Volume 18, Issue 1 April 2022, pp. 83–109 Download PDF

Regular Articles

Captions and learnability factors in learning grammar from audio-visual input

Anastasia Pattemore https://orcid.org/0000-0003-2038-80171, & Carmen Muñoz https://orcid.org/0000-0002-7001-41552

1 University of Barcelona, SPAIN anastasia.plotnikova@ub.edu
2 University of Barcelona, SPAIN munoz@ub.edu

DOI: https://doi.org/10.29140/jaltcall.v18n1.564


Abstract

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.



Copyright

© Anastasia Pattemore, Carmen Muñoz

CC  4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.


Suggested citation

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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