Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions

Peters, Elke; Heynen, Eva; Puimège, Eva

doi:10.1016/j.system.2016.10.002

Cited by 141 publications

(172 citation statements)

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“…Finally, in accordance with previous results (Montero Perez et al, 2014;Peters et al, 2016;Peters & Webb, 2018), learners' prior vocabulary knowledge was positively correlated with word learning at the level of form recall as well as meaning recall. The more words learners know, the higher their lexical coverage of the audiovisual input will be, making it easier to segment the spoken input.…”

Section: Other Beneficial Factors For Word Learningsupporting

confidence: 92%

“…The findings of the present study also suggest that captions are more helpful than L1 subtitles for word learning, which is in line with Bianchi and Ciabattoni (2008) and Frumuselu et al (2015). In addition, as argued by Peters et al (2016), captions might be particularly beneficial for learning the form of unfamiliar words, as was the case in the current study. Captions have been proposed to be better suited for intermediate and advanced language learners (Danan, 2004;Vanderplank, 2016b), whereas L1 subtitles have generally been put forward for beginner learners (Danan, 2004).…”

Section: On-screen Text In Audiovisual Inputsupporting

confidence: 91%

“…To date, there has been little agreement on which type of subtitles (captions or L1 subtitles) is more effective for vocabulary learning. The studies comparing captions with L1 subtitles have produced contradictory findings (e.g., Bianchi & Ciabattoni, ; Bisson, Van Heuven, Conklin, & Tunney, ; Frumuselu, De Maeyer, Donche, & Colon Plana, ; Peters et al, ; Pujadas & Muñoz, ), probably as a result of different types of input (movies, TV shows, short clips), different methodologies (one‐off interventions, longitudinal studies, different word knowledge aspects tested), and different participant profiles. Nevertheless, captions have been argued to be more beneficial for learning the form of unfamiliar words (Peters et al, ) and more beneficial for intermediate and advanced language learners (Danan, ), whereas L1 subtitles are said to be more useful for “less skilled learners” (Danan, , p. 75).…”

Section: Vocabulary Learning From Audiovisual Inputmentioning

confidence: 99%

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The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Peters

2019

TESOL Quarterly

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122

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In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning is sometimes explained in terms of the beneficial role of on‐screen imagery in audiovisual input (Rodgers, 2018). However, little is known about imagery’s effect on word learning and how it interacts with L1 subtitles and captions. This study investigates the effect of imagery in three TV viewing conditions: with L1 subtitles, with captions, and without subtitles. Data were collected with 142 Dutch‐speaking learners of English as a foreign language. A pretest‐posttest design was adopted in which learners watched a 12‐minute excerpt from a documentary. The findings show that the captions group made the most vocabulary learning gains. Moreover, imagery was positively related to word learning. This means that words that were shown in close proximity to the aural occurrence of the words were more likely to be learned.

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Section: Other Beneficial Factors For Word Learningsupporting

confidence: 92%

Section: On-screen Text In Audiovisual Inputsupporting

confidence: 91%

Section: Vocabulary Learning From Audiovisual Inputmentioning

confidence: 99%

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The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Peters

2019

TESOL Quarterly

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122

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“…Besides the ways for researchers to operationalize learning gains (e.g., test format, test timing), numerous other variables are believed to contribute to or determine the role that frequency plays in vocabulary learning. The potential moderators include learner variables (e.g., age, gender, proficiency, motivation, working memory, or background knowledge), word characteristics (e.g., imageability, concreteness, cognateness, number of letters and syllables, or parts of speech), text characteristics (e.g., genre, text length, richness of contextual clues, or keyness of the word for comprehension), and methodological or treatment variations (e.g., spaced vs. massed treatment conditions, or use of nonwords vs. real words) (Elgort et al., ; Elgort & Warren, ; Malone, ; Paribakht & Wesche, ; Peters, Heynen, & Puimège, ; Peters & Webb, ; Webb, , ; Webb & Chang, ). Due to empirical motivations based on previous studies as well as to logistic reasons related to feasibility and reliability of variable identification and coding (e.g., general L2 proficiency), we limited our moderators to a total of 10 variables .…”

