Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles

This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the epis...

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Detalles Bibliográficos
Autores: Pujadas Jorba, Geòrgia, Muñoz Lahoz, Carme
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2020
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/165005
Acceso en línea:https://hdl.handle.net/2445/165005
Access Level:acceso abierto
Palabra clave:Adquisició d'una segona llengua
Adolescents
Subtitulació
Comprensió
Televisió
Second language acquisition
Teenagers
Subtitles
Comprehension
Television
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spelling Examining adolescent EFL learners' TV viewing comprehension through captions and subtitlesPujadas Jorba, GeòrgiaMuñoz Lahoz, CarmeAdquisició d'una segona llenguaAdolescentsSubtitulacióComprensióTelevisióSecond language acquisitionTeenagersSubtitlesComprehensionTelevisionThis study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, two classes with captions, and two with subtitles. One class in each language condition received explicit instruction on target vocabulary. Comprehension was assessed through multiple-choice and true-false items, which included a combination of textually explicit and inferential items. Results showed a significant advantage of subtitles over captions for content comprehension, and prior vocabulary knowledge emerged as a significant predictor particularly in the captions condition. Comprehension scores were also mediated by test-related factors, with true-false items receiving overall more correct responses while textually explicit and inferential items scores differed according to language of the on-screen text. Lexical coverage also emerged as a significant predictor of comprehension.Cambridge University Press2020202020202020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion44 p.application/pdfhttps://hdl.handle.net/2445/165005Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1017/S0272263120000042Studies in Second Language Acquisition, 2020https://doi.org/10.1017/S0272263120000042(c) Cambridge University Press, 2020info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1650052026-05-29T05:05:01Z
dc.title.none.fl_str_mv Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
title Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
spellingShingle Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
Pujadas Jorba, Geòrgia
Adquisició d'una segona llengua
Adolescents
Subtitulació
Comprensió
Televisió
Second language acquisition
Teenagers
Subtitles
Comprehension
Television
title_short Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
title_full Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
title_fullStr Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
title_full_unstemmed Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
title_sort Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles
dc.creator.none.fl_str_mv Pujadas Jorba, Geòrgia
Muñoz Lahoz, Carme
author Pujadas Jorba, Geòrgia
author_facet Pujadas Jorba, Geòrgia
Muñoz Lahoz, Carme
author_role author
author2 Muñoz Lahoz, Carme
author2_role author
dc.subject.none.fl_str_mv Adquisició d'una segona llengua
Adolescents
Subtitulació
Comprensió
Televisió
Second language acquisition
Teenagers
Subtitles
Comprehension
Television
topic Adquisició d'una segona llengua
Adolescents
Subtitulació
Comprensió
Televisió
Second language acquisition
Teenagers
Subtitles
Comprehension
Television
description This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, two classes with captions, and two with subtitles. One class in each language condition received explicit instruction on target vocabulary. Comprehension was assessed through multiple-choice and true-false items, which included a combination of textually explicit and inferential items. Results showed a significant advantage of subtitles over captions for content comprehension, and prior vocabulary knowledge emerged as a significant predictor particularly in the captions condition. Comprehension scores were also mediated by test-related factors, with true-false items receiving overall more correct responses while textually explicit and inferential items scores differed according to language of the on-screen text. Lexical coverage also emerged as a significant predictor of comprehension.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/165005
url https://hdl.handle.net/2445/165005
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1017/S0272263120000042
Studies in Second Language Acquisition, 2020
https://doi.org/10.1017/S0272263120000042
dc.rights.none.fl_str_mv (c) Cambridge University Press, 2020
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Cambridge University Press, 2020
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 44 p.
application/pdf
dc.publisher.none.fl_str_mv Cambridge University Press
publisher.none.fl_str_mv Cambridge University Press
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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