Attention allocation in (L1) subtitled and (L2) captioned video viewing
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Geòrgia Pujadas
Abstract
Pre-directing learners’ attention to novel words facilitates learning through meaning-focused input, but little is known about the effect that vocabulary-focused activities may have on video processing and comprehension. This study investigates attention allocation in (L1) subtitled and (L2) captioned video viewing and explores potential trade-offs between pre-viewing instruction and comprehension. Eighty-seven Catalan/Spanish L2-English beginner learners watched an eight-minute video with either captions or subtitles while their eye-movements were recorded. Half of the participants in each language condition were pre-taught vocabulary. Results showed that pre-viewing instruction affected attention allocation only in the captions group, with participants tending to spend less time on target captions and comprehension-relevant captions. Allocating attention to vocabulary, however, did not seem to hinder comprehension in a significant manner.
Abstract
Pre-directing learners’ attention to novel words facilitates learning through meaning-focused input, but little is known about the effect that vocabulary-focused activities may have on video processing and comprehension. This study investigates attention allocation in (L1) subtitled and (L2) captioned video viewing and explores potential trade-offs between pre-viewing instruction and comprehension. Eighty-seven Catalan/Spanish L2-English beginner learners watched an eight-minute video with either captions or subtitles while their eye-movements were recorded. Half of the participants in each language condition were pre-taught vocabulary. Results showed that pre-viewing instruction affected attention allocation only in the captions group, with participants tending to spend less time on target captions and comprehension-relevant captions. Allocating attention to vocabulary, however, did not seem to hinder comprehension in a significant manner.
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Introduction vii
- Language learning from watching cartoons in the primary EFL classroom 1
- The development of L1 and L2 reading skills from captioned video viewing in primary school EFL learners 25
- The effects of textual enhancement on young learners’ attention and vocabulary acquisition through captioned cartoons 48
- Attention allocation in (L1) subtitled and (L2) captioned video viewing 74
- Maximizing L2 learning from captioned TV viewing 100
- Multimodal input and L2 pragmatics 126
- Contrastive input enhancement in captioned video for L2 pronunciation learning 150
- The role of language aptitude in learning L2 constructions from captioned and uncaptioned audiovisual input 176
- Vocabulary learning from audiovisual input at first exposure in young adult 199
- More pieces in the puzzle about language learning through audiovisual input 221
- Index 241
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Introduction vii
- Language learning from watching cartoons in the primary EFL classroom 1
- The development of L1 and L2 reading skills from captioned video viewing in primary school EFL learners 25
- The effects of textual enhancement on young learners’ attention and vocabulary acquisition through captioned cartoons 48
- Attention allocation in (L1) subtitled and (L2) captioned video viewing 74
- Maximizing L2 learning from captioned TV viewing 100
- Multimodal input and L2 pragmatics 126
- Contrastive input enhancement in captioned video for L2 pronunciation learning 150
- The role of language aptitude in learning L2 constructions from captioned and uncaptioned audiovisual input 176
- Vocabulary learning from audiovisual input at first exposure in young adult 199
- More pieces in the puzzle about language learning through audiovisual input 221
- Index 241
