Skip to main content
SpringerLink
Log in

The State of the Art I: Selected Research on Listening Comprehension and Vocabulary Acquisition

  • Chapter
  • First Online:
Book cover Captioned Media in Foreign Language Learning and Teaching

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

One of the pleasures of being a journal reviewer is that you may occasionally receive an article that really does move the field on. In my case, it was the meta-analysis of eighteen empirical studies on captioning and language learning by Maribel Montero Perez, Wim Van den Noordgate and Piet Desmet (2013), which is another recent “watershed” for studies of captioned video, films and TV. I have always considered that the case for captions is self-evident from the fact that while second language viewers and learners may not be hard-of-hearing, they are “hard-of-listening” and find the speech of foreign language TV, films and videos difficult to follow and understand. However, Montero Perez et al. suggest that a rationale for using captioned video can be found in research on multimedia materials, research on listening comprehension and the dual-coding theory.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 19.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 27.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Baltova, I. (1999a). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 56(1), 31–48.

    Article  Google Scholar 

  • Baltova, I. (1999b). The effect of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Unpublished doctoral dissertation, University of Toronto. Retrieved from http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41096.pdf.

  • Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In A. Baldry, M. Pavesi, & C. Taylor Torsello (Eds.), From Didactas to Ecolingua: An ongoing research project on translation and corpus linguistics (pp. 69–90). Trieste: Edizioni Università di Trieste.

    Google Scholar 

  • Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509–533.

    Article  Google Scholar 

  • Bravo, M. C.C. (2008). Putting the reader in the picture: Screen translation and foreign language learning. Unpublished doctoral dissertation, Universitat Rovira I Virgili, Tarragona, Spain. Retrieved from http://tdx.cat/handle/10803/8771.

    Google Scholar 

  • Bravo, C. (2010). Text on screen and text on air: A useful tool for foreign language teachers and learners. In J. Díaz Cintas, A. Matamala, & J. Neves (Eds.), New insights into audiovisual translation and media accessibility: Media for all (pp. 269–283). Amsterdam, The Netherlands: Rodopi.

    Google Scholar 

  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25–44.

    Google Scholar 

  • Chung, J.-M. (1999). The effects of using video text supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295–308.

    Article  Google Scholar 

  • d’Ydewalle, G., & Pavakanun, U. (1996). Le sous-titrage à la télévision facilite-t-il l’apprentissage des langues? In Y. Gambier (Ed.), Les transferts linguistiques dans les mėdias audiovisuels (pp. 217–223). Paris: Presses universitaires du Septentrion.

    Google Scholar 

  • Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497–527. Reprinted as Danan, M. (1995). Reversed subtitling and dual coding theory: New directions for foreign language instruction. In B. Harley (Ed.), Lexical issues in language learning. (pp. 253–282). Ann Arbor, MI: Language Learning/John Benjamins.

    Google Scholar 

  • Frumuselu, A. D., De Maeyerb, S., Doncheb, V., & Gutiérrez-Colon Plana, M. del M. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32(B), 107–117.

    Google Scholar 

  • Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239–258.

    Article  Google Scholar 

  • Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55–75.

    Article  Google Scholar 

  • Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165–182.

    Article  Google Scholar 

  • Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36(1), 85–93.

    Article  Google Scholar 

  • Guillory, H. G. (1998). The effect of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15(1–3), 89–108.

    Google Scholar 

  • Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181–192.

    Article  Google Scholar 

  • Hernandez, S. S. (2004). The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment. Unpublished doctoral dissertation, New York University, New York.

    Google Scholar 

  • Herron, C., Dubreil, S., Corrie, C., & Cole, S. P. (2002). A classroom investigation: Can video improve intermediate-level French language students’ ability to learn about a foreign culture? The Modern Language Journal, 86(1), 36–53.

    Article  Google Scholar 

  • Holobow, N., Lambert, W. E., & Sayegh, L. (1984). Pairing script and dialogue: Combinations that show promise for second or foreign language acquisition. Language Learning, 34(4), 59–74.

    Article  Google Scholar 

  • Huang, H.-C. and Eskey, D.E (1999–2000) The effects of closed-captioned television on the listening comprehension of intermediate English as a foreign language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.

    Google Scholar 

  • Hwang, Y. (2003). The effect of the use of video captioning on English as a Foreign Language (EFL) on college students’ language learning in Taiwan. Unpublished doctoral dissertation, The University of Mississippi, Mississippi.

