Cultural and Situational Influences on Learner/Teacher Beliefs: Effects of Subtitles Using CSI: Miami
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As cognition and reasoning styles differ across cultures and learning habits, the efficacy of subtitled programs on foreign language learning strategies needs to be identified. It is essential to understand learner and teacher beliefs based on cultural and situational influences in order to implement appropriate language instruction. The purpose of this study is to empirically examine the efficacy of subtitled programs on listening and reading comprehension scores of intermediate foreign language students, and an attempt is made to explore how learners’ foreign language learning strategies are influenced by the cultural and situational beliefs of learners and teachers. To examine the effects of subtitles and cultural and situational beliefs on listening and reading comprehension, two groups (45 Chinese and 45 Korean) of language learners participated in the study. Each group was divided into three sub-groups, and watched five episodes of CSI: Miami each with a different type of subtitling: a) interlingual, b) intralingual and c) non-verbatim subtitles. The results revealed that both the Korean and the Chinese students using verbatim subtitles had improved much less than the other groups, with the implication that cultural influences have a significantly bigger effect than situational influences on learner’s foreign language learning strategies.
Abstract
As cognition and reasoning styles differ across cultures and learning habits, the efficacy of subtitled programs on foreign language learning strategies needs to be identified. It is essential to understand learner and teacher beliefs based on cultural and situational influences in order to implement appropriate language instruction. The purpose of this study is to empirically examine the efficacy of subtitled programs on listening and reading comprehension scores of intermediate foreign language students, and an attempt is made to explore how learners’ foreign language learning strategies are influenced by the cultural and situational beliefs of learners and teachers. To examine the effects of subtitles and cultural and situational beliefs on listening and reading comprehension, two groups (45 Chinese and 45 Korean) of language learners participated in the study. Each group was divided into three sub-groups, and watched five episodes of CSI: Miami each with a different type of subtitling: a) interlingual, b) intralingual and c) non-verbatim subtitles. The results revealed that both the Korean and the Chinese students using verbatim subtitles had improved much less than the other groups, with the implication that cultural influences have a significantly bigger effect than situational influences on learner’s foreign language learning strategies.
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