Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors.
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| Title: | Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors. |
|---|---|
| Authors: | Fievez, Isabeau1 isabeau.fievez@kuleuven.be, Perez, Maribel Montero2 maribel.monteroperez@ugent.be, Cornillie, Frederik1 frederik.cornillie@kuleuven.be, Desmet, Piet1 piet.desmet@kuleuven.be |
| Source: | CALICO Journal. 2020, Vol. 37 Issue 3, p233-253. 21p. |
| Subject Terms: | *Incidental learning, *Vocabulary, *Control groups, *Prior learning, Semantics, Videos |
| Abstract: | This study investigates incidental vocabulary learning through captioned or subtitled videos and examines whether and how different learner- (prior vocabulary knowledge) and word-related factors (i.e., frequency of occurrence, cognateness, and imagery) influence learning gains from watching videos. Low-intermediate Dutch-speaking learners of French (N=86) took part in a four week intervention program. They were assigned to a subtitles group, a captions group, or a control group (who only took the tests). Vocabulary learning was measured by means of form and meaning recognition, as well as meaning recall tests. Results revealed that participants learned approximately 15% of the vocabulary they could have learned. Both treatment groups outperformed the control group in the meaning recognition test, but only the captions group outperformed the control group in the meaning recall test. Learning gains were mediated by cognateness with significantly higher odds to recall and recognize a cognate on the posttest than a noncognate. Frequency of occurrence and prior vocabulary knowledge had a positive effect on L2 learners' ability to recall and recognize the meaning of the target words. A positive relationship was also found between target words that were visually represented in the video and learners' meaning recall scores for those words. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 146801097 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fievez%2C+Isabeau%22">Fievez, Isabeau</searchLink><relatesTo>1</relatesTo><i> isabeau.fievez@kuleuven.be</i><br /><searchLink fieldCode="AR" term="%22Perez%2C+Maribel+Montero%22">Perez, Maribel Montero</searchLink><relatesTo>2</relatesTo><i> maribel.monteroperez@ugent.be</i><br /><searchLink fieldCode="AR" term="%22Cornillie%2C+Frederik%22">Cornillie, Frederik</searchLink><relatesTo>1</relatesTo><i> frederik.cornillie@kuleuven.be</i><br /><searchLink fieldCode="AR" term="%22Desmet%2C+Piet%22">Desmet, Piet</searchLink><relatesTo>1</relatesTo><i> piet.desmet@kuleuven.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2020, Vol. 37 Issue 3, p233-253. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Incidental+learning%22">Incidental learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Videos%22">Videos</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates incidental vocabulary learning through captioned or subtitled videos and examines whether and how different learner- (prior vocabulary knowledge) and word-related factors (i.e., frequency of occurrence, cognateness, and imagery) influence learning gains from watching videos. Low-intermediate Dutch-speaking learners of French (N=86) took part in a four week intervention program. They were assigned to a subtitles group, a captions group, or a control group (who only took the tests). Vocabulary learning was measured by means of form and meaning recognition, as well as meaning recall tests. Results revealed that participants learned approximately 15% of the vocabulary they could have learned. Both treatment groups outperformed the control group in the meaning recognition test, but only the captions group outperformed the control group in the meaning recall test. Learning gains were mediated by cognateness with significantly higher odds to recall and recognize a cognate on the posttest than a noncognate. Frequency of occurrence and prior vocabulary knowledge had a positive effect on L2 learners' ability to recall and recognize the meaning of the target words. A positive relationship was also found between target words that were visually represented in the video and learners' meaning recall scores for those words. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=146801097 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/cj.39370 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 233 Subjects: – SubjectFull: Incidental learning Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Control groups Type: general – SubjectFull: Prior learning Type: general – SubjectFull: Semantics Type: general – SubjectFull: Videos Type: general Titles: – TitleFull: Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fievez, Isabeau – PersonEntity: Name: NameFull: Perez, Maribel Montero – PersonEntity: Name: NameFull: Cornillie, Frederik – PersonEntity: Name: NameFull: Desmet, Piet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
