| تعداد نشریات | 24 |
| تعداد شمارهها | 859 |
| تعداد مقالات | 7,631 |
| تعداد مشاهده مقاله | 13,515,206 |
| تعداد دریافت فایل اصل مقاله | 11,637,784 |
Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 40، شماره 1، فروردین 2021، صفحه 83-115 اصل مقاله (805.63 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.39209.2921 | ||
| نویسندگان | ||
| Shahab Mazahery؛ Mahmood Hashemian* ؛ Javad Alipour | ||
| Shahrekord University | ||
| چکیده | ||
| Television can be considered a rich, helpful, and valuable source to expose L2 learners to huge amounts of comprehensible input so that they can improve their L2 knowledge and, in particular, their L2 vocabulary knowledge. This study aimed to discover how effective sustainable and extensive TV viewing can be in L2 vocabulary learning, considering the language of the on-screen text (L1 or L2) and instruction type (preteaching L2 items or not). Eighty L2 learners (58 female and 22 male), who had an intermediate English proficiency and were divided into four groups, participated in the intervention over an academic term in a language institute. Participants viewed 14 episodes of a TV series under four experimental conditions: (1) captions and preteaching, (2) captions without preteaching, (3) subtitles and preteaching, and (4) subtitles without preteaching. A pre/posttest design to examine the gains regarding both L2 vocabulary meaning and form was adopted. Results suggested that extensive exposure to TV series positively affected the participants’ L2 vocabulary learning, both in terms of meaning and form. Participants exposed to L2 captions outperformed those who had received L1 subtitles, concerning both L2 vocabulary meaning and form. Finally, the analyses showed that, overall, the groups that had undergone preteaching performed better, regardless of the language of the on-screen texts. | ||
| کلیدواژهها | ||
| L2 Vocabulary Learning؛ Extensive TV Viewing؛ Captions؛ Subtitles؛ Instruction | ||
| مراجع | ||
|
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review, 56(1), 31-48.
Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In A. Baldry, M. Pavesi, C. Taylor Torsello, & C. Taylor (Eds.), From didactas to ecolingua (pp. 69-90). Trieste: Edizioni Università di Trieste.
Birulés-Muntané, J., & Soto-Faraco S. (2016). Watching subtitled films can help learning foreign languages. PloS One, 11(6), 2-5.
Bisson, M. J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2014). The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64(4), 855-877.
Bueno, K. (2009). Got film? Is it a readily accessible window to the target language and culture for your students? Foreign Language Annals, 42(2), 318-39. Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25-44.
Chen, Ch., & Li, Y. (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chen, Y., Liu, Y., & Todd, A. G. (2018). Transient but effective? Captioning and adolescent EFL learners’ spoken vocabulary acquisition. English Teaching & Learning, 42(1), 25-56.
Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal Des Traducteurs, 49(1), 67-77.
European Commission. (2017). Standard Eurobarometer: Media use in the European Union. European Union, 88 Project.
Frumuselu, A. D., De Maeyer, S., Donche, V., & Gutiérrez Colon-Plana, M. M. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, 107-117.
Galimberti, V. 2016. Watching TV series with L1 or L2 subtitles: A study on comprehension and vocabulary acquisition with Italian beginner learners of English. Unpublished master’s thesis, Universitat de Barcelona, Spain.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. Calico Journal, 15(3), 89-108.
Hsu, W. (2013). The effects of audiovisual support on EFL learners’ productive vocabulary. ReCALL, 26(1), 62-79.
Hsu, W., Hwang, G., Chang, Y., & Chang, Ch. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403-414.
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). Cambridge: Cambridge University Press.
Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 2632-2640). Chichester: Wiley-Blackwell.
Kuppens, A. H. (2010). Incidental foreign language acquisition from media exposure. Learning, Media, and Technology, 35(1), 65-85
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 59(4), 567-587.
Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5(1), 223-50.
Lessard-Clouston, M. (2013). Teaching vocabulary. Alexandria, VA: TESOL International Association.
Lindgren, E. & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), 105-129.
Lwo, L., & Lin, M. C. (2012). The effects of captions in teenagers’ multimedia L2 learning. ReCALL, 24(2), 188-208.
Malone, J. (2018). Incidental vocabulary learning in SLA. Studies in Second Language Acquisition, 40(3), 1-25.
Markham, P. (1999). Captioned videotapes and second language listening word recognition. Foreign Language Annals, 32(3), 321-328.
Markham, P., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341. Matielo, R., D’Ely, R. C. S. F., & Baretta, L. (2015). The effects of interlingual and intralingual subtitles on second language learning/acquisition: A state-of-the-art review. Trabalhos Em Linguística Aplicada, 54(1), 161-182.
Mohd Jelani, N. A., & Boers, F. (2018). Examining incidental vocabulary acquisition from captioned video: Approaches to learning, testing, and researching L2 vocabulary. ITL - International Journal of Applied Linguistics, 169(1), 169-190.
Montero-Pérez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(2), 1-26.
Montero-Pérez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), 118-141.
Montero-Pérez, M., van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739.
Naghizadeh, M., & Darabi, T. (2015). The impact of bimodal, Persian and no-subtitle movies on Iranian EFL learners’ L2 vocabulary learning. Journal of Applied Linguistics and Language Research, 2(2), 66-79.
Nation, P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 94-106.
Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). New York: McGraw Hill.
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing l2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577.
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL - International Journal of Applied Linguistics, 169(1), 142-168.
Peters, E., Heynen, E., & Puimege, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134-148.
Puimège, E., & Peters, E. (2019). Learning L2 vocabulary from audiovisual input: An exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal, 47(4), 424-438,
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents, The Language Learning Journal, 47(4), 479-496.
Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455. Read, J. (2001). Assessing vocabulary. Cambridge: Cambridge University Press.
Rodgers, M. P. H. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions. Unpublished doctoral dissertation, Victoria University of Wellington.
Rodgers, M. P. H. (2018). The images in television programs and the potential for learning unknown words. ITL - International Journal of Applied Linguistics, 169(1), 191-211.
Rodgers, M. P. H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689-717.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.
Suárez, M. M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: Do proficiency and aptitude make a difference? The Language Learning Journal, 47(4), 497-517.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73.
van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457-479.
Vanderplank, R. (1988). The value of teletext subtitles in language learning. ELT Journal, 42(4), 272-281. Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, television, and video in language learning. Language Teaching, 43(1), 1-37.
Vanderplank, R. (2016). ‘Effects of’ and ‘effects with’ captions: How exactly does watching a TV program with same language subtitles make a difference to language learners? Language Teaching, 49(2), 235-250.
Webb, S. (2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. C. Richards (Eds.) Language learning beyond the classroom (pp. 159-168). New York: Routledge.
Webb, S., & Chang, A. C. S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651-675.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford: Oxford University Press.
Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366.
Wilkins, D. (1972). Linguistics in language teaching. London: Edward Arnold.
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86.
Yuksel, D., & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8(2), 48-54.
Zarei, A. A., & Rashvand, Z. (2011). The effect of interlingual and intralingual, verbatim and nonverbatim subtitles on L2 vocabulary comprehension, and production. Journal of Language Teaching and Research, 2(3), 618-625. | ||
|
آمار تعداد مشاهده مقاله: 927 تعداد دریافت فایل اصل مقاله: 1,002 |
||