Language learning with Netflix: from extensive to intra-formal learning
This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.
Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. https://doi.org/10.1080/17501229.2013.836207
Alm, A. (2019). Piloting Netflix for intra-formal language learning. In F. Meunier, J. Van de Vyver, L. Bradley & S. Thouësny (Eds), CALL and complexity – short papers from EUROCALL 2019 (pp. 1-6). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.38.979
Appleton, J. (2019). Stream Away! How to Navigate Netflix for Learning Languages. https://www.fluentu.com/blog/netflix-languages/
Bairstow, D., & Lavaur, J. (2012). Audiovisual information processing by monolinguals and bilinguals: Effects of intralingual and interlingual subtitles. Approaches to Translation Studies, 36, 273–293. https://doi.org/10.1163/9789401207812_016
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67–77. https://doi.org/10.7202/009021ar
Day, R. & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a foreign language, 14(2), 136-141. http://www.nflrc.hawaii.edu/rfl/October2002/day/day.html
Dizon, G. (2018). Netflix and L2 learning: a case study. The EuroCALL Review, 26(2), 30-40. https://doi.org/10.4995/eurocall.2018.9080
Dow, L. (2018). Ultimate Guide to Netflix for Language Learning. https://www.lindsaydoeslanguages.com/the-ultimate-guide-to-netflix-for-language-learning/
Ellis, R., & Barkhuizen, G. P. (2005). Analysing learner language. Oxford University Press.
Frumuselu, A. D., De Maeyer, S., Donche, V., & Plana, M. D. M. G. C. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, 107-117. https://doi.org/10.1016/j.linged.2015.10.001
Kukulska-Hulme, A. (2012). Chapter One: Language learning defined by time and place: A framework for next generation designs. In Left to my own devices: Learner autonomy and mobile-assisted language learning (pp. 1-20). Brill. https://doi.org/10.1163/9781780526478_002
Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann.
Renandya, W., and T. Farrell. 2011. ‘‘Teacher, the Tape is too Fast! Extensive Listening in ELT.’’ ELT Journal 65 (1): 52-59. https://doi.org/10.1093/elt/ccq015
Rodgers, M.P.H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689–717. https://doi.org/10.5054/tq.2011.268062
Tapper, J. (2019). No habla español? How Netflix could transform the way we learn languages. The Guardian. https://www.theguardian.com/education/2019/mar/02/netflix-languages-education
Vandergrift, L., and Goh, C.M. (2012). Teaching and Learning Second Language Listening. New York: Routledge.
Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: subtitles for the deaf and hard-of-hearing as tools for language learning. Springer. https://doi.org/10.1057/978-1-137-50045-8
Webb, S. (2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. C. Richards (Eds.) Language learning beyond the classroom (pp. 175-184). Routledge.
Williams, R. (1986). "Top ten" principles for teaching reading. ELT Journal, 40(1), 42-45. https://doi.org/10.1093/elt/40.1.42
Winke, P., Gass, S. M., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86.
ARD Mediathek https://www.ardmediathek.de/ard/
Language Learning with Netflix https://languagelearningwithnetflix.com/
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Universitat Politècnica de València
e-ISSN: 1695-2618 http://dx.doi.org/10.4995/eurocall