Relevant bibliographies by topics / Film and language learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Film and language learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Film and language learning"

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Et.al, Ariff Mohamad. "The Novel Adaptation Film as a Teaching Language and Literature Media." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1138–46. http://dx.doi.org/10.17762/turcomat.v12i3.857.

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This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values ​​in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values ​​recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school
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GIAMPIERI, PATRIZIA. "The Small Words of Film Spoken Language for Second Language Learning." International Journal of Language, Translation and Intercultural Communication 8 (April 15, 2019): 110. http://dx.doi.org/10.12681/ijltic.20280.

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Although being scripted, film dialogues are claimed to mirror natural spoken language. Exposing second language (L2) learners to instances of authentic language is reported to be stimulating and enjoyable. Amongst others, natural spoken discourse is hallmarked by discourse markers, which are small words, or prefabricated units, which constitute the bulk of native-like conversation. Helping students become acquainted with the small words of natural language can increase their perceived proficiency. In light of these argumentations, this paper is aimed at presenting a trial lesson with sixteen young adults who participated in a 2-hour class. During the class, they became acquainted with discourse markers, which were sourced from film dialogues. Students had firstly to infer their meanings and propose coherent translation candidates by recurring to their interlanguage. Then, they were prompted to search for translations in online language platforms. The paper findings highlight that the trial lesson was not only enjoyable and stimulating, but students felt that their L2 knowledge increased. Furthermore, they were stimulated by the inferring tasks and appreciated the word search. In some instances, students' inferences outperformed dictionary results and online suggestions.
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Parisi, Leonardo Lucena, and Nick Andon. "THE USE OF FILM-BASED MATERIAL FOR AN ADULT ENGLISH LANGUAGE COURSE IN BRAZIL." Trabalhos em Linguística Aplicada 55, no. 1 (April 2016): 101–28. http://dx.doi.org/10.1590/010318134870172321.

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ABSTRACT Advances in technology and accessibility to films motivated the research and writing of this paper. Its main goal was to design a set of criteria to develop film-based materials that can be used to improve the experience of learning English on an adult conversation course in Brazil. Given that the purpose of this adult course is to enhance participants' speaking skills, an investigation was conducted into the theories related to the teaching of speaking. A literature review suggests why films should be used through an investigation into the advantages they offer. Principles related to language learning, material development, and current studies on the use of film provide insights on how films might be used. Drawing on these principles, a set of criteria was created as a resourceful guide for material development. Finally, I suggest there should be further study on how films are being used in class and a possible research study on the effectiveness of film-based materials.
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Giampieri, Patrizia. "Spoken language features (and anomalies) in films for ESL classes." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 399–425. http://dx.doi.org/10.1515/cercles-2018-0022.

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Abstract It is argued that learning a language through films is enjoyable, useful and motivating. At the same time, despite being scripted, film dialogues are claimed to mirror authentic conversational language. This paper is aimed at exploring whether films provide useful and interesting instances of spoken language. These can be used in ESL (English as a Second Language) classes in order to foster second language (L2) learners’ communication skills. To this aim, a trial pedagogical intervention was carried out in which students were exposed to film excerpts and prompted to highlight spoken language features and anomalies. In order to foster learners’ noticing and comparing, the dubbed versions of the film excerpts were also addressed. The paper argues that the many instances of authentic colloquial language in film can be exploited in ESL classes. As far as the dubbed versions are concerned, this paper will demonstrate that not all dialogues are dubbed faithfully and many features of spoken language are unfortunately “lost in translation”. Nonetheless, exposing L2 learners to film sequences in both the original and dubbed versions can be useful in order to raise their awareness and foster noticing and comparing.
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SHAWBACK, MICHAEL J., and N. M. TERHUNE. "Online interactive courseware: using movies to promote cultural understanding in a CALL environment." ReCALL 14, no. 1 (May 2002): 85–95. http://dx.doi.org/10.1017/s095834400200071x.

