Dataset Information

As naturalistic as it gets: subtitles in the English classroom in Norway.

ABSTRACT: This study aimed to investigate the effects of subtitles in the context of authentic material on second language comprehension and potentially, second language acquisition for Norwegian learners of English. Participants in the study were 49 17-year-old students and 65 16-year-old students, who were all native speakers of Norwegian learning English as an L2 in high school. Both age groups were divided into three Conditions, where one group watched an episode of the American animated cartoon Family Guy with Norwegian subtitles, one group with English subtitles, and one group watched the episode with no subtitles. On a comprehension questionnaire conducted immediately after watching the episode positive short-term effects of both native language (L1) and target language (L2) subtitles were found for both age groups. However, no differences in terms of the language of the subtitles were found in the older and more advanced group. Four weeks later the participants responded to a word definition task and a word recall task to investigate potential long-term effects of the subtitles. The only long-term effect was found in the word definition task and was modulated by age. We found, however, that native language subtitles impact negatively on performance on the comprehension task. The results from this study suggest that the mere presence of subtitles as an additional source of information enhances learners' comprehension of the plot and content in animated audio-visual material in their L2. The absence of differences in terms of the language of the subtitles in the more advanced group suggests that both intralanguage and interlanguage subtitles can aid target language comprehension in very advanced learners, most probably due to better consolidated vocabulary knowledge in that group. The two groups differed also on predictors of performance on the two lexical tasks. While in the less proficient younger group, vocabulary status best predicted performance on both tasks (vocabulary predicts vocabulary), for the very advanced older group, grammar was a stronger predictor, highlighting the importance of generic language competence and skills in L2 tasks for highly proficient L2 users. We also found an effect of written L2 skills on performance on both lexical tasks indicative of the role of orthography in vocabulary consolidation.

SUBMITTER: Vulchanova M

PROVIDER: S-EPMC4288378 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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As naturalistic as it gets: subtitles in the English classroom in Norway.

Vulchanova Mila M Aurstad Lisa M G LM Kvitnes Ingrid E N IE Eshuis Hendrik H

Frontiers in psychology 20150109

This study aimed to investigate the effects of subtitles in the context of authentic material on second language comprehension and potentially, second language acquisition for Norwegian learners of English. Participants in the study were 49 17-year-old students and 65 16-year-old students, who were all native speakers of Norwegian learning English as an L2 in high school. Both age groups were divided into three Conditions, where one group watched an episode of the American animated cartoon Famil ...[more]

PMID: 25620938

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Project description:ObjectivesTo compare prevalence and types of dispensing errors and pharmacists' labelling enhancements, for prescriptions transmitted electronically versus paper prescriptions.DesignNaturalistic stepped wedge study.Setting15 English community pharmacies.InterventionElectronic transmission of prescriptions between prescriber and pharmacy.Main outcome measuresPrevalence of labelling errors, content errors and labelling enhancements (beneficial additions to the instructions), as identified by researchers visiting each pharmacy.ResultsOverall, we identified labelling errors in 5.4% of 16,357 dispensed items, and content errors in 1.4%; enhancements were made for 13.6%. Pharmacists also edited the label for a further 21.9% of electronically transmitted items. Electronically transmitted prescriptions had a higher prevalence of labelling errors (7.4% of 3733 items) than other prescriptions (4.8% of 12,624); OR 1.46 (95% CI 1.21 to 1.76). There was no difference for content errors or enhancements. The increase in labelling errors was mainly accounted for by errors (mainly at one pharmacy) involving omission of the indication, where specified by the prescriber, from the label. A sensitivity analysis in which these cases (n=158) were not considered errors revealed no remaining difference between prescription types.ConclusionsWe identified a higher prevalence of labelling errors for items transmitted electronically, but this was predominantly accounted for by local practice in a single pharmacy, independent of prescription type. Community pharmacists made labelling enhancements to about one in seven dispensed items, whether electronically transmitted or not. Community pharmacists, prescribers, professional bodies and software providers should work together to agree how items should be dispensed and labelled to best reap the benefits of electronically transmitted prescriptions. Community pharmacists need to ensure their computer systems are promptly updated to help reduce errors.

Project description:Background: Research demonstrates that the placebo effect can influence the effectiveness of medical treatments and accounts for a significant proportion of healing in many conditions. However, providers may differ in the degree to which they consciously or unconsciously leverage the forces that produce placebo effects in clinical practice. Some studies suggest that the manner in which providers interact with patients shapes the magnitude of placebo effects, but this research has yet to distill the specific dimensions of patient-provider interactions that are most likely to influence placebo response and the mechanisms through which aspects of patient-provider interactions impact placebo response. Methods: We offer a simplifying and unifying framework in which interactions that boost placebo response can be dissected into two key dimensions: patients' perceptions of competence, or whether a doctor "gets it" (i.e., displays of efficiency, knowledge, and skill), and patients' perceptions of warmth, or whether a doctor "gets me" (i.e., displays of personal engagement, connection, and care for the patient). Results: First, we discuss how this framework builds on past research in psychology on social perception of competence and warmth and in medical literature on models of effective medical care, patient satisfaction, and patient-provider interactions. Then we consider possible mechanisms through which competence and warmth may affect the placebo response in healthcare. Finally, we share original data from patients and providers highlighting how this framework applies to healthcare. Both patient and provider data illustrate actionable ways providers can demonstrate competence and warmth to patients. Discussion: We conclude with recommendations for how researchers and practitioners alike can more systematically consider the role of provider competence and warmth in patient-provider interactions to deepen our understanding of placebo effects and, ultimately, enable providers to boost placebo effects alongside active medications (i.e., with known medical ingredients) and treatment in clinical care.

Dataset Information

As naturalistic as it gets: subtitles in the English classroom in Norway.

Publications

As naturalistic as it gets: subtitles in the English classroom in Norway.

Similar Datasets

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