Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports-Reference-Cited by-同舟云学术

Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports

Published:2024-04-02 Issue: Volume: Page:
ISSN:0019-042X
Container-title:International Review of Applied Linguistics in Language Teaching
language:en
Short-container-title:

Author:

Wang Andi¹^ORCID,Pellicer-Sánchez Ana²^ORCID

Affiliation:

1. National Research Centre for Foreign Language Teaching Materials, School of English and International Studies , 12632 Beijing Foreign Studies University , Beijing , China

2. IOE, UCL’s Faculty of Education and Society , 4919 University College London , London , UK

Abstract

Abstract Studies have shown the benefits of subtitled viewing for incidental vocabulary learning, but the effects of different subtitling types varied across studies. The effectiveness of different types of subtitled viewing could be related to how unknown vocabulary is processed during viewing. However, no studies have investigated L2 learners’ processing of unknown words in viewing beyond exploring learners’ attention allocation. The present research followed a qualitative approach to explore L2 learners’ processing of unknown words during subtitled viewing under three conditions (i.e., captions, L1 subtitles, and bilingual subtitles) by tapping into learners’ reported awareness of the unknown words and the vocabulary processing strategies used to engage with unknown words. According to stimulated recall data (elicited by eye-tracking data) from 45 intermediate-to-advanced-level Chinese learners of English, captions led to increased awareness of the unknown words. Moreover, the types of strategies learners used to cope with unknown vocabulary were determined by subtitling type.

Publisher

Walter de Gruyter GmbH

Link

https://www.degruyter.com/document/doi/10.1515/iral-2023-0208/pdf

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