Keywords
captions
comprehension
L2 proficiency
vocabulary knowledge
How to Cite
Number of views: 395
Number of downloads: 161
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.
Funding
Margarita Salas Grant for the training of young doctors from the Spanish Ministry of Universities
Grant PID2019-110594GB-I00 from the Spanish Ministry of Science and Innovation
References
Alptekin, C., & Erçetin, G. (2010). The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading. Journal of Research in Reading, 33(2), 206-219. DOI: https://doi.org/10.1111/j.1467-9817.2009.01412.x
Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In Baldry, A., Pavesi, M., & Taylor Torsello, C. (Eds.), From didactas to ecolingua (pp. 69-90). Edizioni Università di Trieste.
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509-533. DOI: https://doi.org/10.1017/S0142716402004022
Birulés-Muntané, J., & Soto-Faraco, S. (2016). Watching subtitled films can help learning foreign languages. PloS One, 11(6), e0158409. DOI: https://doi.org/10.1371/journal.pone.0158409
Brysbaert, M., & Stevens, M. (2018). Power analysis and effect size in mixed effects models: A tutorial. Journal of Cognition, 1(1), 1-20. DOI: https://doi.org/10.5334/joc.10
Buck, G. (2001). Assessing listening. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511732959
Chang, A., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. DOI: https://doi.org/10.2307/40264527
Cheng, H. (2004). A comparison of multiple-choice and open-ended response formats for the assessment of listening proficiency in English. Foreign Language Annals, 37(4), 544-553. DOI: https://doi.org/10.1111/j.1944-9720.2004.tb02421.x
Chung, J. M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295-308. DOI: https://doi.org/10.1111/j.1944-9720.1999.tb01342.x
Chung, J. M., & Huang, S. C. (1998). The effects of three aural advance organizers for video viewing in a foreign language classroom. System, 26(4), 553-565. DOI: https://doi.org/10.1016/S0346-251X(98)00037-2
Davey, B., & McBride, S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology, 78(4), 256-262. DOI: https://doi.org/10.1037//0022-0663.78.4.256
Ellis, N. C. (2005). Constructions, chunking, and connectionism: The emergence of second language structure. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63-103). Blackwell. DOI: https://doi.org/10.1002/9780470756492.ch4
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182. DOI: https://doi.org/10.1016/j.system.2005.11.001
Guillory, H. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15(1-3), 89-108. DOI: https://doi.org/10.1558/cj.v15i1-3.89-108
Harrington, M. (2001). Sentence processing. In P. Robinson (Ed.), Cognition and second language instruction (pp. 91-124). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524780.006
Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192. DOI: https://doi.org/10.1111/j.1467-8535.2009.01004.x
Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5-6), 567-589. DOI: https://doi.org/10.1080/09588221.2019.1577898
Hu, M., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403-430.
Huang, H., & Eskey, D. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second lan-guage (ESL) students. Journal of Educational Technology Systems, 28(1), 75-96. DOI: https://doi.org/10.2190/RG06-LYWB-216Y-R27G
Latifi, M., Mobalegh, A., & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help? The Journal of Language Learning and Teaching, 1(2), 18-29.
Laufer, B. (1989) What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special language: From human thinking to thinking machines (pp. 316-323). Multilingual Matters.
Lavaur, J. M., & Bairstow, D. (2011). Languages on the screen: Is film comprehension related to the viewers’ fluency level and to the language in the subtitles? International Journal of Psychology, 46(6), 455-462. DOI: https://doi.org/10.1080/00207594.2011.565343
Lee, P. J., Liu, Y. T., & Tseng, W. T. (2021). One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension. Language Teaching Research, 25(3), 400-430. DOI: https://doi.org/10.1177/1362168819856451
Li, C. (2014). An alternative to language learner dependence on L2 caption-reading input for comprehension of sitcoms in a multimedia learning environment. Journal of Computer Assisted Learning, 30(1), 17-29. DOI: https://doi.org/10.1111/jcal.12019
Markham, P., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341. DOI: https://doi.org/10.2190/BHUH-420B-FE23-ALA0
Markham, P., Peter, L., & McCarthy, T. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, 34(5), 439-445. DOI: https://doi.org/10.1111/j.1944-9720.2001.tb02083.x
Matielo, R., de Oliveira, R., & Baretta, L. (2017). Intralingual subtitles, interlingual subtitles, and video comprehension: Insights from an exploratory study. Letrônica, 10(2), 758-774. DOI: https://doi.org/10.15448/1984-4301.2017.2.26370
Meara, P., & Milton, J. (2003). X_Lex: The Swansea levels test. Express Publishing.
