Learning Vocabulary with the Support of Sustained Exposure to Captioned Video: Do Proficiency and Aptitude Make a Difference?

Autor/inn/en	Suárez, Maria del Mar; Gesa, Ferran
Titel	Learning Vocabulary with the Support of Sustained Exposure to Captioned Video: Do Proficiency and Aptitude Make a Difference?
Quelle	In: Language Learning Journal, 47 (2019) 4, S.497-517 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suárez, Maria del Mar) ORCID (Gesa, Ferran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1617768
Schlagwörter	Language Proficiency; Vocabulary Development; Television; Programming (Broadcast); High School Students; Comparative Analysis; Video Technology; Linguistic Input; Listening Comprehension; Individual Differences; Language Aptitude; Grade 10; English (Second Language); Second Language Learning; Second Language Instruction; Scores; College Students; Layout (Publications); Learning Processes; Pretests Posttests; Language Tests; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Fernsehen; Fernsehtechnik; Programmgestaltung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachbildung; Hörverständnis; Individueller Unterschied; Sprachbegabung; Spracheignung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Textgestaltung; Learning process; Lernprozess; Language test; Sprachtest; Ausland
Abstract	Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. This paper aims to address this gap by exposing 57 Grade-10 EFL learners and 60 university students to captioned video. On a weekly basis over an academic term, all learners were pre-taught a set of target words (TWs); half of them (the experimental group) were additionally shown captioned episodes from a TV series containing the TWs. All learners were pre- and post-tested on the TW forms and meanings. Results revealed significant differences between experimental and control groups in the learning of TWs in the high school population, but not among university participants. A main effect for proficiency was observed on the learning scores for both TW forms and meanings. However, language aptitude was only a significant factor for TW meanings. Results are discussed regarding how video viewing and these IDs mediate vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01