Skip to main content

Focus on Genres: The Practical Uses and Limitations of Different Types of Programmes

  • Chapter
  • First Online:
Captioned Media in Foreign Language Learning and Teaching

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

  • 819 Accesses

Abstract

At the end of Chap. 5, I identified programme genres as an under-researched area given the volume of published research papers on captioned viewing and 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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 19.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 27.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

    Google Scholar 

  • Bravo, M. C.C. (2008). Putting the reader in the picture: Screen translation and foreign language learning. Unpublished doctoral dissertation, Universitat Rovira I Virgili, Tarragona, Spain. Retrieved from http://tdx.cat/handle/10803/8771.

    Google Scholar 

  • Frumuselu, A. D., De Maeyerb, S., Doncheb, V., & Gutiérrez-Colon Plana, M. del M. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32(B), 107–117.

    Google Scholar 

  • Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook 2: Affective domain. London: Longmans Green.

    Google Scholar 

  • Markham, P. L. (1989). The effects of captioned videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38–41.

    Google Scholar 

  • Moreno, R. (2006). Learning with high tech and multimedia environments. Current Directions in Psychological Science, 15, 63–67.

    Article  Google Scholar 

  • Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.

    Article  Google Scholar 

  • Pew Research Center. (2014). State of the News Media 2014. Retrieved from http://www.journalism.org/2014/03/26/state-of-the-news-media-2014-overview/.

  • Pew Research Centre. (2010). Americans Spending More Time Following the News. Retrieved from http://www.people-press.org/2010/09/12/americans-spending-more-time-following-the-news/.

  • Rodgers, M. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes and captions. Unpublished doctoral dissertation, Victoria University of Wellington, New Zealand.

    Google Scholar 

  • Salomon, G. (1983a). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42–50.

    Article  Google Scholar 

  • Salomon, G. (1983b). Using television as a unique teaching resource for OU courses. IET Papers on Broadcasting No. 225. Milton Keynes, England: The Open University.

    Google Scholar 

  • Salomon, G., & Leigh, T. (1984). Predispositions about learning from print and television. Journal of Communication, 34(2), 119–135.

    Article  Google Scholar 

  • Sockett, G. (2014). The online informal learning of English. Basingstoke, England: Palgrave Macmillan.

    Book  Google Scholar 

  • Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) subtitles. System, 18(2), 221–234.

    Article  Google Scholar 

  • Vanderplank, R. (1993). A very verbal medium: Language learning through closed captions. TESOL Journal, 3(1), 10–14.

    Google Scholar 

  • Vanderplank, R. (1994b). Subtitles: Silent films to teletext. In R. E. Asher & J. Y. M. Simpson (Eds.), The encyclopaedia of language and linguistics (pp. 4398–4399). Oxford, England: Pergamon.

    Google Scholar 

  • Vanderplank, R. (1997). Television, teletext subtitles and British studies. British Studies Now, 8, 15–16.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Vanderplank, R. (2016). Focus on Genres: The Practical Uses and Limitations of Different Types of Programmes. In: Captioned Media in Foreign Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-50045-8_6

Download citation

Publish with us

Policies and ethics