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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 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 BASE Show details 2 Measuring orthographic and phonological vocabulary size in EFL learners: the impact of cognateness and out-of-school exposure Nardon, Andrea. - 2020 BASE Show details 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 BASE Show details 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) BASE Show details 5 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 BASE Show details 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 BASE Hide details 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 BASE Show details 8 Tracing trajectories of young learners. Ten years of school English learning Muñoz Lahoz, Carme. - : Cambridge University Press, 2017 BASE Show details 9 The Foreign Language Classroom: Current Perspectives and Future Considerations Collins, Laura; Muñoz Lahoz, Carme. - : Wiley, 2016 BASE Show details 10 English Language Learníng beyond the Classroom Walls Ivars Olmedo, Mercedes. - 2015 BASE Show details 11 L1 reading factors in extensive L2 reading-while-listening instruction Grañena, Gisela; Muñoz Lahoz, Carme; Tragant Mestres, Elsa. - : Elsevier Ltd, 2015 BASE Show details 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) BASE Show details 13 Individual differences in adult learners of english as a foreign language at two levels of proficiency Artieda Gutiérrez, Gemma. - : Universitat de Barcelona, 2014 BASE Show details 14 The effects of aptitude and motivation on the acquisition of EFL in young learners Rosa González, David. - 2011 BASE Show details 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 BASE Show details 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) BASE Show details 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 BASE Show details 18 Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan Suárez, Maria del Mar. - : Universitat de Barcelona, 2010 BASE Show details 19 Age and other variables affecting rate of learning in adult foreign language Artieda Gutiérrez, Gemma. - 2010 BASE Show details 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 BASE Show details Page: 1 2

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