Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles
By A. D. Frumuselu, Sven De Maeyer, Vincent Donche, M. Plana. 2015
96 citations recorded by the source corpus.
Subfields: Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/45025f15f3e497c16fd7a015104140155369a399
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- E. Peters
- Eva Puimège
- C. Muñoz
- G. Pujadas
- Stuart Webb
- D. Lasagabaster
- N. Schmitt
- Liss Kerstin Sylvén
Citations in the corpus
- Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “Indeed, the majority of comparative studies have found that captions have more positive effects on vocabulary learning than subtitles (Birulés-Muntaner and SotoFaraco 2016; Frumuselu et al. 2015; Matielo, Collet and D’Ely 2013; Naghizadeh and Darabi 2015; Zarei 2008; Zarei and Rashvand 2011).”
- Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “However, only a few studies have examined incidental learning of FS from exposure to L2 input (Choi 2017; Frumuselu et al. 2015; Macis 2018; Pellicer-Sánchez 2017; Peters 2012; Webb, Newton and Chang 2013).”