Meara, P., & Miralpeix, I. (2006). Y_Lex: The Swansea advanced vocabulary levels test: v2.05. Lognostics.
Montero-Perez, M., Peters, E., & Desmet, P. (2014). Is less more? Effective-ness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26(1), 21-43. DOI: https://doi.org/10.1017/S0958344013000256
Montero-Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learn-ing. Language Learning & Technology, 18(1), 118-141.
Muñoz, C., Pujadas, G., & Pattemore, A. (2023). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research, 39(1), 13-37. DOI: https://doi.org/10.1177/02676583211015797
Nation, P., & Heatley, A. (2002). Range: A program for the analysis of vocabulary in texts [software]. https://www.victoria.ac.nz/lals/about/staff/paul-nation
Oppenheimer, J., & Arnaz, D. (1951) I love Lucy [TV series]. CBS.
Peters, E. (2019). The effect of imagery and on-screen text on foreign language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008-1032. DOI: https://doi.org/10.1002/tesq.531
Pujadas, G. (2019). Language learning through extensive TV viewing: A study with adolescent EFL learners (Unpublished doctoral disserta-tion, University of Barcelona).
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), 479-496. DOI: https://doi.org/10.1080/09571736.2019.1616806
Pujadas, G., & Muñoz, C. (2020). Examining adolescent EFL learners’ TV viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 42(3), 551-575. DOI: https://doi.org/10.1017/S0272263120000042
Pujolà, J. T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. Re-CALL, 14(2), 235-262. DOI: https://doi.org/10.1017/S0958344002000423
Rodgers, M. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions (Unpublished doctoral dis-sertation, Victoria University of Wellington).
Rodgers, M. (2018, October). The effects of captions on facets of viewing comprehension of an authentic television program. Paper presented at the Second Language Research Forum, Montreal, Canada.
Rodgers, M., & Webb, S. (2017). The effects of captions on EFL learners’ comprehension of English-language television programs. CALICO Journal, 34(1), 20-38. DOI: https://doi.org/10.1558/cj.29522
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer. DOI: https://doi.org/10.1057/9780230293977
Statista. (2024). Number of Netflix paid subscribers worldwide from 1st quarter 2013 to 1st quarter 2024. https://www.statista.com/statistics/250934/quarterly-number-of-netflix-streaming-subscribers-worldwide/
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50-73.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. DOI: https://doi.org/10.1017/S0261444807004338
Vanderplank, R. (2019). “Gist watching can only take you so far”: Attitudes, strategies and changes in behaviour in watching films with captions. The Language Learning Journal, 47(4), 407-423. DOI: https://doi.org/10.1080/09571736.2019.1610033
VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755-803. DOI: https://doi.org/10.1111/1467-9922.00203
Wang, A., & Pellicer-Sánchez, A. (2022). Examining the effectiveness of bilingual subtitles for comprehension: An eye-tracking study. Studies in Second Language Acquisition, 1-24. DOI: https://doi.org/10.1017/S0272263122000493
Webb, S. (2010). Pre-learning low-frequency vocabulary in second language television programmes. Language Teaching Research, 14(4), 501-515. DOI: https://doi.org/10.1177/1362168810375371
Webb, S. (2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 159-168). Routledge.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press. DOI: https://doi.org/10.25170/ijelt.v12i1.1458
Webb, S., & Rodgers, M. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366. DOI: https://doi.org/10.1111/j.1467-9922.2009.00509.x
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning and Technology, 14(1), 65-86.
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye‐tracking study. Modern Language Journal, 97(1), 254-275. DOI: https://doi.org/10.1111/j.1540-4781.2013.01432.x
License
Copyright (c) 2024 Geòrgia Pujadas, Carmen Muñoz
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.