Modalities of Input: Captioning as a Means of Fostering Language Acquisition

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dc.contributor.advisorNagy, Tibor
dc.contributor.authorRendes, Ildikó
dc.contributor.departmentDE--Bölcsészettudományi Karhu_HU
dc.date.accessioned2015-12-28T13:11:35Z
dc.date.available2015-12-28T13:11:35Z
dc.date.created2015
dc.description.abstractWith the ever-increasing accessibility of multimedia materials in the EFL classroom, providing authentic and comprehensible input is not a challenge anymore for teachers. Promoting increased depth of processing, one dynamic source of communicative language use is the application of captions, with the help of which students’ content comprehension, mental lexicon and language proficiency can be significantly developed. Captions should be used along the principles of relevant pedagogical implications, and it is the responsibility of the language teachers to provide meaningful practice tasks supported by contextual grammatical and conceptual clues. A sample lesson plan on certain segments from the movie Divergent (2014) introduces an example of the exploitability of captions in the classroom.hu_HU
dc.description.correctorBK
dc.description.courseTanár - Angoltanár MAhu_HU
dc.description.degreeMSc/MAhu_HU
dc.format.extent37hu_HU
dc.identifier.urihttp://hdl.handle.net/2437/220835
dc.language.isoenhu_HU
dc.rightsNevezd meg! 2.5 Magyarország*
dc.rights.urihttp://creativecommons.org/licenses/by/2.5/hu/*
dc.subjectEFLhu_HU
dc.subjectmultimedia learning
dc.subjectcaptions, Divergent (2014)
dc.subject.dspaceDEENK Témalista::Nyelvtudomány::Nyelvészethu_HU
dc.titleModalities of Input: Captioning as a Means of Fostering Language Acquisitionhu_HU
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