The role of language aptitude in learning L2 constructions from captioned and uncaptioned audiovisual input
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Anastasia Pattemore
Abstract
This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study 2 comprised 30 Flemish learners of Spanish (ELE) who watched two excerpts from a Spanish TV series episode, with auditory grammaticality judgement pretest-posttest to assess their learning of subjunctive constructions. Grammatical sensitivity and inference aptitude was measured using LLAMA F in both studies. Results revealed that groups without captions relied more on aptitude to handle the demanding processing of fast-paced TV series. Successful processing of uncaptioned input appeared to require higher aptitude, whereas captions attenuated the effects of individual differences.
Abstract
This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study 2 comprised 30 Flemish learners of Spanish (ELE) who watched two excerpts from a Spanish TV series episode, with auditory grammaticality judgement pretest-posttest to assess their learning of subjunctive constructions. Grammatical sensitivity and inference aptitude was measured using LLAMA F in both studies. Results revealed that groups without captions relied more on aptitude to handle the demanding processing of fast-paced TV series. Successful processing of uncaptioned input appeared to require higher aptitude, whereas captions attenuated the effects of individual differences.
Kapitel in diesem Buch
- 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
Kapitel in diesem Buch
- 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
