Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors

Most studies showing the benefits of caption-supported audio-visual input for second language (L2) learning have focused on vocabulary learning and content comprehension, and there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap fo...

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Detalles Bibliográficos
Autores: Pattemore, Anastasia, 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:2445/224994
Acceso en línea:https://hdl.handle.net/2445/224994
Access Level:acceso abierto
Palabra clave:Adquisició d'una segona llengua
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Video tapes in education
Subtitles
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spelling Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factorsPattemore, AnastasiaMuñoz Lahoz, CarmeAdquisició d'una segona llenguaVídeo en l'ensenyamentSubtitulacióSecond language acquisitionVideo tapes in educationSubtitlesMost studies showing the benefits of caption-supported audio-visual input for second language (L2) learning have focused on vocabulary learning and content comprehension, and there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap focusing on L2 grammar learning from a constructionist perspective of language. It reports an extensive classroom intervention in which learners viewed an original version TV series under two conditions, Captions and Non-Captions. The results demonstrated that the Captions group outperformed the Non-Captions group, and that individual differences, such as proficiency and working memory (WM) capacity, played an important role in learning grammar constructions from audio-visual input, while language aptitude had no effect on learning gains. Intermediate-level learners benefited most from the viewing intervention, suggesting that their proficiency level was optimally suited to the difficulty level of the series. WM and group interacted significantly, indicating that the group that did not have the support of captions relied more strongly on WM. This study extends the known benefits of audio-visual input for vocabulary and comprehension to the underexplored area of L2 constructions and suggests that grammar learning may need a substantial amount of exposure to this input.Elsevier Ltd.2025202520202025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion32 p.application/pdfhttps://hdl.handle.net/2445/224994Articles 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/10.1016/j.system.2020.102303System, 2020, vol. 93, 102303https://doi.org/10.1016/j.system.2020.102303cc-by-nc-nd (c) Elsevier Ltd., 2020http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2249942026-05-29T05:05:01Z
dc.title.none.fl_str_mv Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
title Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
spellingShingle Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
Pattemore, Anastasia
Adquisició d'una segona llengua
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Video tapes in education
Subtitles
title_short Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
title_full Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
title_fullStr Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
title_full_unstemmed Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
title_sort Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
dc.creator.none.fl_str_mv Pattemore, Anastasia
Muñoz Lahoz, Carme
author Pattemore, Anastasia
author_facet Pattemore, Anastasia
Muñoz Lahoz, Carme
author_role author
author2 Muñoz Lahoz, Carme
author2_role author
dc.subject.none.fl_str_mv Adquisició d'una segona llengua
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Video tapes in education
Subtitles
topic Adquisició d'una segona llengua
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Video tapes in education
Subtitles
description Most studies showing the benefits of caption-supported audio-visual input for second language (L2) learning have focused on vocabulary learning and content comprehension, and there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap focusing on L2 grammar learning from a constructionist perspective of language. It reports an extensive classroom intervention in which learners viewed an original version TV series under two conditions, Captions and Non-Captions. The results demonstrated that the Captions group outperformed the Non-Captions group, and that individual differences, such as proficiency and working memory (WM) capacity, played an important role in learning grammar constructions from audio-visual input, while language aptitude had no effect on learning gains. Intermediate-level learners benefited most from the viewing intervention, suggesting that their proficiency level was optimally suited to the difficulty level of the series. WM and group interacted significantly, indicating that the group that did not have the support of captions relied more strongly on WM. This study extends the known benefits of audio-visual input for vocabulary and comprehension to the underexplored area of L2 constructions and suggests that grammar learning may need a substantial amount of exposure to this input.
publishDate 2020
dc.date.none.fl_str_mv 2020
2025
2025
2025
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/2445/224994
url https://hdl.handle.net/2445/224994
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/10.1016/j.system.2020.102303
System, 2020, vol. 93, 102303
https://doi.org/10.1016/j.system.2020.102303
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Elsevier Ltd., 2020
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Elsevier Ltd., 2020
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 32 p.
application/pdf
dc.publisher.none.fl_str_mv Elsevier Ltd.
publisher.none.fl_str_mv Elsevier Ltd.
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
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repository.mail.fl_str_mv
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