916029744 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 61 Eb 15 9789027246493 06 10.1075/lllt.61 13 2024031279 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 61 01 lllt.61 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.61 1 B01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz University of Barcelona 2 B01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix University of Barcelona 01 eng 252 vi 246 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition. 04 09 01 https://benjamins.com/covers/475/lllt.61.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027215932.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027215932.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.61.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.61.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.61.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.61.hb.png 10 01 JB code lllt.61.toc v vi 2 Miscellaneous 1 10 01 JB code lllt.61.intro vii x 4 Chapter 2 10 01 JB code lllt.61.01cas 1 24 24 Chapter 3 1 A01 Montserrat Casulleras Casulleras, Montserrat Montserrat Casulleras Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This chapter presents the results of a study in which two groups of <target target-type="index-entry-marker">primary school</target> English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series <i>Curious George</i> – with <target target-type="index-entry-marker">L1 subtitles</target> or <target target-type="index-entry-marker">L2 subtitles</target> – over a period of five months. These beginner students were tested on <target target-type="index-entry-marker">comprehension</target> and <target target-type="index-entry-marker">vocabulary</target> recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtitles group in L2 word recognition. The findings also emphasize the central role of language <target target-type="index-entry-marker">aptitude</target> and <target target-type="index-entry-marker">vocabulary size</target> for L2 learning through audiovisual materials in instructional settings. 10 01 JB code lllt.61.02ave 25 47 23 Chapter 4 1 A01 Daniela Avello Avello, Daniela Daniela Avello Universitat de Barcelona | Universidad de O’Higgins 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading performance over time. The analyses revealed learners’ significant improvement in L2 reading skills as a result of the treatment and that L2-related factors were stronger predictors than L1-related factors. One interesting finding was that the treatment also enhanced the development of L1 reading skills, particularly in the case of fifth graders. This outcome lent support to the idea that in early L2 learning stages, students rely on their L1 linguistic infrastructure to deal with L2 print. 10 01 JB code lllt.61.03fin 48 73 26 Chapter 5 1 A01 Rebeca Finger-Bou Finger-Bou, Rebeca Rebeca Finger-Bou Universitat de Barcelona 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 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. 10 01 JB code lllt.61.04puj 74 99 26 Chapter 6 1 A01 Geòrgia Pujadas Pujadas, Geòrgia Geòrgia Pujadas Universitat de Barcelona 2 A01 Eva Puimège Puimège, Eva Eva Puimège KU Leuven 01 Pre-directing learners’ attention to novel words facilitates learning through meaning-focused input, but little is known about the effect that vocabulary-focused activities may have on video processing and comprehension. This study investigates attention allocation in (L1) subtitled and (L2) captioned video viewing and explores potential trade-offs between pre-viewing instruction and comprehension. Eighty-seven Catalan/Spanish L2-English beginner learners watched an eight-minute video with either captions or subtitles while their eye-movements were recorded. Half of the participants in each language condition were pre-taught vocabulary. Results showed that pre-viewing instruction affected attention allocation only in the captions group, with participants tending to spend less time on target captions and comprehension-relevant captions. Allocating attention to vocabulary, however, did not seem to hinder comprehension in a significant manner. 10 01 JB code lllt.61.05pop 100 125 26 Chapter 7 1 A01 Margarita Popova Popova, Margarita Margarita Popova Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This study compares <target target-type="index-entry-marker">comprehension</target> and vocabulary gains in L1 Russian (upper)-intermediate <target target-type="index-entry-marker">adolescents</target> who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with <target target-type="index-entry-marker">captions</target>; and Viewing with the Chrome extension <i>Language Reactor</i> (<target target-type="index-entry-marker">LR</target>), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and <target target-type="index-entry-marker">vocabulary</target> learning (relative gains up to 51%), suggesting the comparability of effects of <target target-type="index-entry-marker">repeated viewing</target> and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language. 