ERIC Number: EJ1223402
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: N/A
Captioning and Grammar Learning in the L2 Spanish Classroom
Language Learning Journal, v47 n4 p439-459 2019
Previous research has demonstrated the effectiveness of captioning in second language (L2) comprehension and vocabulary learning. However, little attention has been paid to its potential in supporting grammar development, another challenging area in L2 acquisition. In this research, we used a randomised control design to investigate the role of salience-raising through textually enhanced captioned video on L2 vocabulary and grammar development. The experiment for this study was integrated into a one-semester university L2 Spanish grammar course. Through four data-collection sessions, we targeted: the preterite/imperfect, copula verbs, "gustar"-type verbs, and the subjunctive. In each session, participants saw a short grammar lesson before an animated video, which included: (i) captions with textually enhanced target vocabulary, (ii) textually enhanced target grammar, or (ii) a no captioning control. Learners were then tested on their recognition and production of the target items. Results show clear effects of captioning on vocabulary performance. For some grammar structures, there were also positive effects of captioning on production, whereas for other grammar structures no such effect was uncovered. Altogether, these findings confirm the effectiveness of captioning on vocabulary, and illustrate specific difficulties related to grammar captioning, such as the role of structure-specific saliency in the grammatical input.
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Grammar, Video Technology, Layout (Publications), Verbs, Morphemes, Teaching Methods, Instructional Effectiveness, Linguistic Input, Undergraduate Students, Morphology (Languages), Recognition (Psychology), Vocabulary Development, Translation, Language Tests, Pretests Posttests
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DGE1256260