Volume 18, Issue 1 April 2022, pp. 83–109
Captions and learnability factors in learning grammar from audio-visual input
This study explores the effects of extensive audio-visual input with three captioning modes – unenhanced captions, textually enhanced captions, and no captions – on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants watched ten full-length TV series episodes over a period of five weeks. The study targeted 27 frequently occurring grammatical constructions categorized as fully-schematic, partially-filled, and fully-filled. The design included a pretest, an immediate posttest to measure the effects of recency, and a delayed posttest. The results indicated mixed effects of captioning: textually enhanced captions – a more salient condition – led to immediate learning outcomes while unenhanced captions resulted in higher long-term effects. A limit to the amount of different textually enhanced constructions presented in the input for effective learning is suggested. In general, unenhanced captions appear sufficient for successful grammar construction learning.
© Anastasia Pattemore, Carmen Muñoz
This work is licensed under a Creative Commons Attribution 4.0 International License.
Pattemore, A., & Muñoz, C. (2022). Captions and learnability factors in learning grammar from audio-visual input. The JALT CALL Journal, 18(1), 83–109. https://doi.org/10.29140/jaltcall.v18n1.564
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