10 01 JB code lllt.61.06bar 126 149 24 Chapter 8 1 A01 Júlia Barón Barón, Júlia Júlia Barón Universitat de Barcelona 2 A01 M. Luz Celaya Celaya, M. Luz M. Luz Celaya Universitat de Barcelona 3 A01 Alicia Martínez-Flor Martínez-Flor, Alicia Alicia Martínez-Flor Universitat Jaume I 01 Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) <target target-type="index-entry-marker">pragmatics</target> is a recent area in research. In this line, the use of <target target-type="index-entry-marker">eye-tracking</target> to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without <target target-type="index-entry-marker">captions</target>. Additionally, a subset of participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to <target target-type="index-entry-marker">captioned</target> videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews. 10 01 JB code lllt.61.07mor 150 175 26 Chapter 9 1 A01 Joan C. Mora Mora, Joan C. Joan C. Mora Universitat de Barcelona 2 A01 Jonás Fouz-González Fouz-González, Jonás Jonás Fouz-González Universidad de Murcia 01 This study investigated the potential of input enhancement in captioned video to facilitate learners’ perceptual sensitivity to a difficult L2 vowel contrast (/æ/-/ʌ/). Participants were randomly assigned to two control and four experimental viewing conditions to explore the effects of audiovisual input (a 30-minute TV episode) on perceptual learning. Textual enhancement on captions highlighted target sounds contrastively (two colors) or non-contrastively (one color) in words transcribed orthographically or in IPA phonetic symbols. Learners’ /æ/-/ʌ/ perception gains were assessed through lexical and phonetic identification and discrimination tasks. Eye-gaze measures were used to determine the effectiveness of enhancement in drawing learners’ attention to the target contrast across viewing conditions. Perceptual learning was observed, although not always consistently across tasks and conditions. 10 01 JB code lllt.61.08pat 176 198 23 Chapter 10 1 A01 Anastasia Pattemore Pattemore, Anastasia Anastasia Pattemore University of Groningen 2 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 3 A01 Maribel Montero Perez Montero Perez, Maribel Maribel Montero Perez Ghent University 4 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study 2 comprised 30 Flemish learners of Spanish (ELE) who watched two excerpts from a Spanish TV series episode, with auditory grammaticality judgement pretest-posttest to assess their learning of subjunctive constructions. Grammatical sensitivity and inference aptitude was measured using LLAMA F in both studies. Results revealed that groups without captions relied more on aptitude to handle the demanding processing of fast-paced TV series. Successful processing of uncaptioned input appeared to require higher aptitude, whereas captions attenuated the effects of individual differences. 10 01 JB code lllt.61.09mir 199 220 22 Chapter 11 1 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 2 A01 Ferran Gesa Gesa, Ferran Ferran Gesa Universitat de Barcelona 3 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 01 In this ‘<target target-type="index-entry-marker">First Exposure</target>’ (<target target-type="index-entry-marker">FE</target>) study, 106 Catalan/Spanish young adults proficient in English watched a short advert with the audio in English and subtitles in Polish, a language they were not familiar with. Results indicated that <target target-type="index-entry-marker">vocabulary</target> learning took place, as their <target target-type="index-entry-marker">meaning recognition</target> scores were significantly higher than those of a control group who had not seen the video. The most recurrent learning strategies these <target target-type="index-entry-marker">novice learners</target> used were associations with imagery and with vocabulary in previously learned languages, along with attention to specific input factors such as frequency of word occurrence. Findings reveal how audiovisual input can help vocabulary acquisition at <target target-type="index-entry-marker">FE</target>, as well as factors relevant for learning from video viewing at these very first stages. 10 01 JB code lllt.61.10mun 221 240 20 Chapter 12 1 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 In this concluding chapter, we bring together findings from the studies in this volume and place them within the context of prior research on audiovisual input, particularly within the broader framework of the SUBTiLL project. The findings are organized into three sections: captioned viewing, learning outcomes across various language dimensions, and individual differences. The first section addresses several concerns regarding captions, including their appropriateness for use with primary school children, a comparison with L1 subtitles, and caption enhancement. The second section delves into the observed improvements in vocabulary acquisition, content comprehension, grammar, pronunciation, and pragmatics. The third section examines individual differences, specifically focusing on vocabulary size, reading skills, language learning aptitude, and age. Finally, we discuss implications and propose future research directions. 10 01 JB code lllt.61.index 241 1 Miscellaneous 13 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 November 2024 20241115 2024 John Benjamins B.V. 02 WORLD 13 15 9789027215932 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20241115 01 06 Institutional price 00 115.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 97.