Captions and learnability factors in learning grammar from audio-visual input
This study explores the effects of extensive audio-visual input with three captioning modes - unenhanced captions, textually enhanced captions, and no captions - on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/224867 |
| Acceso en línea: | https://hdl.handle.net/2445/224867 |
| Access Level: | acceso abierto |
| Palabra clave: | Gramàtica Vídeo en l'ensenyament Adquisició d'una segona llengua Grammar Video tapes in education Second language acquisition |
| Sumario: | This study explores the effects of extensive audio-visual input with three captioning modes - unenhanced captions, textually enhanced captions, and no captions - on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants watched ten full-length TV series episodes over a period of five weeks. The study targeted 27 frequently occurring grammatical constructions categorized as fully-schematic, partially-filled, and fully-filled. The design included a pretest, an immediate posttest to measure the effects of recency, and a delayed posttest. The results indicated mixed effects of captioning: textually enhanced captions - a more salient condition - led to immediate learning outcomes while unenhanced captions resulted in higher long-term effects. A limit to the amount of different textually enhanced constructions presented in the input for effective learning is suggested. In general, unenhanced captions appear sufficient for successful grammar construction learning. |
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