Effects of L1/L2 Captioned TV Programs on Students' Vocabulary Learning and Comprehension

Autor/in	Wang, Yangting
Titel	Effects of L1/L2 Captioned TV Programs on Students' Vocabulary Learning and Comprehension
Quelle	In: CALICO Journal, 36 (2019) 3, S.204-224 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
DOI	10.1558/cj.36268
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Television; Programming (Broadcast); Authentic Learning; Layout (Publications); Comparative Analysis; Vocabulary Development; College Students; Native Language; Teaching Methods; Instructional Effectiveness; Multimedia Instruction; Foreign Countries; Listening Comprehension; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fernsehen; Fernsehtechnik; Programmgestaltung; Textgestaltung; Wortschatzarbeit; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Multimediales Lernen; Ausland; Hörverständnis
Abstract	This study investigated the effects of different types of captions on English as a Foreign Language Learners' (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group watched four video clips with four caption conditions: L1 Chinese, L2 English, dual (L1 and L2), and no captions. The order and caption conditions were counterbalanced. The purpose of the study was to find which caption condition is more effective for EFL learners. Four by four mixed ANOVAs were used to compare the differences among the four conditions and groups. Results indicated that students' performances were statistically significantly different across captions and class levels. In general, students in L1, L2, and dual captions statistically outperformed the no caption condition in vocabulary and comprehension. Results of the effects of L1, L2, and dual captions on vocabulary learning and comprehension were mixed. The pedagogical implications of using authentic TV series and multimedia captions were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11