Journal Comparison: Subtitles in the Second Language Classroom and Smart Subtitle for Vocabulary Learning
In this post, i would like to compare two journal about Subtitle in second language learning. The title of the jurnal are Subtitles in the Second Language Classroom and Smart Subtitle for Vocabulary Learning.
Journal Description
Title : Subtitle in the Second Language Classroom
Writer : Ingrid Elisabeth Nufsfjord Kvitnes
Year of Publication : 2013
Country : Norwegia
Language : English
ABSTRACT
This study has explored the use of subtitles in second language acquisition for Norwegian
learners of English. We used participants from the VG1 level in upper secondary school; the
experiment had two experimental groups and a control group who watched the same video clip with or without subtitles. We found that subtitles aided comprehension of plot in the initial round of testing in addition to the participants’ vocabulary size, and this was established through the use of a simple comprehension questionnaire. We also tested for long term effects of learning by using a word definition task and a lexical decision task and found that the subtitles were not predictors of performance. The participants’ proficiency level was more important as a predictor, through vocabulary size and input interaction. An experiment with back translation for the Norwegian subtitles showed no signs of priming.
Journal Description
Title : Smart Subtitle for Vocabulary Learning
Writers : Geza Covacs & Robert C. Miller
Year of Publication : -
Country : China
Language : English
ABSTRACT
Language learners often use subtitled videos to help them learn. However, standard subtitles are geared more towards comprehension than vocabulary learning, as translations are nonliteral and are provided only for phrases, not vocabulary. This paper presents Smart Subtitles, which are interactive subtitles tailored towards vocabulary learning. Smart Subtitles can be automatically generated from common video sources such as subtitled DVDs. They provide features such as vocabulary definitions on hover, and dialog-based video navigation. In our pilot study with intermediate learners studying Chinese, participants correctly defined over twice as many new words in a post-viewing vocabulary test when they used Smart Subtitles, compared to dual Chinese-English subtitles. Learners spent the same amount of time watching clips with each tool, and enjoyed viewing videos with Smart Subtitles as much as with dual subtitles. Learners understood videos equally well using either tool, as indicated by self assessments and independent evaluations of their summaries.
Comparison
From the title we can see the differences between these two journal. The first journal Subtitles in the Second Language Classroom, tells about how subtitle used as a media in second language classroom. Meanwhile, the second journal Subtitle for Vocabulary Learning, tells about subtitle as media in second language learning. But, the focus is on the vocabulary. That is the what makes these two journal different. They have the differences in focus of the learning. The first journal focus on all aspect of language learning such as vocabulary, grammar, pronounciation, and many more. Meanwhile, the second journal only focus on vocabulary.
Now, i would like to compare the differences and the similarities these two journal based on the content of the journal.
1. Introduction
The first journal tells about the aim of the study. The writer want to get a better knowledge about the used of subtitle in second language classroom for Norwegian Learners.
Also, the writer tells about the journals that make her inspired to do a research about subtitle in second language classroom.
Meanwhile, the second journal tells about how video can effect student in learning a second language. So there are a media called smart subtitle that can help student learn a new language through video.
These two journal have similarities in expalain the aim of making this journal, but also have differences in the aim itself.
2. Theory
The first journal tells about theory that related to Second Language Acquisition, the role of input in SLA, and then theory about Visual Material and the Priming.
The second journal tells about kind of subtitle that used in second language learning.
In the theory, the two journal are different in concept of the explanation. The first journal explain about SLA and material of the video. But, the second journal explain about kind of subtitle that used in second language learning.
3. Method
The method of the two journal also different. But i cannot claim that they are different, because the second journal did not mention what method that used in the journal. Eventhough the writer did not mention what method the used, we can see from how the writer show the result of the research. It looks like quantitative method. So, these two journal have same method, quantitative method.
Meanwhile they have differences in participant and procedure of the research. The first journal use participants from three classes at an upper secondary. The classes had an average of 30 students each and the participants were 16 years old. The total of the participant is 65 participants and 34 of them were girls and 31 were boys.
