When to Switch Captions off? Exploring the Effects of L2 Proficiency and Vocabulary Knowledge on Comprehension of Captioned and Uncaptioned TV
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| Title: | When to Switch Captions off? Exploring the Effects of L2 Proficiency and Vocabulary Knowledge on Comprehension of Captioned and Uncaptioned TV |
|---|---|
| Language: | English |
| Authors: | Geòrgia Pujadas (ORCID |
| Source: | Studies in Second Language Learning and Teaching. 2024 14(3):545-570. |
| Availability: | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Captions, Television Viewing, Programming (Broadcast), Second Language Learning, Second Language Instruction, Language Proficiency, Multiple Choice Tests, Listening Comprehension, College Students, English (Second Language), Language Tests, Vocabulary Development, Comparative Analysis, Required Courses, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2083-5205 2084-1965 |
| Abstract: | The extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow, 2011). Yet, little is known about the extent to which captions benefit comprehension as L2 proficiency increases. This study seeks to investigate the effect of captions at different proficiency levels, and to identify the level at which captions cease to enhance comprehension. A total of 250 Catalan/Spanish university students, who had L2 English proficiency ranging from A1 to C2, viewed nine episodes of an English TV series with and without captions. Results showed that captioned viewing had a significant advantage over uncaptioned viewing in comprehension tests with multiple-choice and true-false items, and that learners with higher L2 proficiency and larger vocabulary performed better. While having access to captions increased the odds of a correct response independently of learners' L2 proficiency and vocabulary knowledge, the additive benefits of captions were no longer significant at the C2 level, suggesting a threshold beyond which uncaptioned viewing does not negatively impact comprehension. Pedagogical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445233 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1445233 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1445233 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: When to Switch Captions off? Exploring the Effects of L2 Proficiency and Vocabulary Knowledge on Comprehension of Captioned and Uncaptioned TV – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geòrgia+Pujadas%22">Geòrgia Pujadas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0290-1158">0000-0002-0290-1158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carmen+Muñoz%22">Carmen Muñoz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7001-4155">0000-0002-7001-4155</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2024 14(3):545-570. – Name: Avail Label: Availability Group: Avail Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 26 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Captions%22">Captions</searchLink><br /><searchLink fieldCode="DE" term="%22Television+Viewing%22">Television Viewing</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+%28Broadcast%29%22">Programming (Broadcast)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2083-5205<br />2084-1965 – Name: Abstract Label: Abstract Group: Ab Data: The extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow, 2011). Yet, little is known about the extent to which captions benefit comprehension as L2 proficiency increases. This study seeks to investigate the effect of captions at different proficiency levels, and to identify the level at which captions cease to enhance comprehension. A total of 250 Catalan/Spanish university students, who had L2 English proficiency ranging from A1 to C2, viewed nine episodes of an English TV series with and without captions. Results showed that captioned viewing had a significant advantage over uncaptioned viewing in comprehension tests with multiple-choice and true-false items, and that learners with higher L2 proficiency and larger vocabulary performed better. While having access to captions increased the odds of a correct response independently of learners' L2 proficiency and vocabulary knowledge, the additive benefits of captions were no longer significant at the C2 level, suggesting a threshold beyond which uncaptioned viewing does not negatively impact comprehension. Pedagogical implications are discussed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1445233 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1445233 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 545 Subjects: – SubjectFull: Captions Type: general – SubjectFull: Television Viewing Type: general – SubjectFull: Programming (Broadcast) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Language Proficiency Type: general – SubjectFull: Multiple Choice Tests Type: general – SubjectFull: Listening Comprehension Type: general – SubjectFull: College Students Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Language Tests Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Required Courses Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: When to Switch Captions off? Exploring the Effects of L2 Proficiency and Vocabulary Knowledge on Comprehension of Captioned and Uncaptioned TV Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geòrgia Pujadas – PersonEntity: Name: NameFull: Carmen Muñoz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2083-5205 – Type: issn-electronic Value: 2084-1965 Numbering: – Type: volume Value: 14 – Type: issue Value: 3 Titles: – TitleFull: Studies in Second Language Learning and Teaching Type: main |
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