Intentional and incidental learning of english grammar through captioned video exposure

Abstract

The vast majority of the research into the role of captions in language learning has focused on listening comprehension, vocabulary learning, pronunciation, and reading. Only a few studies have been dedicated to investigating the implications of subtitle (L1 on-text screen) use on grammar learning. This thesis aims to explore the effects of captioned (L2 on-text screen) videos on grammar learning of English conditional sentences. Four intact classes of a total of 23 school aged English as a Foreign Language (EFL) students participated in the study. The experiment examined intentional and incidental learning of different age and proficiency groups. Statistical tests revealed that watching the captioned material twice led to significant gains in grammar acquisition in both types of learning. The proficiency advantage reported in previous research is supported in the present study. The results of this study have several pedagogical implications as captions seem to facilitate classroom instruction, lead to better knowledge of grammar structures, and result in incidental acquisition of grammar structures which are not explained in class. Captioned video appears to be a useful tool for language learners and language teachers.