{"title":"通过自我报告探索第二语言学习者在观看字幕时对未知词汇的处理情况","authors":"A. Wang, A. Pellicer‐Sánchez","doi":"10.1515/iral-2023-0208","DOIUrl":null,"url":null,"abstract":"\n 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.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports\",\"authors\":\"A. Wang, A. Pellicer‐Sánchez\",\"doi\":\"10.1515/iral-2023-0208\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n 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.\",\"PeriodicalId\":507656,\"journal\":{\"name\":\"International Review of Applied Linguistics in Language Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Review of Applied Linguistics in Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/iral-2023-0208\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/iral-2023-0208","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports
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.