Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-12-10 DOI:10.1111/lang.12697

Satsuki Kurokawa, Aung Myo Hein, Takumi Uchihara

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Abstract

Second language (L2) viewing with captions (i.e., L2 on‐screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta‐analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary studies (i.e., independent experiments), we fitted a multilevel meta‐analysis model with restricted maximum likelihood estimation to calculate the overall effect size based on a standardized mean difference of gain scores between captioned viewing and uncaptioned viewing groups. The results showed a medium effect of captioning on L2 vocabulary learning, g = 0.56, p <.001. Moderator analysis indicated moderating effects of instructional level, target audience of video materials, and administration of vocabulary pretest. These results are discussed with the aim of guiding future research and language learning through viewing.

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通过字幕观看附带词汇习得：一项元分析

带字幕的第二语言观看（即屏幕上的第二语言文本）现在是第二语言习得研究的一个激增且有前景的领域。本meta分析的目的是检验(a)观看字幕与附带词汇学习之间的关系，以及(b)与学习者、治疗、方法和词汇测试相关的哪些变量调节字幕效果。综合49项主要研究（即独立实验）的89个效应量，我们拟合了一个限制最大似然估计的多水平元分析模型，根据字幕观看组和未字幕观看组之间增益得分的标准化平均差异计算总体效应量。结果显示字幕对二语词汇学习的影响为中等，g = 0.56, p < 001。调节因素分析表明，教学水平、视频材料的目标受众和词汇前测的管理具有调节作用。本文对这些结果进行了讨论，旨在指导今后的研究和通过观看来学习语言。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.