Abstract
In this article, it is argued that 'bimodal video' is an effective way of enhancing second language (L2) learners' understanding of authentic texts and their learning of content and vocabulary in the L2. Bimodal video is subtitled in the L2 and provides simultaneous exposure to spoken language, printed text, and visual information, all conveying the same message. A positive effect is deemed possible even in the case of relatively inexperienced students of the language. Supporting empirical evidence, including a recent study conducted by the author with Grade 11 core French students, is reported and discussed in light of instructional objectives and recommendations of the multidimensional curriculum designed to enrich core French programs in Canada. Relevant pedagogical implications and future research directions are also proposed.
Publisher
University of Toronto Press Inc. (UTPress)
Subject
Linguistics and Language,Education
Reference50 articles.
1. Baltova, I. (1999). The effect of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Unpublished doctoral dissertation, University of Toronto, Ontario.
2. The Impact of Video on the Comprehension Skills of Core French Students
3. Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French
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