The Effects of Captions on EFL Learners' Comprehension of English-Language Television Programs

Autor/inn/en	Rodgers, Michael P. H.; Webb, Stuart
Titel	The Effects of Captions on EFL Learners' Comprehension of English-Language Television Programs
Quelle	In: CALICO Journal, 34 (2017) 1, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
DOI	10.1558/cj.29522
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Video Technology; Television; Programming (Broadcast); Teaching Methods; Listening Comprehension Tests; Scores; Difficulty Level; Language Processing; Multimedia Instruction; Foreign Countries; Language Tests; Undergraduate Students; Statistical Analysis; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fernsehen; Fernsehtechnik; Programmgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverstehensübung; Schwierigkeitsgrad; Sprachverarbeitung; Multimediales Lernen; Ausland; Language test; Sprachtest; Statistische Analyse
Abstract	The Multimedia Principle (Fletcher & Tobias, 2005) states that people learn better and comprehend more when words and pictures are presented together. The potential for English language learners to increase their comprehension of video through the use of captions, which graphically display the same language as the spoken dialogue, has been documented in previous research. However, studies have generally used short videos (Markham & Peter, 2003; Montero Perez, Peters, & Desmet, 2014) or videos designed for language learning (Chung, 1999) rather than episodes of L2 television programs that students are most likely to watch on their own outside of the classroom. The present study aimed to fill this gap by investigating the comprehension of 372 Japanese university students who watched ten 42-minute episodes of an American television program with and without captions. While viewing the episodes, the participants completed comprehension tests. Analysis indicated that although the participants who viewed the episodes with captions had comprehension scores that were slightly higher across all episodes, their scores were only significantly different for three of the ten episodes. The results revealed that captions are likely to aid comprehension when episodes are most difficult. Explanations for the findings and pedagogical applications are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01