Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-14T05:20:09.721Z Has data issue: false hasContentIssue false
  • English
  • Français

EXAMINING ADOLESCENT EFL LEARNERS’ TV VIEWING COMPREHENSION THROUGH CAPTIONS AND SUBTITLES

Published online by Cambridge University Press:  06 April 2020

Geòrgia Pujadas Open the ORCID record for Geòrgia Pujadas [Opens in a new window]  and
Carmen Muñoz Open the ORCID record for Carmen Muñoz [Opens in a new window]
Geòrgia Pujadas*
Affiliation:
University of Barcelona
Carmen Muñoz
Affiliation:
University of Barcelona
*
*Correspondence concerning this article should be addressed to Geòrgia Pujadas, University of Barcelona, Barcelona, Spain. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 42 , Special Issue 3: Language Learning from Multimodal Input , July 2020 , pp. 551 - 575
Check for updates
Copyright
© Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This work was supported by MINECO under Grant FFI2016-80564-R and by AGAUR under Grant 2017 SGR560 and FI-DGR 2016.

References

REFERENCES

Almeida, P., & Costa, P. (2014). Foreign language acquisition: The role of subtitling. Procedia-Social and Behavioral Sciences, 141, 1234–1238.CrossRefGoogle Scholar
Alptekin, C., & Erçetin, G. (2010). The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading. Journal of Research in Reading, 33, 206–219.CrossRefGoogle Scholar
Bairstow, D., & Lavaur, J. M. (2011). Audiovisual information processing by monolinguals and bilinguals: Effects of intralingual and interlingual subtitles. Approaches to Translation Studies, 36, 273–293.Google Scholar
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50, 507–531.CrossRefGoogle Scholar
Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In Baldry, A., Pavesi, M., & Torsello, C. Taylor (Eds.) From didactas to ecolingua (pp. 69–90). Edizioni Università di Trieste.Google Scholar
Birulés-Muntané, J., & Soto-Faraco, S. (2016). Watching subtitled films can help learning foreign languages. PLoS One, 11, e0158409.CrossRefGoogle ScholarPubMed
Bisson, M., Van Heuven, W., Conklin, K., & Tunney, J. (2014). The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64, 855–877.CrossRefGoogle ScholarPubMed
Buck, G. (2001). Assessing listening. Cambridge University Press.CrossRefGoogle Scholar
Chang, A., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375–397.CrossRefGoogle Scholar
Charles, T., & Trenkic, D. (2015). Speech segmentation in a second language: The role of bimodal input. In Gambier, Y., Caimi, A., & Mariotti, C. (Eds.), Subtitles and language learning: Principles, strategies and practical experiences (pp. 173–198). Peter Lang.Google Scholar
Cheng, H. (2004). A comparison of multiple‐choice and open‐ended response formats for the assessment of listening proficiency in English. Foreign Language Annals, 37, 544–553.CrossRefGoogle Scholar
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal Des Traducteurs, 49, 67–77.CrossRefGoogle Scholar
Davey, B., & McBride, S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology, 78, 256–262.CrossRefGoogle Scholar
Del Rincón, D., Arnal, J., Latorre, A., & Sans, A. (1995). Técnicas de investigación en ciencias sociales. Dykinson.Google Scholar
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100, 19–47.CrossRefGoogle Scholar
Durbahn, M., Rodgers, M., & Peters, E. (2019). The relationship between vocabulary and viewing comprehension. System, 88, 1–13.Google Scholar
d’Ydewalle, G., & Gielen, I. (1992). Attention allocation with overlapping sound, image, and text. In Rayner, K. (Ed.) Eye movements and visual cognition (pp. 415–427). Springer Series in Neuropsychology.CrossRefGoogle Scholar
Elkhafaifi, H. (2005). The effect of prelistening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38, 505–513.CrossRefGoogle Scholar
Ellis, N. (2013). Second language acquisition. In Trousdale, G. & Hoffmann, T. (Eds.) Oxford handbook of construction grammar (pp. 365–378). Oxford University Press.Google Scholar
European Commission. (2017). Media use in the European Union. European Union, standard Eurobarometer 88 Project.Google Scholar
Gass, S., Winke, P., Isbell, D., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23, 84–104.Google Scholar
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97–118.CrossRefGoogle Scholar
Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36, 85–93.CrossRefGoogle Scholar
Guillory, H. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15, 89–108.CrossRefGoogle Scholar
Hasan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13, 137–153.CrossRefGoogle Scholar
Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42, 181–192.CrossRefGoogle Scholar
Hu, M., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403–430.Google Scholar
