ABSTRACT
In foreign language (FL) contexts, exposure to the target language is extremely limited, and additional sources of input are often very much needed to assist the learning process. Subtitled television can be used as a resource to enhance FL learning. So far, research exploring its potential has mostly focused on adult learners viewing short clips and the usefulness of different subtitling modes. Yet little is known about the possible benefits of extended exposure to subtitled FL television in younger learners, particularly in addition to formal curricular instruction.
This longitudinal study investigates whether a pedagogical intervention on TV viewing facilitated the learning of a set of target words (TW) to Catalan/Spanish beginner (n=40), intermediate (n=57), and upper-intermediate (n=61) English as a foreign language (EFL) learners in Grade 6, Grade 10, and university, respectively. At each proficiency level, participants were allocated to an experimental (EG) or control group (CG). Weekly, and for an academic term, all the groups were pre-taught the corresponding TWs and performed several vocabulary learning tasks. However, only the EGs were additionally exposed to subtitled episodes of a TV series where the TWs appeared, while the CGs carried out other classroom activities unrelated to the target vocabulary. To measure lexical growth, all students took a pre- and a post-test evaluating both TW form and meaning recall at the beginning and end of the term.
Results suggest that exposure to subtitled TV series can be beneficial for vocabulary learning. However, significant differences between experimental conditions were only found at the intermediate level. Furthermore, the study shows that vocabulary learning from TV viewing seems to be mediated by learners’ proficiency level, as more proficient students significantly outperformed less proficient learners. Conclusions will be drawn in relation to multimodal input theories and the use of audiovisual materials in the language classroom.