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 149.00 USD S 01 05 Consumer price cons 00 47.00 USD S 697029743 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 61 Hb 15 9789027215932 13 2024031278 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 61 01 lllt.61 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.61 1 B01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz University of Barcelona 2 B01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix University of Barcelona 01 eng 252 vi 246 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition. 04 09 01 https://benjamins.com/covers/475/lllt.61.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027215932.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027215932.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.61.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.61.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.61.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.61.hb.png 10 01 JB code lllt.61.toc v vi 2 Miscellaneous 1 10 01 JB code lllt.61.intro vii x 4 Chapter 2 10 01 JB code lllt.61.01cas 1 24 24 Chapter 3 1 A01 Montserrat Casulleras Casulleras, Montserrat Montserrat Casulleras Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This chapter presents the results of a study in which two groups of <target target-type="index-entry-marker">primary school</target> English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series <i>Curious George</i> – with <target target-type="index-entry-marker">L1 subtitles</target> or <target target-type="index-entry-marker">L2 subtitles</target> – over a period of five months. These beginner students were tested on <target target-type="index-entry-marker">comprehension</target> and <target target-type="index-entry-marker">vocabulary</target> recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtitles group in L2 word recognition. The findings also emphasize the central role of language <target target-type="index-entry-marker">aptitude</target> and <target target-type="index-entry-marker">vocabulary size</target> for L2 learning through audiovisual materials in instructional settings. 10 01 JB code lllt.61.02ave 25 47 23 Chapter 4 1 A01 Daniela Avello Avello, Daniela Daniela Avello Universitat de Barcelona | Universidad de O’Higgins 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading performance over time. The analyses revealed learners’ significant improvement in L2 reading skills as a result of the treatment and that L2-related factors were stronger predictors than L1-related factors. One interesting finding was that the treatment also enhanced the development of L1 reading skills, particularly in the case of fifth graders. This outcome lent support to the idea that in early L2 learning stages, students rely on their L1 linguistic infrastructure to deal with L2 print. 10 01 JB code lllt.61.03fin 48 73 26 Chapter 5 1 A01 Rebeca Finger-Bou Finger-Bou, Rebeca Rebeca Finger-Bou Universitat de Barcelona 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 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. 10 01 JB code lllt.61.04puj 74 99 26 Chapter 6 1 A01 Geòrgia Pujadas Pujadas, Geòrgia Geòrgia Pujadas Universitat de Barcelona 2 A01 Eva Puimège Puimège, Eva Eva Puimège KU Leuven 01 Pre-directing learners’ attention to novel words facilitates learning through meaning-focused input, but little is known about the effect that vocabulary-focused activities may have on video processing and comprehension. This study investigates attention allocation in (L1) subtitled and (L2) captioned video viewing and explores potential trade-offs between pre-viewing instruction and comprehension. Eighty-seven Catalan/Spanish L2-English beginner learners watched an eight-minute video with either captions or subtitles while their eye-movements were recorded. Half of the participants in each language condition were pre-taught vocabulary. Results showed that pre-viewing instruction affected attention allocation only in the captions group, with participants tending to spend less time on target captions and comprehension-relevant captions. Allocating attention to vocabulary, however, did not seem to hinder comprehension in a significant manner. 10 01 JB code lllt.61.05pop 100 125 26 Chapter 7 1 A01 Margarita Popova Popova, Margarita Margarita Popova Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This study compares <target target-type="index-entry-marker">comprehension</target> and vocabulary gains in L1 Russian (upper)-intermediate <target target-type="index-entry-marker">adolescents</target> who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with <target target-type="index-entry-marker">captions</target>; and Viewing with the Chrome extension <i>Language Reactor</i> (<target target-type="index-entry-marker">LR</target>), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and <target target-type="index-entry-marker">vocabulary</target> learning (relative gains up to 51%), suggesting the comparability of effects of <target target-type="index-entry-marker">repeated viewing</target> and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language. 