Peppa pig rush b5/7/2023 Results reveal that the EG learned more TWs than the CG although non-significantly. Language aptitude was measured using the MLAT-EC (Suárez, 2010). In order to compute for lexical gains, all learners were tested on their knowledge of both TWs’ forms and meanings through pre- and post-tests. The EG was additionally exposed to eight L1-subtitled episodes of a TV series containing the TWs. Both groups were pre-taught a series of target words (TWs) on a weekly basis and for one academic term. This paper studies the effects of aptitude and exposure to subtitled TV series in forty Catalan/Spanish grade-six EFL beginner learners, who were randomly divided into two groups: experimental (EG) and control (CG). However, the role that aptitude plays in an experimental design to learn vocabulary using subtitled videos has been scarcely researched. It has also been shown that sound-symbol association and memory capacity are the aptitude components most closely related to vocabulary learning (Kormos and Sáfár, 2008). It is suggested, therefore, that an extensive reading strategy can make quantifiable differences to a learner’s vocabulary uptake and reading speed.Ī growing body of research suggests that exposure to subtitled audiovisual materials can be beneficial for different areas of SLA, namely vocabulary acquisition and content comprehension (Peters and Webb, 2018 Rodgers and Webb, 2017). Measures of vocabulary uptake suggest he added nearly 900 words to the orthographic side of his lexicon from this source through the intervention, and his reading speed increased by over 30%. The participant in this study spent nearly 50 hours watching English language films and news reports with subtitles. The study is conducted with a native speaker of Arabic learning English and previous studies have suggested that learners from this background are slow in adopting efficient reading processes for use in English, and that this may result from limited time spent in reading in any language. This study adopts this approach in a case study which investigates the impact of extensive reading on the speed of lexical access and uptake from written sources. These studies also show that these strategies can link very convincingly to growth in vocabulary size. Results are discussed regarding how video viewing and these IDs mediate vocabulary learningĬase studies in lexical uptake suggest that some well reported language learning strategies, such as extensive reading and listening to songs, can be quantified accurately in terms of time spent on task and the nature of the vocabulary input they provide. However, language aptitude was only a significant factor for TW meanings. A main effect for proficiency was observed on the learning scores for both TW forms and meanings. Results revealed significant differences between experimental and control groups in the learning of TWs in the high school population, but not among university participants. All learners were pre- and post-tested on the TW forms and meanings. On a weekly basis over an academic term, all learners were pre-taught a set of target words (TWs) half of them (the experimental group) were additionally shown captioned episodes from a TV series containing the TWs. This paper aims to address this gap by exposing 57 Grade-10 EFL learners and 60 university students to captioned video. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension.
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