Benefits of Subtitles in English Learning

Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave Benefits of Subtitles in English Learning Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave

Saturday Night and Rome,the Open City :: essays research papers

Italian neo realist cinema and British social realist cinema have some similarities in some ways. First of all we may say both of them breaks through dimensions for the individuals of their culture. They try to give tensions about the war. Both gives us a perspective to look at the cinema as a natural eye. The important thing is to able to look and see as Berger’s said. (John Berger _ Ways of Seeing) So I will try to give a brief story of two films from these fields. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Saturday night and Sunday morning †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rome Open City The most significant film of the 1960s British new wave in cinema, Saturday Night and Sunday Morning was in many ways the most influential of the group, with its powerful anti-establishment stance, unblushing treatment of sex and working class protagonist: Arthur Seaton was something new in British cinema. While other films of the period have dated somewhat, most of Reisz’s ground-breaking film looks as fresh and powerful as ever, and it's valid to observe just how good Albert Finney was in the role of Seaton†¦ Set in the gray industrial town of Nottingham, Alan Sillitoe's novel SATURDAY NIGHT AND SUNDAY MORNING, with all of its black realism, is successfully adapted to the screen with a powerful performance by Albert Finney in his first starring role. Director Karel Reisz draws on his work in documentaries to give the film a sharp eye for the look and feel of northern England. Arthur Seaton (Albert Finney) is a young man trapped in a mindless factory job, intrinsically r ebelling, but without any focus to his anger. He spends his Saturday nights getting drunk and his Sunday mornings fishing. His affair with a married neighbor, Brenda (Rachel Roberts), seems to please him only for its risky illicitness. Their love scenes are controversial for the palpable expression of real sexual pleasure that Roberts shows in the role of an ordinary English housewife, and because of the fact that she receives, from a handsome younger man, the sexual fulfillment that her husband can not provide. Arthur's best friend Bert (Norman Rossington) shares Arthur's resentment but avoids his self destructive ways. Arthur gets into increasing trouble when he impregnates Brenda (Rachel Roberts), the neglected wife of Arthur's mild-mannered co-worker Jack (Bryan Pringle). Abortions were illegal at the time, although often hinted at in British films. In the story that follows, we see this insolent rebel bluster his way through some of the formative experiences of his young adulthood.

From 1781 to 1789 the Articles of Confederation Essay

From 1781 to 1785 the Articles of Confederation provided the United States with an effective government. The main goal of the Articles was to allot as much independence as possible to the states compared to the idea of a central government for fear of conflict with Britain. Despite the many advantages of its systematic rule it did not provide enough power to the Congress in order for them to adequately control commerce, land expansion and regulate taxes. This was very expected since the Articles of Confederation were a starting point and this article was used to persuade individual states to adopt a more powerful form of government in the future. After the ratification of the Articles of Confederation, a loose confederation was formed and granted power to a controlled extent. A house of Congress was also established which allotted each individual state one vote. Congress dealt with many important issues such as improving the military and anything relevant to homeland security, declaring wars and loaning money. One prominent conflict was the fact that Congress does not have the adequate power to regulate commerce and trade between foreign countries. This presented a significant problem because states started enforcing individual laws of which Congress had no say in. In turn, this rendered Congress helpless in making laws regarding to taxation and tariffs. In a sense, the Americans were taking full advantage of the lenient government, often passing laws without consulting the Congress. Many states refused to pay tax to the congress stating that it was preposterous and claiming that they saw many similarities to the policies of the British Parliament. In 1782, outspoken representatives from the Rhode Island assembly wrote a letter stating how it was ludicrous that they were subject to paying taxes to the government (Document A). Under the Articles of Confederation the Federal government had no power to coerce the states into complying with their tax demand. This was a dire problem since the government needed to tax the individual states to pay for the debts that were amassed during the war. The Articles of Confederation did not have any control over the economy thus creating much conflict within the states. John Jay, in the year of 1786, tried to negotiate with Spains Minister Diego de Gardoqui because he felt as if it was Americas right to be able to navigate the Mississippi River. This was a difficult feat because not only was America, a newly found nation, going against Spain, a predominant country, but America at that point did not have a strong military to defend their standpoint. The army was growing discontent as the Congress repeatedly failed to pay them. The Articles of Confederation, although flawed, provided a good foundation for the newly founded nation. It was used as a basis in the Constitution and we still feel its effects today. It provided coverage for many important factors in a nation that is ruled based on unity between people and states, independence granted to states, how bills are passed, land dispersion and many other imperative factors. It was apparent that without the Articles of Confederation there would not of been initial agreement amongst the states. Bibliography: 5 Steps to a 5 AP US History. New York: McGraw-Hill, 2004.

