Captions and Learnability Factors in Learning Grammar from Audio-Visual Input

Autor/inn/en	Pattemore, Anastasia; Muñoz, Carmen
Titel	Captions and Learnability Factors in Learning Grammar from Audio-Visual Input
Quelle	In: JALT CALL Journal, 18 (2022) 1, S.83-109 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pattemore, Anastasia) ORCID (Muñoz, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Audiovisual Aids; Linguistic Input; Second Language Learning; Second Language Instruction; Grammar; Learning Processes; Television; Programming (Broadcast); Classification; Outcomes of Education; Teaching Methods; Undergraduate Students; Romance Languages; Native Language; Bilingualism; English (Second Language); Required Courses; Foreign Countries; Language Proficiency; Language Tests; Student Placement; Guidelines; Rating Scales; Comparative Analysis; Correlation; Spain; Europe + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Learning process; Lernprozess; Fernsehen; Fernsehtechnik; Programmgestaltung; Classification system; Klassifikation; Klassifikationssystem; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Romanische Sprache; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Pflichtkurs; Ausland; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Schülerpraktikum; Richtlinien; Rating-Skala; Korrelation; Spanien; Europa
Abstract	This study explores the effects of extensive audio-visual input with three captioning modes -- unenhanced captions, textually enhanced captions, and no captions -- on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants watched ten full-length TV series episodes over a period of five weeks. The study targeted 27 frequently occurring grammatical constructions categorized as fully-schematic, partially-filled, and fully-filled. The design included a pretest, an immediate posttest to measure the effects of recency, and a delayed posttest. The results indicated mixed effects of captioning: textually enhanced captions -- a more salient condition -- led to immediate learning outcomes while unenhanced captions resulted in higher long-term effects. A limit to the amount of different textually enhanced constructions presented in the input for effective learning is suggested. In general, unenhanced captions appear sufficient for successful grammar construction learning. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01