Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-04-02 DOI:10.1515/iral-2023-0208

A. Wang, A. Pellicer‐Sánchez

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Abstract

Studies have shown the benefits of subtitled viewing for incidental vocabulary learning, but the effects of different subtitling types varied across studies. The effectiveness of different types of subtitled viewing could be related to how unknown vocabulary is processed during viewing. However, no studies have investigated L2 learners’ processing of unknown words in viewing beyond exploring learners’ attention allocation. The present research followed a qualitative approach to explore L2 learners’ processing of unknown words during subtitled viewing under three conditions (i.e., captions, L1 subtitles, and bilingual subtitles) by tapping into learners’ reported awareness of the unknown words and the vocabulary processing strategies used to engage with unknown words. According to stimulated recall data (elicited by eye-tracking data) from 45 intermediate-to-advanced-level Chinese learners of English, captions led to increased awareness of the unknown words. Moreover, the types of strategies learners used to cope with unknown vocabulary were determined by subtitling type.

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通过自我报告探索第二语言学习者在观看字幕时对未知词汇的处理情况

研究表明，观看字幕有利于词汇的附带学习，但不同类型字幕的效果在不同研究中各不相同。不同类型字幕观看的效果可能与观看过程中如何处理未知词汇有关。然而，除了探讨学习者的注意力分配外，还没有研究调查过 L2 学习者在观看过程中对未知词汇的处理。本研究采用定性研究的方法，在三种条件下（即字幕、L1 字幕和双语字幕）探讨 L2 学习者在观看字幕时对未知词汇的处理，具体方法是挖掘学习者报告的对未知词汇的意识以及处理未知词汇时所使用的词汇处理策略。根据 45 名中高级水平的中国英语学习者的刺激回忆数据（由眼动数据引出），字幕提高了学习者对未知单词的认知。此外，学习者应对未知词汇的策略类型是由字幕类型决定的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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International Review of Applied Linguistics in Language Teaching

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