본문 바로가기
KERD
논문KCI 등재

Exploring the Impact of Textually Enhanced Captions on EFL Learners’ Grammar Development

김보람
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2023.09|외국학연구 (The Journal of Foreign Studies)|제65호|pp. 9-38|DOI 10.15755/jfs.2023..65.9

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

현저성SalienceGrammar acquisitionTextual enhancementCaptioningAttention raising텍스트 향상캡션주의집중 유도문법습득
주제분류기타인문학

초록

In the landscape of the proliferation of multimedia resources in language education, previous research has established the positive impacts of captioned media on second language (L2) comprehension and vocabulary learning, yet their potential impact on L2 grammar acquisition remains relatively unexplored. This study addresses the gap by scrutinizing the efficacy of textually enhanced captioned videos in grammar acquisition within English as a Foreign Language (EFL) classrooms. Specifically, the investigation focuses on the capacity of these videos to increase salience and facilitate learning of two target grammatical structures: the past vs. present perfect tense, and the conditional. Three intact classrooms were engaged: One served as a control group, while the other two received a ten-minute grammar lesson followed by video sessions featuring either captions alone or those with textual enhancement (TE) of the target structures. Results exhibited variation depending on the specific target structure. Notably, the TE-augmented caption group outperformed the caption-only in the immediate post-test for the conditional, with effects diminishing after two weeks. Concerning the alternate target structure, both experimental groups surpassed the control, sustaining their advancements in the delayed post-test. Pedagogically, the findings underscore the necessity of considering structure-specific factors when integrating videos with textually enhanced captions into L2 grammar instruction.

Abstract

In the landscape of the proliferation of multimedia resources in language education, previous research has established the positive impacts of captioned media on second language (L2) comprehension and vocabulary learning, yet their potential impact on L2 grammar acquisition remains relatively unexplored. This study addresses the gap by scrutinizing the efficacy of textually enhanced captioned videos in grammar acquisition within English as a Foreign Language (EFL) classrooms. Specifically, the investigation focuses on the capacity of these videos to increase salience and facilitate learning of two target grammatical structures: the past vs. present perfect tense, and the conditional. Three intact classrooms were engaged: One served as a control group, while the other two received a ten-minute grammar lesson followed by video sessions featuring either captions alone or those with textual enhancement (TE) of the target structures. Results exhibited variation depending on the specific target structure. Notably, the TE-augmented caption group outperformed the caption-only in the immediate post-test for the conditional, with effects diminishing after two weeks. Concerning the alternate target structure, both experimental groups surpassed the control, sustaining their advancements in the delayed post-test. Pedagogically, the findings underscore the necessity of considering structure-specific factors when integrating videos with textually enhanced captions into L2 grammar instruction.

참고문헌 (54)