Jones, L. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students’ voice. CALICO Journal, 21, 41–65.CrossRefGoogle Scholar
Jones, L., & Plass, J. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86, 546–561.CrossRefGoogle Scholar
Kelley, T. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30, 17–24.CrossRefGoogle Scholar
Khan, N., Kasdar, J., Melvin, M., Blomquist, R., Huang, E., & McEwen, J. (2015). Fresh off the Boat [TV series], ABC.Google Scholar
Krashen, S. (2003). Explorations in language acquisition and use. Heinemann.Google Scholar
Latifi, M., Mobalegh, A., & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help? The Journal of Language Learning and Teaching, 1, 18–29.Google Scholar
Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5, 223–250.CrossRefGoogle Scholar
Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22, 15–30.Google Scholar
Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87–118.CrossRefGoogle Scholar
Li, C. (2014). An alternative to language learner dependence on L 2 caption‐reading input for comprehension of sitcoms in a multimedia learning environment. Journal of Computer Assisted Learning, 30, 17–29.CrossRefGoogle Scholar
Lwo, L., & Lin, M. (2012). The effects of captions in teenagers’ multimedia L2 learning. ReCALL, 24, 188–208.CrossRefGoogle Scholar
Maleki, A., & Safaee Rad, M. (2011). The effect of visual and textual accompaniments to verbal stimuli on the listening comprehension test performance of Iranian high and low proficient EFL learners. Theory and Practice in Language Studies, 1, 28–36.CrossRefGoogle Scholar
Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32, 321–328.CrossRefGoogle Scholar
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, 331–341.CrossRefGoogle Scholar
Markham, P., Peter, L., & McCarthy, T. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, 34, 439–445.CrossRefGoogle Scholar
Matielo, R., de Oliveira, R., & Baretta, L. (2017). Intralingual subtitles, interlingual subtitles, and video comprehension: Insights from an exploratory study. Letrônica, 10, 758–774.CrossRefGoogle Scholar
Mayer, R. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1–19.CrossRefGoogle Scholar
Mayer, R. (2014). The Cambridge handbook of multimedia learning. Cambridge University Press.CrossRefGoogle Scholar
Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.CrossRefGoogle Scholar
Meara, P., & Milton, J. (2003). X_Lex: The Swansea levels test. Express Publishing.Google Scholar
Miralpeix, I. (2012). X_Lex and Y_Lex: A validation study. Paper presented at the 22nd Lexical Studies Conference, Newtown, UK.Google Scholar
Mitterer, H., & McQueen, J. (2009). Foreign subtitles help but native-language subtitles harm foreign speech perception. PLoS One, 4, e7785.CrossRefGoogle ScholarPubMed
Montero-Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18, 118–141.Google Scholar
Montero-Perez, M., Peters, E., & Desmet, P. (2014). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26, 21–43.CrossRefGoogle Scholar
Montero-Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41, 720–739.CrossRefGoogle Scholar
Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67, 77–86.CrossRefGoogle Scholar
Muñoz, C. (in press). Boys like games and girls like movies. Age and gender differences in out-of-school contact with English. Revista Española de Lingüística Aplicada.Google Scholar
Nation, P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63, 59–82.CrossRefGoogle Scholar
Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1, 2–13.CrossRefGoogle Scholar
Nation, P., & Heatley, A. (2002). Range: A program for the analysis of vocabulary in texts [software]. https://www.victoria.ac.nz/lals/about/staff/paul-nationGoogle Scholar
Nation, P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. ESL & Applied linguistics professional series. Routledge.Google Scholar
Neuman, S., & Koskinen, P. (1992). Captioned television as comprehensible Input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 94–106.CrossRefGoogle Scholar
Noreillie, S., Kestemont, B., Heylen, K., Desmet, P., & Peters, E. (2018). Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages. ITL—International Journal of Applied Linguistics, 169, 212–231.CrossRefGoogle Scholar
Ockey, G. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24, 517–537.CrossRefGoogle Scholar
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.Google Scholar
Paivio, A. (2008). Mind and its evolution: A dual coding theoretical approach. Psychological Record, 59, 295–300.Google Scholar
Pearson, P., & Johnson, D. (1978). Teaching reading comprehension. Holt, Rinehart, & Winston.Google Scholar
Peters, E. (2019). The effect of imagery and on‐screen text on foreign language vocabulary learning from audiovisual input. TESOL Q, 53, 1008–1032.CrossRefGoogle Scholar
