How Do Different Keyword Captioning Strategies Impact Students’ Performance in Oral and Written Production Tasks? A Pilot Study
As an increasingly popular format of input, the affordances of audio-visual materials have been widely studied. Past research has provided evidence that audio-visual input combined with different captioning strategies could benefit learners in terms of vocabulary learning, listening comprehension, and the development of grammatical knowledge. However, there is a lack of research on how manipulating captioning conditions could help learners use their own linguistic resources to produce L2. This study compares the effects of three captioning techniques, L1 glossed keyword captioning, keyword captioning, and no captioning on English learners’ oral and written recall of a short video. The results show that L1 glossed keyword captioning worked better in facilitating students’ oral and written production of the keywords than keyword captioning and no captioning. L1 glossed keyword captioning was also found to be more useful than keyword captioning and no captioning in helping students comprehend and reproduce the content of the video. Suggestions for further research on this topic are presented in the final part of this paper.
Anthony, L. (2014). AntWordProfiler (Version 1.4.1) [Computer Software]. Tokyo, Japan: Waseda University. Available from http://www.laurenceanthony.net/software.
Ellis, R. (2015). Understanding Second Language Acquisition (2nd Ed.). Oxford: Oxford University Press.
Ellis, R. (2018). Reflections on task-based language teaching. Bristol: Multilingual Matters. https://doi.org/10.21832/9781788920148
Guillory, H. G. (1998). The Effects of Keyword Captions to Authentic French Video on Learner Comprehension. CALICO Journal, 15(1-3), 89-108. https://doi.org/10.1558/cj.v15i1-3.89-108
Koolstra, C. M. & Beentjes, J. W. J. (1999) Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology, Research and Development, 47(1): 51-60. https://doi.org/10.1007/BF02299476
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
Lee, M. & Révész, A. J. (2018). Promoting Grammatical Development through Textually Enhanced Captions: An Eye-Tracking Study. Modern Language Journal. https://doi.org/10.1111/modl.12503.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141. https://doi.org/10.1093/applin/4.2.126
Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32(3), 321-328. https://doi.org/10.1111/j.1944-9720.1999.tb01344.x
Markham, P. L., Peter, L. A. & McCarthy, T. J. (2001). The effects of native language vs. target language captions on foreign language students' DVD video comprehension. Foreign Language Annals, 34(5): 439-445. https://doi.org/10.1111/j.1944-9720.2001.tb02083.x
Montero Pérez, M., Peters, E. & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26. https://doi.org/10.1080/09588221.2017.1375960
Montero Pérez, 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(1): 21-43. https://doi.org/10.1017/S0958344013000256
Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 913.
Nava, A., & Pedrazzini, L. (2018). Second language acquisition in action: Principles from practice. London; New York, NY: Bloomsbury Academic.
Nguyen, C. D. & Boers, F. (2018). The Effect of Content Retelling on Vocabulary Uptake from a TED Talk. TESOL Quarterly, 52 (1), 1-25. https://doi.org/10.1002/tesq.441
Riley, G. L., & Lee, J. E. (1996). A comparison of recall and summary protocols as measures of second language comprehension. Language Testing, 13(2), 173-98. https://doi.org/10.1177/026553229601300203
Rodgers, M.P.H. & Webb, S. (2017). The Effects of Captions on EFL Learners' Comprehension of English-Language Television Programs. CALICO Journal, 34(1), 20-38. https://doi.org/10.1558/cj.29522
Schmidt, R. (2001). Attention. In Robinson, P. (ed.): Cognition and Second Language Instruction. Cambridge: Cambridge University Press, pp. 3-32. https://doi.org/10.1017/CBO9781139524780.003
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass &C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Massachusetts: Newbury House.
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.
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Universitat Politècnica de València
e-ISSN: 1695-2618 http://dx.doi.org/10.4995/eurocall