    Google Scholar 

  • Koolstra, C. M., & Beentjes, J. W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research & Development, 47(1), 51–60.

    Article  Google Scholar 

  • Liversidge, G. B. (2000). The role of captioning in second language acquisition. Unpublished doctoral dissertation, Temple University Philadelphia, Philadelphia.

    Google Scholar 

  • Markham, P. L. (1989). The effects of captioned videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38–41.

    Google Scholar 

  • Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32(3), 321–328.

    Article  Google Scholar 

  • Markham, P. L. (2000–2001). The influence of culture-specific background knowledge and captions on second language comprehension. Journal of Educational Technology Systems, 29(4), 331–343.

    Google Scholar 

  • Markham, P. L., & Peter, L. A. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331–341.

    Article  Google Scholar 

  • Markham, P. L., Peter, L. A., & McCarthy, T. J. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, 34(5), 439–445.

    Article  Google Scholar 

  • Mitterer, H., & McQueen, J. M. (2009). Foreign subtitles help but native-language subtitles harm foreign speech perception. PLoS One, 4(1), e7785. doi:10.1371/journal.pone.0007785.

    Article  Google Scholar 

  • Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720–739.

    Article  Google Scholar 

  • Neuman, S. B., & Koskinen, P. S. (1992). Captioned television as ‘comprehensible input’: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 95–106.

    Google Scholar 

  • Park, M. (2004). The effects of partial captions on Korean EFL learners’ listening comprehension. Unpublished doctoral dissertation, University of Texas at Austin, Austin, TX.

    Google Scholar 

  • Price, K. (1983). Closed-captioned TV: An untapped resource. MATESOL Newsletter, 1–2, 1–8.

    Google Scholar 

  • Pujolà, J.-T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235–262.

    Article  Google Scholar 

  • Rodgers, M. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes and captions. Unpublished doctoral dissertation, Victoria University of Wellington, New Zealand.

    Google Scholar 

  • Simpson, E. (1966). The classification of educational objectives: Psychomotor domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois. Retrieved from http://files.eric.ed.gov/fulltext/ED010368.pdf.

    Google Scholar 

  • Smith, E. E., & Shen, C-W. (1992). The effects of knowledge of results Feedback of captioning on listening comprehension of English as a second language in interactive videodisc system. In M. R. Simonson, & K. A. Jurasek (Eds.), 14th Annual Proceedings of Selected Research and Development Presentations at the 1992 Convention of the Association for Educational Communications and Technology. (pp. 718-742). Ames, IA: Iowa State University.

    Google Scholar 

  • Stewart, M. A., & Pertusa, I. (2004). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, 37(1), 438–447.

    Article  Google Scholar 

  • Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50–73.

    Google Scholar 

  • Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422–427.

    Article  Google Scholar 

  • Vanderplank, R. (1988a). The value of teletext subtitles in language learning. ELT Journal, 42(4), 272–281.

    Article  Google Scholar 

  • Vanderplank, R. (1988b). Implications of differences in native and non-native approaches to listening. British Journal of Language Teaching, 26(1), 32–41.

    Google Scholar 

  • Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) subtitles. System, 18(2), 221–234.

    Article  Google Scholar 

  • Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, television and video in language learning. Language Teaching, 43(1), 1–37.

    Article  Google Scholar 

  • Vulchanova, M. D., Aurstad, L. M. G., Kvitnes, I. E. N., & Eshuis, H. (2015). As naturalistic as it gets: Subtitles in the English classroom in Norway. Frontiers in Psychology, 6, 122–124.

    Google Scholar 

  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 53(1), 13–40.

    Google Scholar 

  • Winke, P., Gass, S. M., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 66–87.

    Google Scholar 

  • Yüksel, D., & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8(2), 48–54.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for the Study of Lifelong Language Learning, Kellogg College University of Oxford, Oxford, UK

    Robert Vanderplank

Authors
  1. Robert Vanderplank
    View author publications

    You can also search for this author in PubMed Google Scholar

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Vanderplank, R. (2016). The State of the Art I: Selected Research on Listening Comprehension and Vocabulary Acquisition. In: Captioned Media in Foreign Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-50045-8_4

Download citation

Publish with us

Policies and ethics

Search

Navigation