10 01 JB code lllt.61.06bar 126 149 24 Chapter 8 1 A01 Júlia Barón Barón, Júlia Júlia Barón Universitat de Barcelona 2 A01 M. Luz Celaya Celaya, M. Luz M. Luz Celaya Universitat de Barcelona 3 A01 Alicia Martínez-Flor Martínez-Flor, Alicia Alicia Martínez-Flor Universitat Jaume I 01 Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) <target target-type="index-entry-marker">pragmatics</target> is a recent area in research. In this line, the use of <target target-type="index-entry-marker">eye-tracking</target> to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without <target target-type="index-entry-marker">captions</target>. Additionally, a subset of participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to <target target-type="index-entry-marker">captioned</target> videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews. 10 01 JB code lllt.61.07mor 150 175 26 Chapter 9 1 A01 Joan C. Mora Mora, Joan C. Joan C. Mora Universitat de Barcelona 2 A01 Jonás Fouz-González Fouz-González, Jonás Jonás Fouz-González Universidad de Murcia 01 This study investigated the potential of input enhancement in captioned video to facilitate learners’ perceptual sensitivity to a difficult L2 vowel contrast (/æ/-/ʌ/). Participants were randomly assigned to two control and four experimental viewing conditions to explore the effects of audiovisual input (a 30-minute TV episode) on perceptual learning. Textual enhancement on captions highlighted target sounds contrastively (two colors) or non-contrastively (one color) in words transcribed orthographically or in IPA phonetic symbols. Learners’ /æ/-/ʌ/ perception gains were assessed through lexical and phonetic identification and discrimination tasks. Eye-gaze measures were used to determine the effectiveness of enhancement in drawing learners’ attention to the target contrast across viewing conditions. Perceptual learning was observed, although not always consistently across tasks and conditions. 10 01 JB code lllt.61.08pat 176 198 23 Chapter 10 1 A01 Anastasia Pattemore Pattemore, Anastasia Anastasia Pattemore University of Groningen 2 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 3 A01 Maribel Montero Perez Montero Perez, Maribel Maribel Montero Perez Ghent University 4 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study 2 comprised 30 Flemish learners of Spanish (ELE) who watched two excerpts from a Spanish TV series episode, with auditory grammaticality judgement pretest-posttest to assess their learning of subjunctive constructions. Grammatical sensitivity and inference aptitude was measured using LLAMA F in both studies. Results revealed that groups without captions relied more on aptitude to handle the demanding processing of fast-paced TV series. Successful processing of uncaptioned input appeared to require higher aptitude, whereas captions attenuated the effects of individual differences. 10 01 JB code lllt.61.09mir 199 220 22 Chapter 11 1 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 2 A01 Ferran Gesa Gesa, Ferran Ferran Gesa Universitat de Barcelona 3 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 01 In this ‘<target target-type="index-entry-marker">First Exposure</target>’ (<target target-type="index-entry-marker">FE</target>) study, 106 Catalan/Spanish young adults proficient in English watched a short advert with the audio in English and subtitles in Polish, a language they were not familiar with. Results indicated that <target target-type="index-entry-marker">vocabulary</target> learning took place, as their <target target-type="index-entry-marker">meaning recognition</target> scores were significantly higher than those of a control group who had not seen the video. The most recurrent learning strategies these <target target-type="index-entry-marker">novice learners</target> used were associations with imagery and with vocabulary in previously learned languages, along with attention to specific input factors such as frequency of word occurrence. Findings reveal how audiovisual input can help vocabulary acquisition at <target target-type="index-entry-marker">FE</target>, as well as factors relevant for learning from video viewing at these very first stages. 10 01 JB code lllt.61.10mun 221 240 20 Chapter 12 1 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 In this concluding chapter, we bring together findings from the studies in this volume and place them within the context of prior research on audiovisual input, particularly within the broader framework of the SUBTiLL project. The findings are organized into three sections: captioned viewing, learning outcomes across various language dimensions, and individual differences. The first section addresses several concerns regarding captions, including their appropriateness for use with primary school children, a comparison with L1 subtitles, and caption enhancement. The second section delves into the observed improvements in vocabulary acquisition, content comprehension, grammar, pronunciation, and pragmatics. The third section examines individual differences, specifically focusing on vocabulary size, reading skills, language learning aptitude, and age. Finally, we discuss implications and propose future research directions. 10 01 JB code lllt.61.index 241 1 Miscellaneous 13 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 November 2024 20241115 2024 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20241115 01 02 JB 1 00 115.00 EUR R 02 02 JB 1 00 121.90 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 10 20241115 02 02 JB 1 00 97.