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Student interest in films as a medium for ESL education is high. Interest, however, is not enough to foster understanding in a traditional classroom environment. A more hands-on interactive approach to studying a second language via film is needed. By using online interactive exercises to study the language and culture in film, students are able to gain a better understanding of the language used in the film. This paper outlines a course that was developed using online interactive exercises and film to study language and culture. The course incorporates several modern technologies to allow students to take an active role in their learning and to increase their skills in areas that the students perceive to be of value in the future, namely listening, reading, and presentation skills. Automated feedback functions let the students, as well as the instructors, constantly monitor their progress. These technologies allow a more efficient use of classroom time and permit the students to go into the content of the film – especially the cultural aspects – much more deeply. Through this course, students are able to boost their confidence and their motivation to continue the study of language and culture via films on their own
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Rini, Rini, and Renti Yasmar. "Peningkatan Kompetensi Istima’ wa Takallum Melalui Media Film." Arabiyatuna : Jurnal Bahasa Arab 4, no. 1 (May 8, 2020): 155. http://dx.doi.org/10.29240/jba.v4i1.1384.

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This article discusses the problematics of Arabic learning. IAIN Curup Arabic Study Program students one of them is seen from the low competence of al-istima 'wa al-kalam students. The purpose of this study is to look at the competence of al-istima 'wa al-kalam students by using film media in learning al-istima' wa al-kalam, then the strategies used and the obstacles found in the learning process of al-istima 'wa al-kalam with film media. This research is descriptive qualitative. The results showed that the competence of al-istima 'wa al-kalam students was seen from the indicators of the achievement of al-istima' competence of wa al-kalam using film media divided into three categories of high, medium and low categories. From 34 students in the high category and currently dominating the ability of students who are aimed at 30% or as many as 12 students get high categories, 56% or as many as 19 students in the medium category, while 14% or 4 students are in the low category. The strategy of using film media in learning al-istima 'wa al-kalam uses several activities including grouping students in determining films to be discussed, screening films, collecting vocabulary that appears, reinterpreting films both oral and written. As for the obstacles faced in the use of film media in learning al-istima 'wa al-kalam namely the storyline and communication in the film are too fast so it needs to be repeated the screening of films in each episode as well as obstacles in technical matters such as constraints in facilities and infrastructure in the inadequate language laboratory.
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Cardillo, Darlene S. "Using a Foreign Film to Improve Second Language Proficiency: Video vs. Interactive Multimedia." Journal of Educational Technology Systems 25, no. 2 (December 1996): 169–77. http://dx.doi.org/10.2190/55ae-agfw-8kqf-6peh.

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As increasing numbers of foreign language teachers are integrating foreign films into their curricula, more attention must be focused on ways and means to optimize students' comprehension of the film segments and to enhance second language learning. This article describes a study that was carried out to evaluate the effectiveness of video and interactive multimedia technologies in increasing language proficiency. Descriptions of a multimedia computer program and a research experiment are followed by a discussion of the results and conclusions obtained from this study.
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Damayanti, Desy, Adin Fauzi, and Azizatul Mahfida Inayati. "LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING." Journal of English Education 3, no. 1 (May 11, 2018): 1–8. http://dx.doi.org/10.31327/jee.v3i1.417.

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Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.
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Mariana, Mariana, and Xuc Lin. "Analisis Penggunaan Film dalam Peningkatan Pemahaman Bahasa China Mahasiswa." Lingua Cultura 8, no. 2 (November 28, 2014): 123. http://dx.doi.org/10.21512/lc.v8i2.452.

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Article explored to what extent students from the Chinese Department, Bina Nusantara University, were able to comprehend Mandarin language through “Home wih Kids” film. Qualitative method was applied by doing observation in class using prepared learning materials got from the film. There were 27 respondents coming from two classes. They were students from semester 1 who took Listening class. The writter also applied observation approach by distributing questionaires to students to know their comprehension of the film content. It can be concluded that students tend to be more enthusiastic in learning Chinese language by using film, and they are able to do the questions and retelling the plot of the film. This evidences prove that the influence of film gives more advantages to develop Chinese language proficiency of the Chinese department students, Bina Nusantara University.
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L, Hendrick, Martono Martono, and Indri Astuti. "The Using of Film Media to Analyze Intrinsic Element in Literature in High School." International Journal of Learning and Instruction (IJLI) 1, no. 2 (November 1, 2019): 60. http://dx.doi.org/10.26418/ijli.v1i2.37344.