To what extent does Erving Goffmans theories of social performance apply to modern digital forms of social interaction - Free Essay Example

Sample details Pages: 9 Words: 2572 Downloads: 5 Date added: 2017/06/26 Category Sociology Essay Type Research paper Did you like this example? Introduction The sociologist Erving Goffman (1922-1982) focused on the social world at the micro level to analyse the social and symbolic interactions between individuals. Goffman (1959) analysed the ways in which individuals presented themselves to others. Goffman (1959: 74) found that individuals do not present their real, true selves; instead they present an idealised version of how they would like to be perceived by others using cultural scripts (Hogan, 2010: 378). Don’t waste time! Our writers will create an original "To what extent does Erving Goffmans theories of social performance apply to modern digital forms of social interaction?" essay for you Create order An example of this is when a waiter dons a Tuxedo and straightens his posture to wait on customers in a restaurant (Goffman, 1959: 122). He is tentative, patient and enabling, and his manners are impeccable even when the customer asks [Do] you call yourself a waiter, you young bastard? You a waiter! Youre not fit to scrub floors in the brothel your mother came from. Maquereau! (Goffman, 1959: 122). This symbolic interaction ensures that the waiter remains composed and apologetic, but when his shift ends, he changes into casual wear, his body visibly relaxes and he unwinds backstage in the staff room by collectively mocking the customers with his team, who collectively share these sentiments (Goffman, 1959: 97). These appear to be two different individuals because individuals adopt impression management to present the self in ways that obscure the authentic self, or in simple terms, they put on a front (Goffman, 1959: 116; Hogan, 2010: 378). This paper evaluates whether Goffmans fifty year-old dramaturgical theory is relevant to the social performance portrayed in modern digital forms of social interaction in the context of the social media networking sites in contemporary society. Dramaturgy Goffman conducted his research using a technique that he conceptualised as a dramaturgical approach; the key to his theory is drama (1959: 113). Goffman (1959) used the analogy of an actor interacting or rather performing on a theatrical stage in front of an audience. Within this dramaturgical situation, every scene is a new role on another stage (Goffman, 1959:113). While the interaction using a preferred identity is performed to an audience on the front stage, backstage is where perfecting the performance takes place and where the actor can revert back to his authentic self again (Goffman, 1959). Thus, the process of symbolic interaction is an individual who puts on a front to an audience (Hogan, 2010: 378). Symbolic interaction is predicated on locating the meanings from which shared or collective meanings are created within the performance (Hamilton, 2004). The interaction occurs in the presence of an audience [the customer] which either credits or discredits the actors [the wa iter] based upon the performance (Goffman, 1959). Social Media Facebook provides a platform upon which numerous roles and dramaturgy are performed uniquely by millions of interpersonal interactions on the front stage before an audience every day. The proliferation of handheld digital devices on the market has led to a huge increase in the number of people using digital social networking sites such as Facebook, Twitter and MySpace (Hogan, 2010; Almjeld, 2009). Social media and digital devices are personal and portable, which maintains a constant networked connection with the individuals social networks (Burchell, 2012: 3). This has radically altered the ways in individuals interact with others (Hogan, 2010). Social media websites such as Facebook provide a stage in which they interact with old school friends, long lost best friends, family, extended family, friends of family and colleagues (Hogan, 2010). Although the authentic self of the actor may be known to these associates, impression management is nevertheless practised; in Facebook terms this can involve vast numbers of audience as this networking forum now has over a billion subscribers (Frissen et al., 2015: 23). The popularity of an individual is defined based on the number of friends they have in their friends list (Hogan, 2010). Facebook is described by Timmermans as a site for individual entertainment, and as a tool for maintaining and building communities (Timmermans 