视频字幕对英语听力理解和词汇学习的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.291534

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引用次数: 0

摘要

本研究考察了增强视频字幕类型在形式识别、意义回忆和意义识别方面对理解和词汇习得的影响。158名中低水平的中国英语本科生被随机分为英语字幕组(EC)、目标词加L1注释的英语字幕组(ECL1)、中英文字幕组(CEC)、目标词加注释的中英文字幕组(CECGW)和无字幕组(NC)。在听力理解方面，CECGW组得分高于CEC组、EC组和NC组，NC组得分低于其他组，差异有统计学意义。配有字幕的视频和配有目标词的双语字幕的视频有助于听力理解。对于词汇测试中的形式识别，字幕类型之间没有统计学上的显著差异。ECL1在意义回忆和识别方面最有效。本文提出了教师在字幕视频中使用母语以促进学习者最佳学习的教学意义。

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Video captioning effects on EFL listening comprehension and vocabulary learning

This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.