Titlebook: Captioned Media in Foreign Language Learning and Teaching; Subtitles for the De Robert Vanderplank Book 2016 The Editor(s) (if applicable)

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Book 2016itles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ‘hard-of-listening’ and find it difficult to follow the rapid or unclear spe

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12.2.2.8.8,-Alkyl other ,-alkyl nitroxides,d language learning. To repeat my “mantra,” there is really nothing to compare with film and TV as resources for language learning, especially if we can make its richness and variety of language accessible through captions. In this chapter, I provide examples of different genres that I have used, mostly successfully, over the years.

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III General symbols and abbreviations,So this is the end of my story. From hopes and dreams thirty years ago to reality and disillusionment ten years later, and then a recent reawakening in a different world where the same hopes and dreams are being realised by learners through technologies, some of which were not even thought of in the world of 1980s viewing.

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The EURECAP Project,“Gist watching can only take you so far. I needed the captions to reach a good level” (EURECAP participant).

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The Developing Environment for Language Learning: A New Audience and the Revised Model of Language In his chapter in the proceedings of the Pavia conference (Gambier, 2015), Yves Gambier, a key figure in translation and subtitling research in Europe for many years, writes in answer to the question, which the project set out to answer: Can we learn a foreign language while watching TV?

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