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Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore , Carmen Muñoz
– 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.
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Paper type | Regular Articles |
Pages | 83-109 |
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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.
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