Download pdf
The Influence of Second Language Subtitled Audio-visual Input on Second Language Grammar Acquisition Performance: An Integrative Review
- 1 Beijing Foreign Studies University
* Author to whom correspondence should be addressed.
Abstract
Previous studies have proven the value of subtitles for vocabulary and comprehension learning in second languages. However, L2 subtitled audio-visual input’s influence on grammar development, a second tricky part of L2 acquisition, has received little attention. This article offers an integrative overview of prior research on the use of subtitled audio-visual input to facilitate L2 grammar learning. Evidence shows that L2 grammar acquisition performance is facilitated by audio-visual input with subtitles in the language, but only for some of the grammatical structures. Grammar learning through L2 Subtitled audio-visual input is substantially less significant than vocabulary learning. Textual enhancement (TE), types of subtitles, learners’ age, and prior knowledge of the language may also affect grammar acquisition performance. Further research is needed to investigate whether L2 learners’ grasp of recently learned or previously learned grammar can be improved through L2 subtitled audio-visual input. Additionally, a research gap exists in implementing L2 subtitled audio-visual input in authentic second language classrooms.
Keywords
second language, grammar acquisition, subtitle, audio-visual input
[1]. Blake, R.J. (2013). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC: Georgetown University Press.
[2]. Cintrón-Valentín, M., García-Amaya, L., & Ellis, N. C. (2019). Captioning and grammar learning in the L2 Spanish classroom. The Language Learning Journal, 47(4), 439-459.
[3]. D’Ydewalle, Géry, Caroline Praet, Karl Verfaillie, and Johan Van Rensbergen. (1991). “Watching Subtitled Television: Automatic Reading Behaviour.” Communication Research 18 (5): 650–666.
[4]. De Bot, Kees, John Jagt, Henk Janssen, Erik Kessels, and Erik Schils. (1986). “Foreign television and language maintenance.” Second Language Research 2 (1): 72–82.
[5]. Perego, Elisa, Fabio del Missier, Marco Porta, and Mauro Mosconi. (2010). “The Cognitive Effectiveness of Subtitle Processing.” Media Psychology 13: 243–272.
[6]. Danan, Martine. (1992). “Reversed subtitling and dual coding theory: New directions for foreign language instruction.” Language Learning 42 (4): 497-527.
[7]. Borrás, I. & R.C. Lafayette. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal 78, no. 1: 61–75.
[8]. Myhill, D., Jones, S. & Lines, H. (2018). Supporting less proficient writers through linguistically aware teaching. Language and Education, 32(4), 333–349.
[9]. Camps, A. & Fontich, X. (2019). Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study. L1-Educational Studies in Language and Literature 19, 1–36.
[10]. Chamalaun, R. (2019). Het onderwijzen van werkwoordspelling: de rol van grammatica. In: S. Vanhooren & A. Mottart (Eds.) 33ste HSN-conferentie Onderwijs Nederlands (pp. 40–44). Gent: Scribis.
[11]. Funke, R., Wieland, R., Schönenberg, S., & Melzer, F. (2013). Exploring syntactic structures in firstlanguage education: effects on literacy-related achievements. L1-Educational Studies in Language and Literature 13, 1–24.
[12]. Benjamin, A. & Oliva, T. (2007). Engaging grammar. Practical advice for real classrooms. Urbana IL: NCTE.
[13]. Hulshof, H. (2014). De ‘triviale’ herkomst van het redekundig ontleden. Uit de geschiedenis van de schoolgrammatica in Nederland. Levende Talen Magazine 101(7), 22–25.
[14]. Honda, M. & O’Neil, W. (2007). Thinking Linguistically. A scientific approach to language. Malden: Wiley-Blackwell.
[15]. Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: the role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.
[16]. Van Lommel, S., Laenen, A., & d’Ydewalle, G. (2006). Foreign-grammar acquisition while watching subtitled television programmes. British Journal of Educational Psychology, 76(2), 243-258.
[17]. Pattemore, A., & Muñoz, C. (2020). Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors. System, 93, 102303.
[18]. Cintrón-Valentín, M. C., & García-Amaya, L. (2021). Investigating textual enhancement and captions in L2 grammar and vocabulary: An experimental study. Studies in Second Language Acquisition, 43(5), 1068-1093.
[19]. Schmidt, R. (2001). Attention. In Cognition and Second Language Instruction, ed. P. Robinson, 3–32. Cambridge: Cambridge University Press.
[20]. Lee, M., & Révész, A. (2018). Promoting grammatical development through textually enhanced captions: An eye-tracking study. The modern language journal, 102(3), 557-577.
[21]. D’Ydewalle, G., & Pavakanun, U. (1997). Could enjoying a movie lead to language acquisition? New horizons in media psychology: Research cooperation and projects in Europe, 145-155.
[22]. D’Ydewalle, G., & Van de Poel, M. (1999). Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28, 227-244.
[23]. Lenneberg, E. H. (1967). Biological foundations of language. New York: Wiley.
[24]. Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67, 77-86.
[25]. Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37—53
[26]. Kuppens, A. H. (2010). Incidental foreign language acquisition from media exposure. Learning, media and technology, 35(1), 65-85.
[27]. Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. London: Language Teaching Publications.
Cite this article
Zhao,Y. (2023). The Influence of Second Language Subtitled Audio-visual Input on Second Language Grammar Acquisition Performance: An Integrative Review. Lecture Notes in Education Psychology and Public Media,27,67-73.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 2nd International Conference on Interdisciplinary Humanities and Communication Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).