2010: 189). However, Hogan argues that it is a place for symbolic interaction on a hitherto unknown scale (Hogan, 2010). By contrast to the one-way processes of television, social media enables the two-way interaction whereby commentary and feedback make these platforms simultaneously exciting and frightening (Meden, 2009: 59). Gender Evidence of Goffmans performance is present in the research findings by Almjeld (2009) on female users of MySpace. The research highlights how social networking was overall empowering to women, who demonstrated impression management which sold their online identities and interactions through numerous construction of multiple identities by the re-writing of the self (Bolter, 2001 197; Almjeld, 2009: 155). It also enables women to practice and perform new femininities in relative security (Meden, 2009: 61). Medens research on women found that they conveyed an enhanced image of themselves through renaming themselves on Facebook as jocks, scholars, tech enthusiasts, flirts and friends (Meden, 2009: 61). In doing so, they rejected their bland identities and traditional roles as wives and mothers on blogs and social networking sites (Meden, 2009: 61). This illustrates the emancipatory potential of social media (Cheung, 2000: 55). The practice and performance of disguising the authentic s elf illustrates the relevance of the front stage and the backstage in relation to impression management (Miller, 1995). In the physical world, women have traditionally undertaken making scrapbooks, photo albums and note passing to equip themselves with the building blocks needed to forge social identities and form new social relationships (Almjeld, 2009: 154). However, in the virtual world, women practise impression management as bloggers and [by] instant messaging and in chat rooms (Almjeld, 2009: 154). Miller and Arnold (2001) argue that online interaction is no more or less problematic than face-to-face interaction because it is real life in both contexts (in Kelly, et al., 2006: 92). However, there are different issues attached to each. Expressions It is claimed that the online approach does not mediate the expressions or body language to its audience; actors only give what they type in their message to enhance their persona, whereas in contrast, face-to-face interactions give away far more information to the audience than online interactions (Bullingham and Vasconcelos, 2013; Goffman, 1959). This is because the actor is physically before the audience in the face-to-face context whereby the observers can read the expressions that they give as well as those that they give off or leak (Miller and Arnold, 2001: 74). In the latter, actors inadvertently give off information that was not intended for their audience (Miller and Arnold, 2012: 1). Specific fronts are displayed in accordance with the level of the sustained observation of the audience (Hogan, 2010). In cases where the enhanced identity nurtured by the interaction is knowingly contradicted on the front stage, the audience can identify this error which results in the acto rs performance being discredited (Bullingham and Vasconcelos, 2012). Backstage is where the work is done to avoid these issues (Bullingham and Vasconcelos, 2012). Performance Goffman identifies three overlapping groups of potential errors that could impinge on the performance of a genuine actor when the impression is mismanaged, resulting in the performance being discredited by the audience (Goffman, 1959). The first group may trip, stumble or fall [à ¢Ã¢â€š ¬Ã‚ ¦] belch, yawn, or go blank (Goffman, 1959: 60). For example, Ed Miliband stumbled off the stage after performing to a live audience to vote him in as Prime Minister (Bennett, 2015: [Online]). Journalists focused on the stumble and not his interaction thereby discrediting his performance (Goffman, 1959). The outcome may have differed significantly if he had pre-recorded his interaction via YouTube. However, David Cameron gave off numerous expressions as he perspired and recoiled in his incoherent and inarticulate responses to questions on Gay Rights (YouTube, 2010: [Online]; Goffman, 1959: 73). Goffman argues that the second group experience nervousness, lack confidence or are too self-aware , which thereby discrediting the performance (Goffman, 1959:60). This is linked to the both the second and the third group which are the backstage team who in this case left Cameron wholly under-prepared, resulting in a discredited performance (Goffman, 1959). Backstage preparation helps to counter such issues as participants collectively enable the