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2017
English Teaching & Learning
Incidental Vocabulary Learning and Retention from Audiovisual Input and Factors Affecting Them2020 •
The Language Learning Journal
Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?2019 •
Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. This paper aims to address this gap by exposing 57 Grade-10 EFL learners and 60 university students to captioned video. On a weekly basis over an academic term, all learners were pre-taught a set of target words (TWs); half of them (the experimental group) were additionally shown captioned episodes from a TV series containing the TWs. All learners were pre- and post-tested on the TW forms and meanings. Results revealed significant differences between experimental and control groups in the learning of TWs in the high school population, but not among university participants. A main effect for proficiency was observed on the learning scores for both TW forms and meanings. However, language aptitude was only a significant factor for TW meanings. Results are discussed regarding how video viewing and these IDs mediate vocabulary learning
Incidental vocabulary learning through viewing television
Rodgers Webb Incidental vocabulary learning through viewing televisionprevious research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese university students viewed ten 42-minute episodes of an American drama.Two vocabulary tests at differing sensitivities were used in a pre- and posttest design measuring receptive knowledge of the form-meaning connection of 60 word-families. The results indicated that (a) viewing television contributed to significant gains in vocabulary knowledge and (b) there was a positive relationship between frequency of occurrence and vocabulary learning. Pedagogical implications are discussed in detail.
The Language Learning Journal
Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents2019 •
Language Teaching Research
Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains2022 •
Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To this end, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese EFL learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two modes of input (reading-while-listening and viewing videos with L2 captions) in a counterbalanced fashion over four weeks. Learning was assessed at the level of form recall. The findings indicated that both modes resulted in equally significant gains of collocational knowledge. In addition, learners’ prior vocabulary knowledge and collocational congruency were significant predictors of learning gains. Learners with larger vocabulary knowledge picked up significantly more collocations in reading-while-listening but fewer collocations in captioned TV viewing than learners with smaller vocabulary knowledge.
International Journal of English Language and Literature Studies
Can Adults Learn Vocabulary through Watching Subtitled Movies? An Experimental Corpus-Based Approach2020 •
Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner's vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners' better vocabulary learning.
Approaches to learning, testing, and researching L2 vocabulary
Examining incidental vocabulary acquisition from captioned video2018 •
Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on ...
Augustinus-Lexikon, Herausgegeben von Robert Dodaro, Cornelius Mayer (†), Christof Müller, Base: Schwabe Verlag
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رمان - ثقافية فلسطينية
في الحركة: المدينة والدولة والتخطيط الحضري في القاهرة2024 •
Criar Educação
Educação Inclusiva Em Uma Perspectiva Freiriana2022 •
Cuestiones Politicas
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IEEE Solid-State Circuits Magazine
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Experimental Evaluation of the Method Air Scouring Used in Flushing Systems for Cleaning Pipes2014 •
Physical Chemistry Chemical Physics
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2010 •
2007 •