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This study examined the use of film media on Indonesian Language. The problem revealed was how is student learning outcomes, and what is the outcomes difference between learning to analyze the intrinsic elements of literary works using film media and using conventional learning approaches in class XI students of SMA N 1 Tumbang Titi. This type of research is experimental research. The design used was Post-test Only Control Group Design. Data analysis was done by normality test, homogeneity test, and t-test (Paired Simple t-Test). Data collection techniques in the form of tests. Based on the results of data analysis, it can be concluded that student learning outcomes analysis the intrinsic elements of literary works after being given conventional learning is 54.38 while student learning outcomes analyze the intrinsic elements of literary works after using film media is 71, 67. Besides, after analyzing the data statistically, the results show that there are significant differences between the learning outcomes of the material analyzing the intrinsic elements of literary work between those who use film media and conventional learning. Indonesian language learning material becomes the intrinsic elements of literature in class XI students of SMA N 1 Tumbang Titi using film media can also improve student learning outcomes and contribute to the scale of effectiveness of 32,64. Thus, learning with film media can be used by teachers in the field of learning Indonesian in analyzing intrinsic elements of literary works.Keywords: Utilization of Film Media, Intrinsic Elements of Literary Work
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Dissertations / Theses on the topic "Film and language learning"

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Molin-Wilkinson, Phillip. "Film, Critical Language Awareness and the English Subject : An Example of Promoting CLA by Using Film as Teaching Material." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65490.

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This essay argues that an effective means of promoting critical language awareness (CLA) in the English subject in Swedish upper-secondary schools is to use socially critical, realistic film about contemporary social issues as a teaching material. To demonstrate this, the essay conducts a critical discourse analysis (CDA) of scenes from the selected materials drawn from the film This Is England and the TV series Little Britain. It shows how the language features of these film materials reinforce or challenge ideologies and power differences between groups. Furthermore, the essay gives an example of how to incorporate these materials in a lesson promoting CLA. Additionally, the essay advocates using the pedagogical strategy of problem-posing to scaffold and nurture the thought processes required to acquire CLA. Finally, it argues that promoting CLA through the use of film and problem-posing is an effective way to simultaneously accomplish multiple curriculum goals and objectives.
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Fredriksson, Ann-Charlotte. "How Can Film Facilitate Learning in Upper-Secondary School?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29144.

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Film has worked as a tool in schools a long time. But what ways can film facilitate learning in an upper-secondary classroom, regarding the aspects of global English and culture? This research synthesis will attempt to answer the question on how film can facilitate learning by investigating the different perspectives in the learning process, such as the cultural and global perspective whilst focusing on the perception of using film from students and teachers. The curriculum for upper-secondary school is highly influenced by the diversity in society, which aligns well with the cultural perspectives of using film in the English classroom. Opening up the classroom for visual literacy, socio-cultural theory, investigating the film theory and the characters of motion-picture. Studies implicating that film is a good learning resource have taken into perspective that film can be divided into a numerous number of tasks, helping students with vocabulary, understanding of the surrounding world and interacting with global Englishes. By presenting different ways of working with film, students’ knowledge and understanding in the English language increase. But it all comes down on how it is used. This would open up for discussion but also an understanding of motion-picture history and technology.
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Shintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

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These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction.
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Corradini, Ryan Arthur. "A Hybrid System for Glossary Generation of Feature Film Content for Language Learning." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.

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This report introduces a suite of command-line tools created to assist content developers with the creation of rich supplementary material to use in conjunction with feature films and other video assets in language teaching. The tools are intended to leverage open-source corpora and software (the OPUS OpenSubs corpus and the Moses statistical machine translation system, respectively), but are written in a modular fashion so that other resources could be leveraged in their place. The completed tool suite facilitates three main tasks, which together constitute this project. First, several scripts created for use in preparing linguistic data for the system are discussed. Next, a set of scripts are described that together leverage the strengths of both terminology management and statistical machine translation to provide candidate translation entries for terms of interest. Finally, a tool chain and methodology are given for enriching the terminological data store based on the output of the machine translation process, thereby enabling greater accuracy and efficiency with each subsequent application.
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Pearson, Fiona Elisabeth. "Learning English through film: a case study of the effect on S4 students' attitudes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517653x.

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Chen, Amber Marie. "Developing and Studying the Effectiveness of EFR Annotations for Chinese Language Learners." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2299.