smooth running of the performance at the front stage to avoid the redeeming gaffes (Miller, 1995: 1). For example, Goffman questions whether performers are being truthful or whether their points are valid or spurious (Goffman, 1959: 66). However, sometimes previous performances in the past can come back to haunt the present. One example is the case of Paris Brown who secured the authoritative post as Britains first Youth Police and Crime Commissioner (The Guardian, 2013: [Online]). However, in a number of interactions on Twitter prior to getting the job, she displayed homophobic, racist and violent tweets which resulted in a call for her resignation (The Guardian, 2013: [Online]). Goffman argues that audiences cannot wait to put a chink in the armour of performers who fail in order to discredit their pretensions (1959: 66). These claims may well have been Browns way of presenting herself as something more lively and streetwise than she really was, but only to her peer group as she experimented with her identity (Livingstone, 1998). Paris Brown also described herself on Twitter as: either really fun, friendly and inclusive when im drunk or im an anti- social, racist, sexist, embarrassing a****** often its the latter (cited in Myers, 2013: [Online]). Paris Brown provides two sides to her identity: a nice fun girl who cares about others and one who is unpleasant and intolerant of diversity (The Guardian, 2013: [Online]). While this may have been a case of bravado, this impression [mis-]management illustrates how performing to a global audience can be discredited repeatedly, and at a much later date such redee ming gaffes may be problematic for the teenager (Goffman, 1959: 66; Miller, 1995: 1). Teenagers According to Livingstone, teenagers tend to experiment and play around with their online identities (1998: 407). They recognise opportunities and risks and self-actualisation is more likely to be realised where teenagers negotiate a cost benefit analysis between the risk factors such as abuse, privacy or being misinterpreted and the opportunities in terms of identity, relationships and social capital (Livingstone, 1998: 407). Evidence is provided in the respondents in Asplings qualitative research study. However, Lars wants people to think he has a life away from Facebook when he asserts: I dont want to be seen as someone that lives with Facebook. But no, I dont do that, I dont want to be seen as a freakà ¢Ã¢â€š ¬Ã‚ ¦'(cited in Aspling, 2011: 22) This is despite the fact that Lars confessed to updating his status several times a day thereby contradicting his enhanced identity which would result in his performance being discredited by his audience who would potentially see hi m as a freak (Bullingham and Vasconcelos, 2012: 102). In contrast, another Facebook user asserts that: Maybe they gain a somewhat positive image of myself, you only upload images that are good, everything good you have done, perhaps it is a more positive image of myself than in reality, à ¢Ã¢â€š ¬Ã‚ ¦ you only upload things that are good (Cited in Aspling, 2011: 22) This highlights the dramaturgical nature of impression management in full force as this respondent wants to convey a perfect identity and life. This is wholly unrealistic and would no doubt be discredited by some of his audience. The same applies to profile pictures which attract the most comments on Facebook. Impression management involves enhancing profile pictures or dressing provocatively to convey a more desirable, sexier identity in the search for a new partner (Goffman, 1959). As one Facebook user asserts: I think that people are more intimate on Facebook than they should, pictures of them in lingerie, p arty-pictures etc. that anyone can see (Cited in Aspling, 2011: 22) This disapproval of intimacy shows that audiences are more likely to discredit performances that convey a sexy identity by dressing up. As Goffman argues, [Even] if each woman dresses in conformity with her status, a game is still being played [which] plays to the imaginary as in a picture or sculpture (1959: 221). In other words, being so fixed or perfect is unreal in this overt form of impression management (Goffman, 1959: 221). Conclusion In conclusion, it is evident following a critical analysis of the debates above that Goffmans dramaturgy is perhaps even more relevant in contemporary society than at the time of Goffmans writing. Social media provides actors the platform for actors to convey enhanced identities through impression management using cultural scripts. Evidence of impression management is abundant in the rejection of