Abstract
Abstract
The article reports a study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension. In the study, 63 Polish intermediate learners of English were asked to watch a movie clip and subsequently to answer comprehension questions, take a vocabulary knowledge test, and fill in a self-reported cognitive load questionnaire. They were divided into three groups: one group watched the clip with Polish subtitles, one with English subtitles, and one without subtitles. The findings indicate that intralingual (L2) subtitles assist learners in vocabulary acquisition more than interlingual (L1) subtitles. Moreover, both types of subtitles lower cognitive load, which is accompanied by greater comprehension of the material presented. The results of the study offer some practical implications for EFL teachers and learners.
Publisher
Oxford University Press (OUP)
Subject
Developmental and Educational Psychology,Education,Language and Linguistics
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