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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/224867
Captions and learnability factors in learning grammar from audio-visual input
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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.
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PATTEMORE, Anastasia and MUÑOZ LAHOZ, Carme. Captions and learnability factors in learning grammar from audio-visual input. The JALT CALL Journal. 2022. Vol. 18, num. 1, pags. 83-109. ISSN 1832-4215. [consulted: 28 of May of 2026]. Available at: https://hdl.handle.net/2445/224867