The procedures that used in the first jounal is cosnsist of 3 round and each round has 1 questionare.
In second journal, the participants were 8 undergraduates enrolled in a third-semester Chinese class. Four of the participants were male, and 4 were female.
The procedure is consist of 3 steps, first is Viewing Condition, second is Vocabulary Quiz, and third is Questionare.
4. Result
The result of first journal devided into 3 parts based on 3 round of the test.
In the first round of test, the participant did vocabulary test and grammar test. The result of the vocabulary test show that there are similarities between these three group. Group which did the test with Norwegian Subtitles have higher score than the others.
For grammar test, the result show that the group with English subtitle have the lower score than the others.
The second round is Comprehension test, and the result show that the Control group who did the test without subtitle, have the higher error average. It is provide that subtitle help the participant in this Comprehension test.
Then, the result of Word Definition task show that the Norwegian group have higher score and the English group and Control group have similar result average in errors. It happened could be that the participants did not pay
attention to the subtitles, or they did read them, but it did not give them an advantage over watching the clip without it.
The last test is Lexical Decision Task. The result show that the participant more interest in Cartoon that others. The score of Cartoon is the highest score than the other videos. The reason is because cartoon easy to understand and predictable.
P.S :
English Group is a group who did a test with English subtitle.
Norwegian Group is a group who did a test with Norwegian subtitle.
Control Group is a group who did a test without subtitle.
The result of second journal devided into 2 part, Result of Vocabulary Learning and Result of Self-Assessement.
The first is Vocabulary Learning. The result of Vocabulary Learning is the participant can correctly answer the question and correctly definied the new word by using smart subtitle.
Second is Self-Assessement. The result of self-assessement is the participant considered it easier to learn new words with Smart Subtitles, and rated their understanding of the videos as similar in both cases.
That's all the similarities and the differences of journal "Subtitles in the Second Language Classroom" and "Smart Subtitle for Vocabulary Learning". I hope it useful for you and give you more knowledge about subtitle in second language learning.
Thank you for reading and see you in the next post :)
Journal Description
Title : Subtitle in the Second Language Classroom
Writer : Ingrid Elisabeth Nufsfjord Kvitnes
Year of Publication : 2013
Country : Norwegia
Language : English
ABSTRACT
This study has explored the use of subtitles in second language acquisition for Norwegian
learners of English. We used participants from the VG1 level in upper secondary school; the
experiment had two experimental groups and a control group who watched the same video clip with or without subtitles. We found that subtitles aided comprehension of plot in the initial round of testing in addition to the participants’ vocabulary size, and this was established through the use of a simple comprehension questionnaire. We also tested for long term effects of learning by using a word definition task and a lexical decision task and found that the subtitles were not predictors of performance. The participants’ proficiency level was more important as a predictor, through vocabulary size and input interaction. An experiment with back translation for the Norwegian subtitles showed no signs of priming.
Journal Description
Title : Smart Subtitle for Vocabulary Learning
Writers : Geza Covacs & Robert C. Miller
Year of Publication : -
Country : China
Language : English
ABSTRACT
Language learners often use subtitled videos to help them learn. However, standard subtitles are geared more towards comprehension than vocabulary learning, as translations are nonliteral and are provided only for phrases, not vocabulary. This paper presents Smart Subtitles, which are interactive subtitles tailored towards vocabulary learning. Smart Subtitles can be automatically generated from common video sources such as subtitled DVDs. They provide features such as vocabulary definitions on hover, and dialog-based video navigation. In our pilot study with intermediate learners studying Chinese, participants correctly defined over twice as many new words in a post-viewing vocabulary test when they used Smart Subtitles, compared to dual Chinese-English subtitles. Learners spent the same amount of time watching clips with each tool, and enjoyed viewing videos with Smart Subtitles as much as with dual subtitles. Learners understood videos equally well using either tool, as indicated by self assessments and independent evaluations of their summaries.
