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Edited book | La didattica delle lingue nel nuovo millennio
Chapter | Multimodal Input for Italian Beginner Learners of English

Multimodal Input for Italian Beginner Learners of English

A Study on Comprehension and Vocabulary Learning from Undubbed TV Series

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.


Open access | Peer reviewed

Published May 15, 2018 | Language: en

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

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.

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


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