Affiliation:
1. Universitat de Barcelona
Abstract
This study aimed to analyze the effects of textual enhancement of captions on vocabulary acquisition by 17 L1-Spanish/Catalan primary school learners of English in fifth grade. Participants watched 11 episodes of a children’s television series. They were divided into two groups: one watched the videos with regular captions, and one with enhanced captions, where target words were bolded and highlighted in yellow. Vocabulary gains were assessed through pre- and post-tests that tapped into form recall and form recognition. Results showed higher learning in the enhanced captions group, particularly in terms of form recognition. Additionally, an eye-tracking analysis showed that the enhanced-captions group had longer fixation durations initially, but the difference disappeared by the end of the intervention.
Publisher
John Benjamins Publishing Company
Reference38 articles.
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