Extensive Viewing of Captioned and Subtitled TV Series: A Study of L2 Vocabulary Learning by Adolescents

Autor/inn/en	Pujadas, Geòrgia; Muñoz, Carmen
Titel	Extensive Viewing of Captioned and Subtitled TV Series: A Study of L2 Vocabulary Learning by Adolescents
Quelle	In: Language Learning Journal, 47 (2019) 4, S.479-496 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pujadas, Geòrgia) ORCID (Muñoz, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1616806
Schlagwörter	Second Language Learning; Second Language Instruction; Intervention; Language Proficiency; Television Viewing; Vocabulary Development; Correlation; Secondary School Students; Teaching Methods; Layout (Publications); Recall (Psychology); Pretests Posttests; Learning Processes; Longitudinal Studies; Classroom Research; Foreign Countries; Bilingualism; Spanish; Romance Languages; Scoring; Language Tests; Audiovisual Instruction; Linguistic Input; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Fernsehkonsum; Wortschatzarbeit; Korrelation; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Textgestaltung; Abberufung; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Bilingualismus; Spanisch; Romanische Sprache; Bewertung; Language test; Sprachtest; Sprachbildung
Abstract	This study aims at exploring the potential of extensive TV viewing for L2 vocabulary learning, and the effects associated with the language of the on-screen text (L1 or L2), type of instruction (pre-teaching target items or not) and learners' proficiency. A total of 106 secondary school students (Grade 8) divided into 4 classes participated in a one-year pedagogical intervention, viewing 24 episodes of a TV series under four experimental conditions with each class being assigned to a different treatment: (1) captions and pre-teaching, (2) captions and non-pre-teaching, (3) subtitles and pre-teaching, and (4) subtitles and non-pre-teaching. Following a pre-/post-test design, form recall and meaning recall gains were examined. Results showed that participants learnt vocabulary in all four conditions, with greater gains in recalling form than in recalling form and meaning. The analysis also showed that, overall, groups that were pre-taught the target items performed better, independently of the language of the on-screen text. An important finding is the role of learners' proficiency prior to the intervention, with higher proficiency related to higher gains. The study contributes to the area of foreign language learning through audio-visual input with results from a longitudinal, classroom-based study with adolescent learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01