在语言课堂中积极的听和看教学:通过VisualSubSync进行字幕

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2022-12-18 DOI:10.1177/00336882221143188

Juxiang Wen, Lan Yi

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引用次数: 0

摘要

近年来视频技术的飞速发展使得视频字幕的制作和编辑变得越来越可行。然而，长期以来，字幕在语言教学中的教学潜力一直被忽视。为了填补这一空白，本技术综述介绍了VisualSubSync，这是一种免费而灵活的字幕编辑工具，作为一种实用的工具，可以促进听力和观看技能的教学。本文首先概述了该软件的主要功能，然后讨论了它对英语作为外语课堂的听力和视觉教学可能带来的好处。最后，讨论了教师和学习者在字幕翻译中可能面临的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teaching Active Listening and Viewing in the Language Classroom: Subtitling through VisualSubSync

The rapid advancement in video technologies in recent years has made the creating and editing of subtitles for a video increasingly feasible. For a long time, however, the pedagogical potentials of subtitling in language teaching and learning have been neglected. To fill this gap, this technology review introduces VisualSubSync, a free and flexible tool for subtitle editing, as a practical instrument to facilitate the teaching of listening and viewing skills. This review first provides an overview of the main features of the software and then discusses the possible benefits it offers to listening and viewing pedagogies in the English-as-a-foreign-language classroom. Finally, the challenges that teachers and learners may face with subtitling are considered.

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来源期刊

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.