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This project is intended to take the film To Live, directed by Zhang Yimou, and apply the Electronic Film Review (EFR) approach to it in a Chinese as a Foreign Language (CFL) setting. The Electronic Film Review project, developed by Alan K. Melby, is aimed at providing a superior language learning experience for Americans learning Chinese. Using feature films as a teaching tool has been found to stimulate and motivate students to achieve higher language levels, but in order for optimal learning to occur the material must be challenging yet accessible to the student. Most feature films, by themselves, are too advanced for the average language learner. The EFR approach provides annotations designed specifically for the feature film with the language learner in mind. These annotations can include access to vocabulary helps, grammar and cultural notes in order to bridge the gap between the learner and the film. It does not alter the film itself. This approach has been used with ESL students (English annotations), French language learners, and with Korean ESL learners (Korean annotations), but has not been developed for students learning Chinese. The purpose of this project is not only to apply the technology of the Electronic Film Review program to a Chinese film for the purpose of aiding Chinese language learners, but also to critique whether or not the tool is effective in helping students to gain better listening comprehensions skills and therefore ultimately better language skills. Previous studies have not shown clear results on this issue. This thesis will briefly review what the EFR project is and how it has been used with other films and languages as well as the findings up to this point. Then it will look at the effects of annotations on several aspects of listening comprehension as well as student preferences and reactions. It will then evaluate the results collectively to determine whether students watching the film without the help of EFR annotations show differing levels of listening comprehension achievement when compared with those using the EFR tools. Suggestions will be made for further improvements.
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Kilagård, Carl. "Selection and Use of Films in Second Language Learning." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75535.

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Film is a teaching resource offering great possibilities in the English language classroom. In the curriculum for the English courses at upper secondary school in Sweden (Lgy11), it is mentioned four times that film should be included when teaching English. However, most films are not produced for the purpose to educate, but to entertain. This essay focuses on how to select films appropriate for second language learning. My study examines the work of teachers at the upper secondary school-level in Sweden, and more specifically how they select films for English teaching to their students. Starting with the hypothesis that selecting films for language teaching could be problematic, my results have instead shown that, in general, the participants did not find it problematic to make film choices. Other important findings regarding what needs to be considered when selecting films include the following: checking for content appropriateness, re-using films, including important themes, considering language usage, using different formats of films, and using film adaptations of literary works. In general, there are many advantages in treating film as a language learning resource when teaching English to second language learners, which creates many opportunities for language teachers.
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Al-Alawi, Bader. "Web based learning system : teaching Arabic language for beginners /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/al-alawi.pdf.

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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.

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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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Books on the topic "Film and language learning"

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Imperatore, Charles J. Learning sign language rules! [Cleveland, OH]: SLIC, Inc., 2006.

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Jancewicz, Zofia. Film and television in optimising teaching and learning English. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 1987.

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Ma, Jing-heng Sheng. At middle age: A learning guide to accompany the video film At middle age. Ann Arbor, MI: Center for Chinese Studies, University of Michigan, 1988.

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Imperatore, Charles J. Learning to sign is cool! [Cleveland, OH]: SLIC, Inc., 2006.

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Cristina, Pausini, ed. Italian through film: The classics. New Haven [CT]: Yale University Press, 2007.

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Ma, Jing-heng Sheng. Strange friends, a learning guide: To accompany the video film Strange friends. Ann Arbor, MI: Center for Chinese Studies, University of Michigan, 1989.

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Douglas, Carnine, ed. Learning Pascal. Glenview, Ill: Scott, Foresman, 1988.

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Ma, Jing-heng Sheng. At middle age: A learning guide to accompany the film At middle age / Jing-heng Ma. 2nd ed. Ann Arbor, MI: Center for Chinese Studies, University of Michigan, 1991.

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Learning the Korn shell. Sebastopol, CA: O'Reilly & Associates, 1993.

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Cristina, Pausini, ed. Italian through film: A text for Italian courses. New Haven: Yale University Press, 2004.

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Book chapters on the topic "Film and language learning"

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Skweres, Artur. "Teaching Foreign Language Literature with the Use of Film Adaptation and the Problem of Medium Specificity." In Second Language Learning and Teaching, 275–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30373-4_18.

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Sokoli, Stavroula, and Patrick Zabalbeascoa Terran. "12. Audiovisual Activities and Multimodal Resources for Foreign Language Learning." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden, 170–87. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-015.

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Alonso-Pérez, Rosa. "8. Enhancing Student Motivation in Foreign Language Learning through Film Subtitling Projects." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden, 108–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-011.

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Dubrac, Anne-Laure. "4. Playing the Part: Media Re-Enactments as Tools for Learning Second Languages." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden, 48–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-007.

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Peromingo, Juan Pedro Rica, and Ángela Sáenz Herrero. "9. Audiovisual Translation Modes as L2 Learning Pedagogical Tools: Traditional Modes and Linguistic Accessibility." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden, 127–38. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-012.

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Barker, Anthony. "Always Be Closing: An ABC of Business in English Language Feature Films." In Second Language Learning and Teaching, 239–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58551-8_14.