Section: Review Of Moderator Variablesmentioning

confidence: 99%

The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies

2019

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This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent to which 10 empirically motivated variables moderate this relationship. Results showed that there was a medium effect (r = .34) of repetition on incidental vocabulary learning. Subsequent moderator analyses revealed that variability in the size of repetition effects across studies was explained by learner variables (age, vocabulary knowledge), treatment variables (spaced learning, visual support, engagement, range in number of encounters), and methodological differences (nonword use, forewarning of This research received no specific grant from any funding agency. We are grateful to Judit Kormos, Language Learning reviewers, Luke Plonsky, Yo In'nami, Tatsuya Nakata, and Akira Murakami for their constructive feedback on data analysis and earlier versions of the manuscript. We also thank the following researchers who graciously provided information necessary for the current meta-analysis to be completed:Meta-Analysis: Repetition and Vocabulary Learning an upcoming comprehension test, vocabulary test format). Based on the findings, we suggest future directions for L2 incidental vocabulary learning research.

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“…Studies on the instructional and non-instructional use of interlingual and intralingual subtitled videos have addressed a number of topics that include, but are not limited to: the improvement of Foreign/Second Language (L2) 2 reading (MARKHAM & PETER, 2003;CHEN, 2012;KRUGER & STEYN, 2014;SU & LIANG, 2015), L2 listening comprehension with/without L2 vocabulary learning (GARZA, 1991;HUANG & ESKEY, 1999;MARKHAM, PETER, & MCCARTHY, 2001;STEWART & PERTUSA, 2004;TAYLOR, 2005;WINKE, GASS, & SYDORENKO, 2010;WANG, 2012), L2 vocabulary learning per se (BIANCHI & CIABATTONI, 2008;D'YDEWALLE & VAN DE POEL, 1999;MATIELO, COLLET, & D'ELY, 2013;PETERS, HEYNEN, & PUIMÈGE, 2016), the effects on implicit and explicit memory and cognitive processing (BIRD & WILLIAMS, 2002), and the acquisition of L2 grammar (BIANCHI & CIABATTONI, 2008; VAN LOMMEL, LAENEN, & D'YDEWALLE, 2006;SAEEDI & BIRI, 2016).…”

Section: Introductory Remarksmentioning

confidence: 99%

Intralingual subtitles, interlingual subtitles, and video comprehension: insights from an exploratory study

Matielo

Oliveira

Baretta³

2018

Letronica

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Exceto onde especificado diferentemente, a matéria publicada neste periódico é licenciada sob forma de uma licença Creative Commons -Atribuição 4. , were equally divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants' performance was measured based on a general and specific video comprehension test. Data were analyzed both quantitatively and qualitatively. Regarding the effects of subtitles on video comprehension, statistical tests and analyses performed revealed that intralingual subtitles were found to be more beneficial in terms of learners' general and specific video comprehension than interlingual subtitles, which in turn were found to be more effective than no subtitles. Still, participants' performance in the experimental conditions did not differ statistically. These results are discussed in light of the possible different processing mechanisms and potentials that both intralingual and interlingual subtitles may offer for L2 learning/instructional purposes.Keywords: Intralingual subtitles; Interlingual subtitles; Video comprehension; Sitcom. RESUMO:Este estudo explora os efeitos de legendas intralinguais e interlinguais no processamento e compreensão de um sitcom norte-americano por brasileiros aprendizes de Inglês como Língua Estrangeira (ILE). Mais especificamente, este trabalho investiga os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica do vídeo por parte dos aprendizes. Trinta e seis aprendizes de ILE, matriculados nos Cursos Extracurriculares de Língua da Universidade Federal de Santa Catarina (UFSC), foram igualmente divididos em dois grupos experimentais (legendas intralingual e legendas interlinguais) e um grupo controle (sem legendas). O desempenho dos participantes foi medido com base em um teste de compreensão geral e específica do vídeo. Os dados foram analisados quantitativa e qualitativamente. Em relação aos efeitos das legendas na compreensão do video, os testes estatísticos e as análises revelaram que as legendas intralinguais foram mais benéficas para a compreensão geral e específica dos aprendizes do que as legendas interlinguais. Estas, por sua vez, foram mais benéficas do que a condição controle. Contudo, o desempenho dos participantes nas condições experimentais não mostrou diferenças estatísticas. Os resultados são discutidos à luz de diferentes possíveis mecanismos de processamento e potenciais que os tipos de legendas podem oferecer para a aprendizagem/instrução em L2.Palavras-chave: Legendas intralinguais; Legendas interlinguais; Compreensão de vídeo; Sitcom.

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Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions

Cited by 141 publications

References 35 publications

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies

Intralingual subtitles, interlingual subtitles, and video comprehension: insights from an exploratory study

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