Miscellaneous published in:Audiovisual Translation in Applied Linguistics: Educational perspectives
Edited by Laura Incalcaterra McLoughlin, Jennifer Lertola and Noa Talaván
[Benjamins Current Topics 111] 2020
► pp. 57–77
The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL)
The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English as a Foreign Language (EFL) classroom in Higher Education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.
Keywords: cognitive load theory, cognitive theory of multimedia learning, cognitive affective theory of learning with media, subtitled material, colloquial language learning
- 2.Principles of Cognitive Load Theory
- 3.Cognitive Load Theory and Cognitive Theory of Multimedia Learning
- 4.The role of motivation in the Cognitive Affective Theory of Learning with Media
- 5.Two empirical studies
- 5.2Study 1
- 5.3Study 2
Published online: 12 November 2020
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