Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents

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 student...

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Detalhes bibliográficos
Autores: Pujadas Jorba, Geòrgia, Muñoz Lahoz, Carme
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Recursos:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/165019
Acesso em linha:https://hdl.handle.net/2445/165019
Access Level:acceso abierto
Palavra-chave:Adquisició d'una segona llengua
Subtitulació
Adolescents
Second language acquisition
Subtitles
Teenagers
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spelling Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescentsPujadas Jorba, GeòrgiaMuñoz Lahoz, CarmeAdquisició d'una segona llenguaSubtitulacióAdolescentsSecond language acquisitionSubtitlesTeenagersThis 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.Taylor and Francis2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/165019Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésVersió postprint del document publicat a: https://doi.org/10.1080/09571736.2019.1616806The Language Learning Journal, 2019, vol. 47, num. 4, p. 479-496https://doi.org/10.1080/09571736.2019.1616806(c) Association for Language Learning , 2019info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1650192026-05-27T06:46:51Z
dc.title.none.fl_str_mv Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
title Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
spellingShingle Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
Pujadas Jorba, Geòrgia
Adquisició d'una segona llengua
Subtitulació
Adolescents
Second language acquisition
Subtitles
Teenagers
title_short Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
title_full Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
title_fullStr Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
title_full_unstemmed Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
title_sort Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents
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
Subtitulació
Adolescents
Second language acquisition
Subtitles
Teenagers
topic Adquisició d'una segona llengua
Subtitulació
Adolescents
Second language acquisition
Subtitles
Teenagers
description 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.
publishDate 2019
dc.date.none.fl_str_mv 2019
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/2445/165019
url https://hdl.handle.net/2445/165019
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/10.1080/09571736.2019.1616806
The Language Learning Journal, 2019, vol. 47, num. 4, p. 479-496
https://doi.org/10.1080/09571736.2019.1616806
dc.rights.none.fl_str_mv (c) Association for Language Learning , 2019
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Association for Language Learning , 2019
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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