Comparison
From the title we can see the differences between these two journal. The first journal Subtitles in the Second Language Classroom, tells about how subtitle used as a media in second language classroom. Meanwhile, the second journal Subtitle for Vocabulary Learning, tells about subtitle as media in second language learning. But, the focus is on the vocabulary. That is the what makes these two journal different. They have the differences in focus of the learning. The first journal focus on all aspect of language learning such as vocabulary, grammar, pronounciation, and many more. Meanwhile, the second journal only focus on vocabulary.
Now, i would like to compare the differences and the similarities these two journal based on the content of the journal.
1. Introduction
The first journal tells about the aim of the study. The writer want to get a better knowledge about the used of subtitle in second language classroom for Norwegian Learners.
Also, the writer tells about the journals that make her inspired to do a research about subtitle in second language classroom.
Meanwhile, the second journal tells about how video can effect student in learning a second language. So there are a media called smart subtitle that can help student learn a new language through video.
These two journal have similarities in expalain the aim of making this journal, but also have differences in the aim itself.
2. Theory
The first journal tells about theory that related to Second Language Acquisition, the role of input in SLA, and then theory about Visual Material and the Priming.
The second journal tells about kind of subtitle that used in second language learning.
In the theory, the two journal are different in concept of the explanation. The first journal explain about SLA and material of the video. But, the second journal explain about kind of subtitle that used in second language learning.
3. Method
The method of the two journal also different. But i cannot claim that they are different, because the second journal did not mention what method that used in the journal. Eventhough the writer did not mention what method the used, we can see from how the writer show the result of the research. It looks like quantitative method. So, these two journal have same method, quantitative method.
Meanwhile they have differences in participant and procedure of the research. The first journal use participants from three classes at an upper secondary. The classes had an average of 30 students each and the participants were 16 years old. The total of the participant is 65 participants and 34 of them were girls and 31 were boys.
The procedures that used in the first jounal is cosnsist of 3 round and each round has 1 questionare.
In second journal, the participants were 8 undergraduates enrolled in a third-semester Chinese class. Four of the participants were male, and 4 were female.
The procedure is consist of 3 steps, first is Viewing Condition, second is Vocabulary Quiz, and third is Questionare.
4. Result
The result of first journal devided into 3 parts based on 3 round of the test.
In the first round of test, the participant did vocabulary test and grammar test. The result of the vocabulary test show that there are similarities between these three group. Group which did the test with Norwegian Subtitles have higher score than the others.
For grammar test, the result show that the group with English subtitle have the lower score than the others.
The second round is Comprehension test, and the result show that the Control group who did the test without subtitle, have the higher error average. It is provide that subtitle help the participant in this Comprehension test.
Then, the result of Word Definition task show that the Norwegian group have higher score and the English group and Control group have similar result average in errors. It happened could be that the participants did not pay
attention to the subtitles, or they did read them, but it did not give them an advantage over watching the clip without it.
The last test is Lexical Decision Task. The result show that the participant more interest in Cartoon that others. The score of Cartoon is the highest score than the other videos. The reason is because cartoon easy to understand and predictable.
P.S :
English Group is a group who did a test with English subtitle.
Norwegian Group is a group who did a test with Norwegian subtitle.
Control Group is a group who did a test without subtitle.
The result of second journal devided into 2 part, Result of Vocabulary Learning and Result of Self-Assessement.
The first is Vocabulary Learning. The result of Vocabulary Learning is the participant can correctly answer the question and correctly definied the new word by using smart subtitle.
Second is Self-Assessement. The result of self-assessement is the participant considered it easier to learn new words with Smart Subtitles, and rated their understanding of the videos as similar in both cases.
That's all the similarities and the differences of journal "Subtitles in the Second Language Classroom" and "Smart Subtitle for Vocabulary Learning". I hope it useful for you and give you more knowledge about subtitle in second language learning.
Thank you for reading and see you in the next post :)
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