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40, 551–577.CrossRefGoogle Scholar
Pujadas, G. (2019) Language learning through extensive TV viewing: A study with adolescent EFL learners (Unpublished doctoral dissertation). University of Barcelona.Google Scholar
Pujadas, G., & Muñoz, C. (2017) Learning through subtitles. Learners’ preferences and task perception. Paper presented at the 2017 International Conference on Task-Based Language Teaching, Barcelona, Spain.Google Scholar
Pujadas, G., & Muñoz, C. (2018) What words do we learn better through TV series? The effects of age, proficiency and type of instruction. Paper presented at the Second Language Research Forum, Montreal, Canada.Google Scholar
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, 1–18.CrossRefGoogle Scholar
Rodgers, M. (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.Google Scholar
Rodgers, M. (2016). Extensive listening and viewing: The benefits of audiobooks and television. The European Journal of Applied Linguistics and TEFL, 5, 43–57.Google Scholar
Rodgers, M. (2018a). The images in television programs and the potential for learning unknown words. Approaches to Learning, Testing, and Researching L2 Vocabulary ITL—International Journal of Applied Linguistics, 169, 191–211.CrossRefGoogle Scholar
Rodgers, M. (2018b). The effects of captions on facets of viewing comprehension of an authentic television program. Paper presented at the Second Language Research Forum, Montreal, Canada.Google Scholar
Rodgers, M., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45, 689–717.CrossRefGoogle Scholar
Rodgers, M., & Webb, S. (2017). The effects of captions on EFL learners’ comprehension of English-language television programs. CALICO Journal, 34, 20–38.CrossRefGoogle Scholar
Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal, 9, 4–9.Google Scholar
Shohamy, E. (1984). Does the testing method make a difference? The case of reading comprehension. Language Testing, 1, 147–170.CrossRefGoogle Scholar
Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8, 23–40.CrossRefGoogle Scholar
Stewart, M., & Pertusa, I. (2004). Gains to language learners from viewing target language closed‐captioned films. Foreign Language Annals, 37, 438–442.CrossRefGoogle Scholar
Sweller, J. (1999). Instructional design in technical areas. ACER Press.Google Scholar
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14, 50–73.Google Scholar
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38, 422–427.CrossRefGoogle Scholar
Van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34, 457–479.CrossRefGoogle Scholar
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191–210.CrossRefGoogle Scholar
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42, 272–281.CrossRefGoogle Scholar
Vanderplank, R. (2016a). “Effects of” and “effects with” captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching, 49, 235–250.CrossRefGoogle Scholar
Vanderplank, R. (2016b). Captioned media in foreign language learning and teaching: Subtitles for the deaf and hard-of-hearing as tools for language learning. Springer.CrossRefGoogle Scholar
Vanderplank, R. (2019). “Gist watching can only take you so far”: Attitudes, strategies and changes in behaviour in watching films with captions. The Language Learning Journal, 47, 1–17.CrossRefGoogle Scholar
VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Ablex.Google Scholar
VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52, 755–803.CrossRefGoogle Scholar
Vulchanova, M., Aurstad, L. M., Kvitnes, I. E., & Eshuis, H. (2015). As naturalistic as it gets: Subtitles in the English classroom in Norway. Frontiers in Psychology, 5, 1510.CrossRefGoogle ScholarPubMed
Wagner, E. (2002). Video listening tests: A pilot study. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 2, 1–39.Google Scholar
Webb, S. (2010). Pre-learning low-frequency vocabulary in second language television programmes. Language Teaching Research, 14, 501–15.CrossRefGoogle Scholar
Webb, S. (2011). Selecting television programs for language learning: Investigating television programs from the same genre. International Journal of English Studies, 11, 117–135.CrossRefGoogle Scholar
Webb, S. (2015). Extensive viewing: Language learning through watching television. In Nunan, D. & Richards, J. (Eds.) Language learning beyond the classroom (pp. 175–184). Routledge.Google Scholar
Webb, S., & Rodgers, M. (2009a). Vocabulary demands of television programs. Language Learning, 59, 335–366.CrossRefGoogle Scholar
Webb, S., & Rodgers, M. (2009b). The lexical coverage of movies. Applied Linguistics, 30, 407–427.CrossRefGoogle Scholar
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning and Technology, 14, 65–86.Google Scholar