Audio-Visual Input for Learning L2 Vocabulary and Grammatical Constructions

Autor/inn/en	Muñoz, Carmen; Pujadas, Geòrgia; Pattemore, Anastasiia
Titel	Audio-Visual Input for Learning L2 Vocabulary and Grammatical Constructions
Quelle	In: Second Language Research, 39 (2023) 1, S.13-37 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muñoz, Carmen) ORCID (Pattemore, Anastasiia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211015797
Schlagwörter	Linguistic Input; Teaching Methods; Vocabulary Development; Second Language Learning; Second Language Instruction; Language Proficiency; Captions; Audiovisual Aids; Grammar; Longitudinal Studies; Television; Programming (Broadcast); Undergraduate Students; Comparative Analysis; Secondary School Students; Study Abroad; Learning Experience; Bilingualism; Romance Languages; Foreign Countries; Correlation; Language Tests; Student Placement; Rating Scales; Guidelines; English (Second Language); Phrase Structure; Achievement Gains; Pretests Posttests; Instructional Effectiveness; Word Frequency; Spain + Suchen Sie Ihr Suchwort? Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Untertitel; Audiovisuelles Medium; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fernsehen; Fernsehtechnik; Programmgestaltung; Sekundarschüler; Studies abroad; Auslandsstudium; Lernerfahrung; Bilingualismus; Romanische Sprache; Ausland; Korrelation; Language test; Sprachtest; Schülerpraktikum; Rating-Skala; Richtlinien; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Word analysis; Frequency; Wortanalyse; Häufigkeit; Spanien
Abstract	This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a TV series spread weekly over a whole academic year, one group with subtitles (first language) and one with captions (second language). Study 2 targets grammar acquisition in two groups of university students with an intermediate proficiency level who view 10 episodes over five weeks, one group with captions and one without captions. Results of both studies show significant correlations between language gains and frequency in the input, but the size of the frequency effect appears to depend on the type of support provided by the on-screen text. The analyses also show no significant advantage of captions or subtitles for vocabulary learning at this proficiency level, a significant advantage of captions over no captions for grammatical constructions learning, as well as the significant role of proficiency. It is concluded that viewing audio-visual material leads to L2 learning and it can support learners in their preparation for study abroad and maximize their learning experience during their sojourn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01