, A. D., De Maeyer, S., Donche, V., & Plana, M. D. M. G. C. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, 107-117. https://doi.org/10.1016/j.linged.2015.10.001 ; Kukulska-Hulme, A. (2012). Chapter One: Language learning defined by time and place: A framework for next generation designs. In Left to my own devices: Learner autonomy and mobile-assisted language learning (pp. 1-20). Brill. https://doi.org/10.1163/9781780526478_002 ; Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann. ; Renandya, W., and T. Farrell. 2011. ''Teacher, the Tape is too Fast! Extensive Listening in ELT.'' ELT Journal 65 (1): 52-59. https://doi.org/10.1093/elt/ccq015 ; Rodgers, M.P.H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689-717. https://doi.org/10.5054/tq.2011.268062 ; Tapper, J. (2019). No habla español? How Netflix could transform the way we learn languages. The Guardian. https://www.theguardian.com/education/2019/mar/02/netflix-languages-education ; Vandergrift, L., and Goh, C.M. (2012). Teaching and Learning Second Language Listening. New York: Routledge. ; Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: subtitles for the deaf and hard-of-hearing as tools for language learning. Springer. https://doi.org/10.1057/978-1-137-50045-8 ; Webb, S. (2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. C. Richards (Eds.) Language learning beyond the classroom (pp. 175-184). Routledge. ; Williams, R. (1986). "Top ten" principles for teaching reading. ELT Journal, 40(1), 42-45. https://doi.org/10.1093/elt/40.1.42 ; Winke, P., Gass, S. M., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86. ; Online references ; ARD Mediathek https://www.ardmediathek.de/ard/ ; MySpass https://www.myspass.de/ ; Netflix https://www.netflix.com ; Ning https://www.ning.com/ ; Language Learning with Netflix https://languagelearningwithnetflix.com/
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Keyword:
Extensive learning; German; Intra-formal language learning; Netflix
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URL: https://doi.org/10.4995/eurocall.2021.14276
http://hdl.handle.net/10251/165374
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analog film practice on Netflix originals ; empleo del cine analógico en películas originales de Netflix ; O uso da película na produção de filmes originais Netflix
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In: Comunicação & Informação; v. 23 (2020) ; 2317-675X ; 1415-5842 (2020)
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Ονόματα και μετάφραση: σχέσεις γοητείας και Aπογοήτευσης ...
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Que espaço a legendista ocupa? : um estudo sobre estilo do tradutor
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International Media A Semiotic Look At The Changes And Interactions Proposed By Netflix ...
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International Media A Semiotic Look At The Changes And Interactions Proposed By Netflix ...
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