Please use this identifier to cite or link to this item:
|Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?
|Suárez, Maria del Mar
Gesa Vidal, Ferran
Adquisició del llenguatge
Vídeo en l'ensenyament
Video tapes in education
|Taylor and Francis
|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.
|Versió postprint del document publicat a: https://doi.org/10.1080/09571736.2019.1617768
|It is part of:
|The Language Learning Journal, 2019, vol. 47, num. 4, p. 497-517
|Appears in Collections:
|Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica)
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.