Maximizing L2 learning from captioned TV viewing
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Margarita Popova
Abstract
This study compares and vocabulary gains in L1 Russian (upper)-intermediate who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with ; and Viewing with the Chrome extension Language Reactor ( ), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and learning (relative gains up to 51%), suggesting the comparability of effects of and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language.
Abstract
This study compares and vocabulary gains in L1 Russian (upper)-intermediate who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with ; and Viewing with the Chrome extension Language Reactor ( ), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and learning (relative gains up to 51%), suggesting the comparability of effects of and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language.
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
