Multimodal Input for Italian Beginner Learners of English

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DC Field	Value
dc.identifier	ECF_chapter_1828
dc.contributor.author	Galimberti Valeria
dc.contributor.author	Miralpeix Imma
dc.title	Multimodal Input for Italian Beginner Learners of English. A Study on Comprehension and Vocabulary Learning from Undubbed TV Series
dc.type	Chapter
dc.language.iso	en
dc.description.abstract	Most studies on the use of subtitled videos for EFL learning have focused on intermediate and advanced adult learners viewing short L2 clips with captions. However, there is hardly any that deals with the use of TV series for young learners, and research has rarely assessed the various aspects of vocabulary knowledge in which students may improve when watching TV. In the present experiment, three groups of sixth-grade beginner EFL learners watched a full-length TV series episode under different input modalities: L1 subtitles (N=19), L2 subtitles (N=16), or no subtitles (N=17). All groups showed progress in form and meaning recall from pre-test to post-test, and L2 subtitling led to significantly greater gains in vocabulary recall than L1 subtitling, although this advantage was not shown in the case of episode comprehension.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2018-05-15
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-228-4/multimodal-input-for-italian-beginner-learners-of/
dc.identifier.doi	10.30687/978-88-6969-227-7/036
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn	978-88-6969-228-4
dc.identifier.eisbn	978-88-6969-227-7
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Authentic video
dc.subject	Authentic video
dc.subject	English-as-a-Foreign-Language
dc.subject	English-as-a-Foreign-Language
dc.subject	Incidental learning
dc.subject	Incidental learning
dc.subject	Subtitles
dc.subject	Subtitles
dc.subject	Young learners
dc.subject	Young learners

Chapter
open access peer reviewed

Multimodal Input for Italian Beginner Learners of English

A Study on Comprehension and Vocabulary Learning from Undubbed TV Series

Valeria Galimberti Universitat de Barcelona, Catalunya

Imma Miralpeix Universitat de Barcelona, Catalunya

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abstract

Most studies on the use of subtitled videos for EFL learning have focused on intermediate and advanced adult learners viewing short L2 clips with captions. However, there is hardly any that deals with the use of TV series for young learners, and research has rarely assessed the various aspects of vocabulary knowledge in which students may improve when watching TV. In the present experiment, three groups of sixth-grade beginner EFL learners watched a full-length TV series episode under different input modalities: L1 subtitles (N=19), L2 subtitles (N=16), or no subtitles (N=17). All groups showed progress in form and meaning recall from pre-test to post-test, and L2 subtitling led to significantly greater gains in vocabulary recall than L1 subtitling, although this advantage was not shown in the case of episode comprehension.

Published

May 15, 2018

Language

ISBN (PRINT)

978-88-6969-228-4

ISBN (EBOOK)

978-88-6969-227-7

Keywords: Subtitles • Incidental learning • Young learners • Authentic video • English-as-a-Foreign-Language

permalink: http://doi.org/10.30687/978-88-6969-227-7/036

Copyright: © 2018 Valeria Galimberti, Imma Miralpeix. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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