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English Teaching & Learning

, Volume 42, Issue 1, pp 25–56 | Cite as

Transient but Effective? Captioning and Adolescent EFL Learners’ Spoken Vocabulary Acquisition

  • Yi-Ru Chen
  • Yeu-Ting Liu
  • Andrew Graeme Todd
Original Paper

Abstract

This study aims to establish the effects of captioning on enhancing EFL learners’ spoken vocabulary. To this end, a three-month experiment, which involved ten level-appropriate videos from the cartoon series, Olivia, was conducted. A quasi-experiment design was adopted with a total of 118 EFL eighth graders at a junior high school participating in the study. Sixty students were assigned to watch the videos with captions, and the others were assigned to watch them without. To explore if the efficacy of captioning would be modulated by the students’ linguistic competence profiles—an issue that a lot of EFL instructors are currently facing in their teaching—the participants were further subdivided into three groups (high-level, intermediate-level, and low-level) based on their achievements in English. Two types of vocabulary posttest (i.e., form recognition and vocabulary acquisition tests) were administered to evaluate any vocabulary gains. The results of the study indicate that the availability of captions significantly improved the participants’ recognition of form and form-meaning knowledge of novel L2 (English) spoken vocabulary. In addition, in both vocabulary tests, the participants with a higher level of linguistic competence acquired substantially more word gains from captions than their counterparts of lower competence. These results empirically established the efficacy of captioning in enhancing EFL eighth graders’ incidental vocabulary spoken vocabulary gains and suggest that linguistic competence appears to be a crucial factor modulating the pedagogical potency of captioned videos. Based on the findings of this study, some pedagogical implications for employing captioned video materials to enhance EFL middle school students’ language gains are discussed.

Keywords

Spoken vocabulary acquisition Captions Multimedia 

稍縱即逝卻有效? 字幕輔助對於不同程度英語外語學習者之口說字彙習得效益研究

字幕影片在多媒體研究中已經證明對於提升學生陌生字彙的書寫、與影片內容的理解有明顯的助益。但是稍縱即逝的字幕對於不同英語程度學生口語字彙的形、義習得是否有幫助仍未有定論。為釐清影片字幕對於提升以英語為外語之學習者第二(口語)字彙習得之效益,本研究針對118位國中八年級學生進行為期三個月的影片教學;一半的學生指派觀看有字幕的影片教學情境;一半的學生指派到沒有字幕的教學情境。這兩組學生再根據他們的成就測驗結果細分為高成就、中等程度、低成就學生。在這三個月中,學生每周觀看影片後皆參與兩種口說字彙測驗(發音識別測驗、字彙型義連結測驗),並在三個月的影片教學後參與一對一訪談,進一步了解學生對於字幕輔助陌生口說字彙習得的認知與想法。藉由研究,我們發現字幕對於高程度學生的助益遠比低程度之學生大。這與傳統認為低程度學生更需要字幕輔助的認知剛好相反。因此,字幕是會隨者學生程度的高低而有不同的程度的效益。本研究針對這項發現提供使用影片媒體教學上之建議。

關鍵字

口說字彙習得 字幕輔助 多媒體教學 

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Copyright information

© National Taiwan Normal University 2018

Authors and Affiliations

  1. 1.Long-Men Junior High SchoolTaipei CityTaiwan
  2. 2.National Taiwan Normal UniversityTaipei CityTaiwan

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