Learning L2 grammar constructions through audio-visual input: The role of aptitude

Abstract

Original version (OV) TV series supported by captions have been found to be a fruitful source of input for L2 vocabulary learning and content comprehension (Vanderplank, 2016). Up till now, very little is known about possible learning of L2 grammar constructions from extensive viewing of OV TV series, or the learner-related factors that may affect it. Previous studies on grammar learning from audio-visual input have mainly focused on the possible advantages of different captioning modes (standard captions and enhanced captions in Lee & Revesz, 2018; no captions and enhanced captions in Cintrón-Valentín, Garcia-Amaya, & Ellis, 2019). The researchers concluded that the enhanced condition was the most beneficial; however, the aforementioned studies did not compare all three captioning modes in the same experiment and had a short exposure to the audio-visual materials. This study extends this area of research and looks at extensive exposure to OV TV series with three captioning modes. Additionally, previous research suggests a mediating effect of language proficiency and WM capacity on language gains from audio-visual input (Vanderplank, 2016). Yet, no previous studies on L2 grammar learning from audio-visual input have taken these learner-related factors into account. In order to fill this gap, data were collected from 108 university non-Linguistics learners of English. The pre-/post-test design included extensive watching of 10 full-length episodes (218 minutes) of English OV TV series with three groups: Standard Captions, Textually Enhanced Captions, or Non-Captions. The participants also completed proficiency, WM capacity, and language aptitude tests. Preliminary findings suggest a significant role of learner related factors, and only a minor advantage of the textually enhanced captions condition for grammar learning from this type of input. In our presentation, we will discuss the significance of these results and their applicability to the language learning process both in and out of the classroom.