their authentic identity which, in a face-to-face setting, is more problematic. For example, the impression management of two politicians aspiring to be Prime Minister were discredited on both live television and pre-recorded social media because they gave away elements of their true identity despite claims that expressions are only given off in face-to-face interaction. Facebook users only give intended information which are credited whereas constantly updating statuses gives off negative expressions that are discredited. Nevertheless, the actors enhanced personalities are constructed and rehearsed backstage which through social media is anywhere that is not online; the dramaturgy is performed at the front by a keystroke. Word Count: 2,194 Bibliography Almjeld, J.M. (2009) The Girls of MySpace: New Media as Gendered Literacy Practice and Identity Construction. Doctoral Dissertation, Bowling Green State University, English/Rhetoric and Writing Aspling, F. (2011) The private and the public in online presentations of the self, Stockholm: Stockholm University Bennett, A. (2015) Thought Ed Milibands stumble was bad? These politicians had much worse falls The Telegraph [Online] Available: https://www.telegraph.co.uk/news/general-election-2015/politics-blog/11576072/Thought-Ed-Milibands-stumble-was-bad-These-politicians-had-much-worse-falls.html (Accessed 22nd August 2015) Bolter, J. D. (2001). Writing space: Computers, Hypertext, and the Remediation of Print. Hillsdale, NJ: Lawrence Erlbaum Associates Burchell, K.D. (2012) Negotiating Connection without Convention: The Management of Presence, Time, and Networked Technology in Everyday Life, London: Goldsmiths, University of London Bullingham, D. Vasconcelos (2013) The P resentation of Self in the Online World: Goffman and the Study of Online Identities, Journal of Information Science, 39(1): 101-112 Cheung, C. (2000) A Home on the Web: Presentations of Self on Personal Homepages in Gauntlett, D. (Ed.). Web studies: Rewiring Media Studies for the Media Age (pp.43à ¢Ã¢â€š ¬Ã¢â‚¬Å"51) London: Arnold Frissen, V., Lammes, S., Michiel De Lange, M. De Mul, J. Raessens, J. (2015) Playful Identities: The Ludification of Digital Media Cultures, Amsterdam: Amsterdam University PressGoffman, E. (1959) The Presentation of Self in Everyday Life. London: Penguin Goffman, E. (1984) Stigma: notes on the management of spoiled Identity. Harmondsworth: Penguin Books Guardian (2013) Paris Brown: no further action to be taken over Twitter comments, Guardian [Online] Available: https://www.theguardian.com/uk/2013/apr/21/paris-brown-no-action-twitter-comments (Accessed 22nd August 2015) Hamilton, P. (2004) The street and everyday life in Bennett, T. Wats on, D. (Eds.) Understanding Everyday Life (pp. 91-138) London: Routledge Hogan B. (2010) The Presentation of Self in the Age of Social Media: Distinguishing Performances and Exhibitions Online, Bulletin of Science Technology Society 2010 30(3): 377 Kelly, D. M., Pomerantz, S., Currie, D. H. (2006). No Boundaries? Girls Interactive, Online Learning About Femininities Youth Society, 38(1): 3-28 6 Livingstone, S. (1998): Relationships between media and audiences in Liebes, T. Curren, N. (Eds.) Media, ritual and identity (pp. 237-255) London, New York: Routledge Meden, A. (2009) Identity Formation in Social Networks Websites: Facebook and the Interaction Between Young Individuals in the Cases of Slovenia And Catalonia, Barcelona: Universitat Pompeu Fabra Miller, H. (1995) The Presentation of Self in Electronic Life: Goffman on the Internet [Paper presented at Embodied Knowledge and Virtual Space Conference Goldsmiths College, University of London, June 1995] Nottingha m: Nottingham Trent University Miller, H., Arnold, J. (2001) Self in Web Home Pages: Gender, Identity and Power in Cyberspace in Riva, G., Galimberti, C. (Ed.) (2001-2003) Towards CyberPsychology: Mind, Cognitions and Society in the Internet Age, (pp. 74-94), Amsterdam: IOS Press Myers, R. (2013) Is this foul-mouthed, self-obsessed Twitter teen really the future of British policing? Youth crime tsars sex and drug rants, Daily Mail [Online] Available: https://www.dailymail.co.uk/news/article-2305118/Paris-Brown-Is-foul-mouthed-self-obsessed-Twitter-teen-really-future-British-policing.html#ixzz3jYK3tXBO (Accessed 22nd August 2015) Timmermans, J. (2010) Playing with paradoxes: Identity in the web era. PhD dissertation. Rotterdam: Erasmus University YouTube (2010) David Cameron disastrous gay rights interview YouTube [Online] Available: https://www.youtube.com/watch?v=7bRT5D4msOI (Accessed 22nd August 2015)