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 10 20241115 01 gen 02 JB 1 00 149.00 USD 982030345 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 61 Pb 15 9789027215925 13 2024031278 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 61 01 lllt.61 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.61 1 B01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz University of Barcelona 2 B01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix University of Barcelona 01 eng 252 vi 246 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition. 04 09 01 https://benjamins.com/covers/475/lllt.61.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027215932.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027215932.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.61.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.61.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.61.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.61.pb.png 10 01 JB code lllt.61.toc v vi 2 Miscellaneous 1 10 01 JB code lllt.61.intro vii x 4 Chapter 2 10 01 JB code lllt.61.01cas 1 24 24 Chapter 3 1 A01 Montserrat Casulleras Casulleras, Montserrat Montserrat Casulleras Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This chapter presents the results of a study in which two groups of <target target-type="index-entry-marker">primary school</target> English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series <i>Curious George</i> – with <target target-type="index-entry-marker">L1 subtitles</target> or <target target-type="index-entry-marker">L2 subtitles</target> – over a period of five months. These beginner students were tested on <target target-type="index-entry-marker">comprehension</target> and <target target-type="index-entry-marker">vocabulary</target> recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtitles group in L2 word recognition. The findings also emphasize the central role of language <target target-type="index-entry-marker">aptitude</target> and <target target-type="index-entry-marker">vocabulary size</target> for L2 learning through audiovisual materials in instructional settings. 10 01 JB code lllt.61.02ave 25 47 23 Chapter 4 1 A01 Daniela Avello Avello, Daniela Daniela Avello Universitat de Barcelona | Universidad de O’Higgins 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading performance over time. The analyses revealed learners’ significant improvement in L2 reading skills as a result of the treatment and that L2-related factors were stronger predictors than L1-related factors. One interesting finding was that the treatment also enhanced the development of L1 reading skills, particularly in the case of fifth graders. This outcome lent support to the idea that in early L2 learning stages, students rely on their L1 linguistic infrastructure to deal with L2 print. 10 01 JB code lllt.61.03fin 48 73 26 Chapter 5 1 A01 Rebeca Finger-Bou Finger-Bou, Rebeca Rebeca Finger-Bou Universitat de Barcelona 2 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 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. 10 01 JB code lllt.61.04puj 74 99 26 Chapter 6 1 A01 Geòrgia Pujadas Pujadas, Geòrgia Geòrgia Pujadas Universitat de Barcelona 2 A01 Eva Puimège Puimège, Eva Eva Puimège KU Leuven 01 Pre-directing learners’ attention to novel words facilitates learning through meaning-focused input, but little is known about the effect that vocabulary-focused activities may have on video processing and comprehension. This study investigates attention allocation in (L1) subtitled and (L2) captioned video viewing and explores potential trade-offs between pre-viewing instruction and comprehension. Eighty-seven Catalan/Spanish L2-English beginner learners watched an eight-minute video with either captions or subtitles while their eye-movements were recorded. Half of the participants in each language condition were pre-taught vocabulary. Results showed that pre-viewing instruction affected attention allocation only in the captions group, with participants tending to spend less time on target captions and comprehension-relevant captions. Allocating attention to vocabulary, however, did not seem to hinder comprehension in a significant manner. 10 01 JB code lllt.61.05pop 100 125 26 Chapter 7 1 A01 Margarita Popova Popova, Margarita Margarita Popova Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 This study compares <target target-type="index-entry-marker">comprehension</target> and vocabulary gains in L1 Russian (upper)-intermediate <target target-type="index-entry-marker">adolescents</target> who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with <target target-type="index-entry-marker">captions</target>; and Viewing with the Chrome extension <i>Language Reactor</i> (<target target-type="index-entry-marker">LR</target>), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and <target target-type="index-entry-marker">vocabulary</target> learning (relative gains up to 51%), suggesting the comparability of effects of <target target-type="index-entry-marker">repeated viewing</target> and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language. 