The effects of enhancing L2 multiword items in captions: An approximate replication of Majuddin, Siyanova-Chanturia, and Boers (2021)

IF 4 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elvenna Majuddin, Frank Boers, Anna Siyanova-Chanturia
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Abstract

Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of an effect emerged only when the same video was watched twice. Arguably, for learners to benefit more immediately from typographic enhancement in captions, they may need to be made aware of its purpose beforehand. The present article therefore reports an approximate replication of Majuddin et al. (2021), but this time the students were informed about the MWI-learning purpose of watching the video. As in the original study, the learners watched a video once or twice with standard captions, with captions in which MWIs were enhanced, or without captions. The positive effect of enhancement for MWI learning was clearer than in the original study, and it already emerged after a single viewing. On the downside, enhancement was found to have a negative effect on lower-proficiency learners' comprehension of the content of the video.
在字幕中增强 L2 多词项目的效果:对 Majuddin、Siyanova-Chanturia 和 Boers(2021 年)研究的近似复制
有关从阅读中获取多词项目(MWIs)的研究表明,如果在文本中对这些项目进行排版(如加粗或下划线),那么获取的可能性就会大大提高。然而,就有字幕的视听材料而言,作者早先的一项研究并没有发现这样令人信服的证据。在该研究中,只有在同一视频观看两次时才会出现效果迹象。可以说,要想让学习者更快地从字幕的排版增强中获益,可能需要事先让他们了解排版增强的目的。因此,本文对 Majuddin 等人(2021 年)的研究进行了近似复制,但这次学生们被告知了观看视频的 MWI 学习目的。与最初的研究一样,学习者观看了一次或两次带有标准字幕、带有增强了 MWI 的字幕或没有字幕的视频。与最初的研究相比,增强字幕对微型语言学习的积极作用更加明显,而且在观看一次后就已经显现出来。但从另一方面看,增强效果对低能力学习者理解视频内容产生了负面影响。
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来源期刊
Language Teaching
Language Teaching Multiple-
CiteScore
7.10
自引率
2.80%
发文量
46
期刊介绍: Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.
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