How Captions Help People Learn Languages: A Working-Memory, Eye-Tracking Study

Autor/inn/en	Gass, Susan; Winke, Paula; Isbell, Daniel R.; Ahn, Jieun
Titel	How Captions Help People Learn Languages: A Working-Memory, Eye-Tracking Study
Quelle	In: Language Learning & Technology, 23 (2019) 2, S.84-104 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Eye Movements; Short Term Memory; Multimedia Instruction; Teaching Methods; Video Technology; Layout (Publications); Spanish; Second Language Learning; Second Language Instruction; Learning Processes; Comparative Analysis; English (Second Language); Individual Differences; Role; Language Processing; Comprehension; Computer Assisted Instruction; Undergraduate Students; Instructional Effectiveness; Tests + Suchen Sie Ihr Suchwort? Augenbewegung; Kurzzeitgedächtnis; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Textgestaltung; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Individueller Unterschied; Rollen; Sprachverarbeitung; Verstehen; Verständnis; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Examination; Prüfung; Examen
Abstract	Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner's working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in captioned video viewing behavior and comprehension. In Experiment 1, Spanish-as-a-foreign-language learners differed in caption use according to their level of comprehension and to a lesser extent, their WM capacities. WM did not impact comprehension. In Experiment 2, English-as-a-second-language learners differed in comprehension according to their WM capacities. Those with high comprehension and high WM used captions less on a second viewing. These findings highlight the effects of potential individual differences and have implications for the integration of multimedia with captions in instructed language learning. We discuss how captions may help neutralize some of working memory's limiting effects on learning. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01