Affiliation:
1. University of Cassino and Southern Lazio
Abstract
The purpose of this paper is to investigate whether the bimodal input (videos in theEnglish language with English captions) can lead Italian high school students toimprove their listening comprehension skills. The trigger for this research comes frommy EFL teaching experiences at Italian schools where the syllabi employed tend toneglect the training of the listening comprehension skills and focus mainly on grammartranslation and English literature instructions. The literature review describes in detailtheoretical issues with regard to the advantages of the bimodal input over monomodalinput and other approaches on how these techniques help FL students to facilitatecomprehension difficulties. It also makes reference to a few key findings from formerresearch. Findings indicate that not only can the bimodal input effectively help learnersto enhance their comprehension, but it can stimulate their motivation in studyingEnglish and lower learners� level of anxiety which is commonly associated with theircomprehension performance.
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