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Skweres, Artur. "Horror Vacui and the Critique of Visual Society in Alien and Terminator Films." In Second Language Learning and Teaching, 47–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04104-5_3.

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Boczkowska, Kornelia. "Spaceflight as the (Trans)National Spectacle: Transforming Technological Sublime and Panoramic Realism in Early IMAX Space Films." In Second Language Learning and Teaching, 123–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61049-8_10.

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Vanderplank, Robert. "The State of the Art II: Selected Research on Other Issues in Watching Captioned TV, Films and Video." In Captioned Media in Foreign Language Learning and Teaching, 105–48. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50045-8_5.

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Lacey, Nick. "Film Language." In Introduction to Film, 1–38. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46386-9_1.

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Conference papers on the topic "Film and language learning"

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Barov, Sergey, Tatiana Orlova, and Yurii Medvedev. "USE OF FILM FOOTAGE IN CHINESE LANGUAGE TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1170.

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Marrese-Taylor, Edison, Ai Nakajima, Yutaka Matsuo, and Ono Yuichi. "Learning to Automatically Generate Fill-In-The-Blank Quizzes." In Proceedings of the 5th Workshop on Natural Language Processing Techniques for Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-3722.

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Pratama, Aldora, Darnis Arief, and Abna Hidayati. "The Effect of Using Animated Media Films and Entering Behavior to Narrative Writing Skill in Indonesian Language Learning Class V." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.37.

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Gomes, Cláudio, Josue Da Silva, Marco Leal, and Thiago Nascimento. "3A: mAchine learning Algorithm Applied to emotions in melodies." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10450.

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At every moment, innumerable emotions can indicate and provide questions about daily attitudes. These emotions can interfere or stimulate different goals. Whether in school, home or social life, the environment increases the itinerant part of the process of attitudes. The musician is also passive of these emotions and incorporates them into his compositions for various reasons. Thus, the musical composition has innumerable sources, for example, academic formation, experiences, influences and perceptions of the musical scene. In this way, this work develops the mAchine learning Algorithm Applied to emotions in melodies (3A). The 3A recognizes the musician’s melodies in real time to generate accompaniment melody. As input, The 3A used MIDI data from a synthesizer to generate accompanying MIDI output or sound file by the programming language Chuck. Initially in this work, it is using the Gregorian modes for each intention of composition. In case, the musician changes the mode or tone, the 3A has an adaptation to continuing the musical sequence. Currently, The 3A uses artificial neural networks to predict and adapt melodies. It started from mathematical series for the formation of melodies that present interesting results for both mathematicians and musicians.
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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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Pfennig, Anja. "Meeting diversity during the covid-19 pandemic in a fully online learning environment." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12793.

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Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.
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Scheuerman, Morgan Klaus, William Easley, Ali Abdolrahmani, Amy Hurst, and Stacy Branham. "Learning the Language." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3053260.

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Kery, Caroline, Nisha Pillai, Cynthia Matuszek, and Francis Ferraro. "Building Language-Agnostic Grounded Language Learning Systems." In 2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN). IEEE, 2019. http://dx.doi.org/10.1109/ro-man46459.2019.8956449.

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Wu, Jing, and Maria Myers. "FACILITATING SECOND LANGUAGE LEARNING USING FIRST LANGUAGE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1875.

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Reports on the topic "Film and language learning"

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Arnold, Zachary, Joanne Boisson, Lorenzo Bongiovanni, Daniel Chou, Carrie Peelman, and Ilya Rahkovsky. Using Machine Learning to Fill Gaps in Chinese AI Market Data. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20200064.

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In this proof-of-concept project, CSET and Amplyfi Ltd. used machine learning models and Chinese-language web data to identify Chinese companies active in artificial intelligence. Most of these companies were not labeled or described as AI-related in two high-quality commercial datasets. The authors' findings show that using structured data alone—even from the best providers—will yield an incomplete picture of the Chinese AI landscape.
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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada585074.

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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada190551.

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7036.

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SWA CONSULTING INC RALEIGH NC. Reviewing the Role of Mobile Learning Technology in Special Operations Forces Language Learning Contexts. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada592609.

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SWA CONSULTING INC RALEIGH NC. Evaluating DLAB as a Predictor of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada585073.

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Hirayama, Yuji. A PROLOG Lexical Phrase Computer Assisted Language Learning Module. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7173.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Swartz, Merryanna L. Development of a Hypermedia Foreign Language Vocabulary Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada227280.

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