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Adquisició d'una segona llengua (26)
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Muñoz Lahoz, Carme (26)
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Hits 1 – 20 of 26
1
Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
Pujadas Jorba, Geòrgia
;
Muñoz Lahoz, Carme
. - : Cambridge University Press, 2020
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2
Measuring orthographic and phonological vocabulary size in EFL learners: the impact of cognateness and out-of-school exposure
Nardon, Andrea
. - 2020
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3
Boys like games and girls like movies. Age and gender differences in out-of-school contact with English
Muñoz Lahoz, Carme
. - : Asociación Española de Lingüística Aplicada (AESLA), 2020
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4
Language learning through extensive TV viewing. A study with adolescent EFL learners
Pujadas Jorba, Geòrgia
. - : Universitat de Barcelona, 2019
In: TDX (Tesis Doctorals en Xarxa) (2019)
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Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
Pujadas Jorba, Geòrgia
;
Muñoz Lahoz, Carme
. - : Taylor and Francis, 2019
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6
Language learning through extensive TV viewing. A study with adolescent EFL learners
Pujadas Jorba, Geòrgia
. - : Universitat de Barcelona, 2019
Abstract:
[eng] This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instruction on target lexical items. The first study in this thesis looked at the differential effect of captions and subtitles on viewing comprehension, alongside several mediating factors. Results confirmed the higher efficiency of subtitles over captions for content comprehension at this level of proficiency, and the importance of prior vocabulary knowledge when viewing with captions. It was also found that the episodes’ lexical coverage was a strong predictor of comprehension, although no pattern of improvement could be observed over time – even though learners’ perceived comprehension increased by the end of the intervention. In the second study, word-form and word-meaning gains were examined, following a pre- / post-test design. Results revealed that having explicit instruction on vocabulary (i.e. being pre-taught the words through short pre-viewing activities) yielded significantly higher vocabulary gains, and that proficiency played a key role in how learners made use of this type of input. Language of the on-screen text, however, did not emerge as a predictor of gains, although when captions were displayed this tended to lead to higher learning, especially when combined with instruction. Results also indicated that there was a positive correlation between vocabulary gains and comprehension, and that a high percentage of the vocabulary learnt was retained in the long term. The third study focused on the effects of word repetition, spacing, and imagery support. Analysis showed that words with a higher number of encounters or that appeared in a massed condition (i.e. in the same episode) were better learnt. It was also found that words that were image-supported had also higher learning gains. The last study looked into learners’ perceptions and feeling of learning from viewing audio-visual input in English through questionnaires and interviews. Students reported being highly motivated to learn through L2 videos, finding them useful for a number of language aspects, including vocabulary learning, listening comprehension, and matching aural and written forms of the words. Data also showed a shift in viewing habits in the long term, indicating the appropriateness of this type of classroom intervention to foster autonomous viewing at home. Taken as a whole, the results from this dissertation provide evidence that extensive viewing of captioned and subtitled TV series supports comprehension and L2 vocabulary learning. The characteristics of this type of input (i.e. repeated encounters with words, imagery) have been shown to contribute to facilitate language learning. Additionally, EFL learners, at this age and proficiency level, are motivated to learn through this media – in and outside the formal setting. ; [cat] Aquesta tesi doctoral explora els beneficis d’una exposició prolongada a programes de televisió en llengua estrangera a través d’una intervenció longitudinal a l’aula amb estudiants d’anglès novells. La tesi, dividida en quatre estudis, se centra en la comprensió del contingut, l’adquisició de vocabulari, els efectes de la freqüència d’aparició de les paraules i la imatge, i les actituds dels estudiants envers aquest tipus d’input com a eina d’aprenentatge. Per tal d’investigar aquests aspectes, quatre classes de 2n d’ESO van veure 24 episodis consecutius d’una sèrie de televisió en quatre condicions experimentals, definides per la combinació de la llengua dels subtítols (anglès (L2) o castellà (L1)) i l’ensenyament del vocabulari (amb formació explícita o sense). Pel que fa a la comprensió, els resultats han confirmat que els subtítols en llengua nadiua són més eficaços, que el nivell de vocabulari en anglès juga un paper significatiu quan la sèrie es mira amb subtítols en anglès, i que el nivell de complexitat lèxica dels episodis (lexical coverage) també prediu el nivell de comprensió. En relació a l’adquisició de vocabulari, els resultats indiquen que ensenyar les paraules abans de veure l’episodi (a través d’activitats breus) comporta guanys significativament majors, i que el nivell de competència en anglès és clau a l’hora de beneficiar- se d’aquest tipus d’input. També s’ha trobat que els guanys en vocabulari estan relacionats amb el nivell general de comprensió, i que gran part de les paraules apreses es retenen a llarg termini. L’anàlisi de freqüència, la distribució i el suport visual de les paraules a demostrat que les paraules que més es repeteixen, i les que apareixen concentrades en el mateix episodi, així com les paraules acompanyades de la seva imatge, són més fàcils d’aprendre. Finalment, quant a les actituds dels alumnes, s’ha trobat que els estudiants estan motivats per a aprendre anglès a través d’aquest tipus d’input, i s’ha observat un canvi d’hàbits de consum de material audiovisual com a conseqüència de la intervenció. En conjunt, aquesta tesi doctoral demostra que una exposició prolongada a sèries de televisió en anglès pot potenciar l’aprenentatge de la llengua estrangera, gràcies a les seves característiques inherents (p. e. la repetició del vocabulari i la presència de les imatges) i el suport addicional del subtítols i les activitats de vocabulari.
Keyword:
Adquisició d'una segona llengua
;
Comprehension
;
Comprensió
;
Efecte de la televisió en la societat
;
Effects of television on society
;
Second language acquisition
;
Televisió i adolescents
;
Television and teenagers
;
Vocabulari
;
Vocabulary
URL:
http://hdl.handle.net/10803/668091
http://hdl.handle.net/2445/146118
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7
Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English
Muñoz Lahoz, Carme
;
Casas, Isabel
;
Cadierno, Teresa
. - : Wiley, 2018
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8
Tracing trajectories of young learners. Ten years of school English learning
Muñoz Lahoz, Carme
. - : Cambridge University Press, 2017
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9
The Foreign Language Classroom: Current Perspectives and Future Considerations
Collins, Laura
;
Muñoz Lahoz, Carme
. - : Wiley, 2016
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10
English Language Learníng beyond the Classroom Walls
Ivars Olmedo, Mercedes
. - 2015
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11
L1 reading factors in extensive L2 reading-while-listening instruction
Grañena, Gisela
;
Muñoz Lahoz, Carme
;
Tragant Mestres, Elsa
. - : Elsevier Ltd, 2015
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12
Individual Differences in Adult Learners of English as a Foreign Language at Two Levels of Proficiency
Artieda Gutiérrez, Gemma
. - : Universitat de Barcelona, 2014
In: TDX (Tesis Doctorals en Xarxa) (2014)
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13
Individual differences in adult learners of english as a foreign language at two levels of proficiency
Artieda Gutiérrez, Gemma
. - : Universitat de Barcelona, 2014
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14
The effects of aptitude and motivation on the acquisition of EFL in young learners
Rosa González, David
. - 2011
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15
More evidence concerning the aspect hypothesis: The acquisition of English progressive aspect by Catalan-Spanish instructed learners
Muñoz Lahoz, Carme
;
Gilabert Guerrero, Roger
. - : Walter de Gruyter, 2011
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16
Learning from the input: syntactic, semantic and phonological cues to the noun category in English
Feijóo Antolín, Sara
. - : Universitat de Barcelona, 2010
In: TDX (Tesis Doctorals en Xarxa) (2010)
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17
Differences in attainment and performance in a foreign language: the role of working memory capacity
Gilabert Guerrero, Roger
;
Muñoz Lahoz, Carme
. - : Universidad de Murcia, 2010
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18
Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan
Suárez, Maria del Mar
. - : Universitat de Barcelona, 2010
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19
Age and other variables affecting rate of learning in adult foreign language
Artieda Gutiérrez, Gemma
. - 2010
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20
En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera
Navés, Teresa
;
Tragant Mestres, Elsa
;
Pérez Vidal, Carmen
. - 2007
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