Pattemore, AnastasiaMuñoz Lahoz, Carme2025-12-122025-12-122022-041832-4215https://hdl.handle.net/2445/224867This 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.27 p.application/pdfengcc-by (c) Pattemore, A. et al., 2022http://creativecommons.org/licenses/by/4.0/GramàticaVídeo en l'ensenyamentAdquisició d'una segona llenguaGrammarVideo tapes in educationSecond language acquisitioninfo:eu-repo/semantics/article7230682025-12-12info:eu-repo/semantics/openAccess