10 01 JB code lllt.61.06bar 126 149 24 Chapter 8 1 A01 Júlia Barón Barón, Júlia Júlia Barón Universitat de Barcelona 2 A01 M. Luz Celaya Celaya, M. Luz M. Luz Celaya Universitat de Barcelona 3 A01 Alicia Martínez-Flor Martínez-Flor, Alicia Alicia Martínez-Flor Universitat Jaume I 01 Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) <target target-type="index-entry-marker">pragmatics</target> is a recent area in research. In this line, the use of <target target-type="index-entry-marker">eye-tracking</target> to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without <target target-type="index-entry-marker">captions</target>. Additionally, a subset of participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to <target target-type="index-entry-marker">captioned</target> videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews. 10 01 JB code lllt.61.07mor 150 175 26 Chapter 9 1 A01 Joan C. Mora Mora, Joan C. Joan C. Mora Universitat de Barcelona 2 A01 Jonás Fouz-González Fouz-González, Jonás Jonás Fouz-González Universidad de Murcia 01 This study investigated the potential of input enhancement in captioned video to facilitate learners’ perceptual sensitivity to a difficult L2 vowel contrast (/æ/-/ʌ/). Participants were randomly assigned to two control and four experimental viewing conditions to explore the effects of audiovisual input (a 30-minute TV episode) on perceptual learning. Textual enhancement on captions highlighted target sounds contrastively (two colors) or non-contrastively (one color) in words transcribed orthographically or in IPA phonetic symbols. Learners’ /æ/-/ʌ/ perception gains were assessed through lexical and phonetic identification and discrimination tasks. Eye-gaze measures were used to determine the effectiveness of enhancement in drawing learners’ attention to the target contrast across viewing conditions. Perceptual learning was observed, although not always consistently across tasks and conditions. 10 01 JB code lllt.61.08pat 176 198 23 Chapter 10 1 A01 Anastasia Pattemore Pattemore, Anastasia Anastasia Pattemore University of Groningen 2 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 3 A01 Maribel Montero Perez Montero Perez, Maribel Maribel Montero Perez Ghent University 4 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 01 This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study 2 comprised 30 Flemish learners of Spanish (ELE) who watched two excerpts from a Spanish TV series episode, with auditory grammaticality judgement pretest-posttest to assess their learning of subjunctive constructions. Grammatical sensitivity and inference aptitude was measured using LLAMA F in both studies. Results revealed that groups without captions relied more on aptitude to handle the demanding processing of fast-paced TV series. Successful processing of uncaptioned input appeared to require higher aptitude, whereas captions attenuated the effects of individual differences. 10 01 JB code lllt.61.09mir 199 220 22 Chapter 11 1 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 2 A01 Ferran Gesa Gesa, Ferran Ferran Gesa Universitat de Barcelona 3 A01 Maria del Mar Suárez Suárez, Maria del Mar Maria del Mar Suárez Universitat de Barcelona 01 In this ‘<target target-type="index-entry-marker">First Exposure</target>’ (<target target-type="index-entry-marker">FE</target>) study, 106 Catalan/Spanish young adults proficient in English watched a short advert with the audio in English and subtitles in Polish, a language they were not familiar with. Results indicated that <target target-type="index-entry-marker">vocabulary</target> learning took place, as their <target target-type="index-entry-marker">meaning recognition</target> scores were significantly higher than those of a control group who had not seen the video. The most recurrent learning strategies these <target target-type="index-entry-marker">novice learners</target> used were associations with imagery and with vocabulary in previously learned languages, along with attention to specific input factors such as frequency of word occurrence. Findings reveal how audiovisual input can help vocabulary acquisition at <target target-type="index-entry-marker">FE</target>, as well as factors relevant for learning from video viewing at these very first stages. 10 01 JB code lllt.61.10mun 221 240 20 Chapter 12 1 A01 Carmen Muñoz Muñoz, Carmen Carmen Muñoz Universitat de Barcelona 2 A01 Imma Miralpeix Miralpeix, Imma Imma Miralpeix Universitat de Barcelona 01 In this concluding chapter, we bring together findings from the studies in this volume and place them within the context of prior research on audiovisual input, particularly within the broader framework of the SUBTiLL project. The findings are organized into three sections: captioned viewing, learning outcomes across various language dimensions, and individual differences. The first section addresses several concerns regarding captions, including their appropriateness for use with primary school children, a comparison with L1 subtitles, and caption enhancement. The second section delves into the observed improvements in vocabulary acquisition, content comprehension, grammar, pronunciation, and pragmatics. The third section examines individual differences, specifically focusing on vocabulary size, reading skills, language learning aptitude, and age. 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