Effectiveness of textually-enhanced captions on Chinese high-school EFL learners’ incidental vocabulary learning

Huizhen Wu; Xiaohu YANG

doi:10.30827/portalin.vi38.23511

Autores/as

Huizhen Wu Shanghai Business School https://orcid.org/0000-0003-0291-5346
Xiaohu YANG Tongji University

DOI:

https://doi.org/10.30827/portalin.vi38.23511

Palabras clave:

Tipos de subtítulos, visualización de videos, aprendizaje de idiomas extranjeros, aprendizaje de vocabulario, brillo L1

Resumen

Este estudio investigó el impacto y las percepciones de los estudiantes de los subtítulos mejorados textualmente en las ganancias incidentales de vocabulario de los estudiantes de inglés como lengua extranjera en un entorno de aprendizaje multimodal. 133 estudiantes chinos de inglés como lengua extranjera de nivel intermedio bajo fueron asignados aleatoriamente a subtítulos en inglés con palabras objetivo resaltadas y brillo L1 (ECL1), subtítulos en chino e inglés (CEC), subtítulos en chino e inglés con palabras objetivo resaltadas (CECGW), y sin subtítulos (NC). Nuestros hallazgos cuasi-experimentales no detectaron diferencias significativas entre los tipos de subtítulos en el reconocimiento de formas de vocabulario, mientras que ECL1 resultó ser el más efectivo para recordar y reconocer significados. Nuestros datos cualitativos sugirieron que los participantes generalmente veían los videos subtitulados de manera positiva, con variabilidad en las percepciones de la presentación simultánea de información. La prominencia del brillo L1 podría dirigir la atención de los espectadores a las palabras objetivo y reforzar las conexiones de la forma del sonido y el significado.

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Biografía del autor/a

Huizhen Wu, Shanghai Business School

Huizhen Wu is an Associate Professor at the School of Foreign Languages, Shanghai Business School in China. She is currently pursuing her Ph. D studies in Applied Linguistics in Tongji University. Her research interests lie in mobile-assisted language learning and teaching, affect and language learning, and L2 listening and vocabulary. She has published in both international and local journals, including Porta Linguarum, International Journal of Computer Assisted Language Learning and Teaching, Education Journal, Shanghai Journal of Translators.

Xiaohu YANG, Tongji University

Xiaohu Yang is a Professor in the School of Foreign languages, Tongji University in Shanghai, China. He is currently director of Speech-Language Processing Research Center. His research interests include psycholinguistics, phonetics, and speech perception. He has published prolifically in international flagship journals, such as Applied Psycholinguistics, Journal of Speech, Language, & Hearing Research, Journal of the Acoustical Society of America and Frontiers in Psychology.

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