  1. Arani, S. G., "The impact of input flooding and textual enhancement on Iranian EFL learners’ syntactic development", Applied Linguistics, 16, pp.25~37 (2016)
  2. Bakhshandeh, S., "The effects of input enhancement and explicit instruction on developing Iranian lower-intermediate EFL learners’explicit knowledge of passive voice", Asian-Pacific Journal of Second and Foreign Language Education, 3, pp.1~18 (2018)
  3. Bardovi-Harlig, K., "Tense and aspect in second language acquisition:Form, meaning, and use" (2000), Blackwell
  4. Blake, R. J., "Brave new digital classroom: Technology and foreign language learning" (2013), Georgetown University Press
  5. Borrás, I., "Effects of multimedia courseware subtitling on the speaking performance of college students of French", The Modern Language Journal, 78, pp.61~75 (1994)
  6. Celce-Murcia, M., "The grammar book" (1999), Heinle & Heinle
  7. Cintrón-Valentín, M. C., "Captioning and grammar learning in the L2 Spanish classroom", The Language Learning Journal, 47, pp.439~459 (2019)
  8. DeKeyser, R. M., "What makes learning second language grammar difficult? A review of issues", Language Learning, 55, pp.1~25 (2005)
  9. Ellis, N. C., "Selective attention and transfer phenomena in SLA : Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning", Applied Linguistics, 27, pp.1~31 (2006)
  10. Ellis, N. C, "Salience in second language acquisition", pp.21~39 (2017), Routledge
  11. García-Amaya, Lorenzo, "The effects of textually enhanced captions on written elicited imitation in L2 grammar", The Modern Language Journal, 105, pp.919~935 (2021)
  12. Gass, S. M., "Salience in second language acquisition" (2017), Routledge
  13. Gitterle, C., "Why is the present perfect such a problematic tense?" (2005), GRIN Verlag
  14. Goldschneider, J. M., "Explaining the “natural order of L2 morpheme acquisition” in English: A meta-analysis of multiple determinants", Language Learning, 51, pp.1~50 (2001)
  15. Han, Z., "Textual enhancement of input: Issues and possibilities", Applied Linguistics, 29, pp.597~618 (2008)
  16. 정혜선, "대학생의 영작문에 나타난 시제와 가정법 사용 오류에 관한 연구", 영어교육연구, 17(3), pp.259~282 (2005), 팬코리아영어교육학회
  17. 강승만, "Why Is It DifficultTo Teach English Subjunctive?", 영어영문학연구, 49(1), pp.21~35 (2007), 한국중앙영어영문학회[DOI]
  18. Larsen-Freeman, D., "The handbook of language teaching", pp.518~542 (2009), Blackwell
  19. Lee, M., "Promoting grammatical development through textually enhanced captions: An eye-tracking study", The Modern Language Journal, 102, pp.557~577 (2018)
  20. Lee, S. K., "Visual input enhancement and grammar learning: A meta-analytic review", Studies in Second Language Acquisition, 30, pp.307~331 (2008)
  21. Leow, R. P., "Salience in second language acquisition", pp.167~186 (2017), Routledge
  22. Liao, S., "The impact of monolingual and bilingual subtitles on visual attention, cognitive load, and comprehension", J. Spec. Transl, 33, pp.70~98 (2020)
  23. Lightbown, P., "Research in second language acquisition", pp.162~172 (1980), Newbury House
  24. Long, M. H., "Foreign language research in crosscultural perspective", pp.39~52 (1991), Benjamins
  25. Mayer, R. E., "The promise of multimedia learning: Using the same instructional design methods across different media", Learning and Instruction, 13, pp.125~139 (2003)
  26. Mayer, R. E, "The Cambridge handbook of multimedia learning", pp.43~71 (2014), Cambridge University Press
  27. Meguro, Y., "Textual enhancement, grammar learning, reading comprehension, and tag questions", Language Teaching Research, 23, pp.58~77 (2019)
  28. Montero Perez, M., "Captioned video for L2 listening and vocabulary learning: A meta-analysis", System, 41, pp.720~739 (2013)
  29. Montero Perez, M., "Effects of captioning on video comprehension and incidental vocabulary learning", Language Learning & Technology, 18, pp.118~141 (2014)
  30. Muñoz, C., "The role of age and proficiency in subtitle reading. An eye-tracking study", System, 67, pp.77~86 (2017)
  31. Muñoz, C., "Audio-visual input for learning L2 vocabulary and grammatical constructions", Second Language Research, 39, pp.13~37 (2023)
  32. Norris, J. M., "Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis", Language Learning, 50, pp.417~528 (2000)
  33. Norris, R. W., "How do we overcome the difficulties of teaching conditionals?", Bulletin of Fukuoka International University, 9, pp.39~50 (2003)
  34. Overstreet, M., "Text enhancement and content familiarity: The focus of learner attention", Spanish Applied Linguistics, 2, pp.229~258 (1998)
  35. Plass, J. L., "The Cambridge handbook of multimedia learning", pp.467~488 (2005), Cambridge University Press
  36. Pujadas, G., "Examining adolescent EFL learners’ TV viewing comprehension through captions and subtitles", Studies in Second Language Acquisition, 42, pp.551~575 (2020)
  37. Reilly, J. S., "On conditionals", pp.309~331 (1986), Cambridge University Press
  38. Robinson, P., "Handbook of second language acquisition", pp.631~678 (2003), Blackwell
  39. Rosa, E., "Explicitness, intake, and the issue of awareness", Studies in Second Language Acquisition, 21, pp.511~556 (1999)
  40. Schmidt, R., "Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
  41. Sharwood Smith, M., "Input enhancement in instructed SLA: Theoretical bases", Studies in Second Language Acquisition, 15, pp.165~179 (1993)
  42. Spada, N., "Interactions between type of instruction and type of language feature: A meta-analysis", Language Learning, 60, pp.263~308 (2010)
  43. Stockwell, R. P., "The grammatical structures of English and Spanish" (1965), University of Chicago Press
  44. Teng, M. F., "Vocabulary learning through videos : captions, advance-organizer strategy, and their combination", Computer Assisted Language Learning, 35, pp.518~550 (2020)
  45. Tolentino, L. C., "Cross-language similarity modulates effectiveness of second language grammar instruction", Language Learning, 64, pp.279~309 (2014)
  46. Tomlin, R., "Attention in cognitive science and second language acquisition", Studies in Second Language Acquisition, 16, pp.183~203 (1994)
  47. Tracy–Ventura, N., "Proficiency assessment issues in SLA research: Measures and practices", pp.143~166 (2014), Multilingual Matters
  48. Vanderplank, R, "Captioned media in foreign language learning: Subtitles for the deaf and hard-of-hearing as tools for language learning" (2016), Palgrave Macmillan UK
  49. VanPatten, B., "Attending to form and content in the input: An experiment in consciousness", Studies in Second Language Acquisition, 12, pp.287~301 (1990)
  50. VanPatten, B., "Input processing and grammar instruction: Theory and research" (1996), Ablex
  51. VanPatten, B., "Processing instruction: An update", Language Learning, 52, pp.755~803 (2002)
  52. Winke, P. M., "The effects of captioning videos used for foreign language listening activities", Language Learning &Technology, 14, pp.65~86 (2010)
  53. Winke, P. M., "Factors influencing the use of captions by foreign language learners: An eye-tracking study", Modern Language Journal, 97, pp.254~275 (2013)
  54. Wulff, S., "Bilingual cognition and language: The state of the science across its subfields", pp.37~56 (2018), John Benjamins

관련 논문AI추천

Enhancing Korean EFL Learners’ Vocabulary Learning and Listening Comprehension Through Video Captions강은영영상영어교육학회 · 영상영어교육2019 · 제20권 제2호The effects of the use of captions on low- and high-level EFL learners’ speaking performance김나영한국현대언어학회 · 언어연구2020 · 제37권 제1호Incidental Learning of Multi-Word Expressions Through Watching a Video in Different Captioning Modes우종희, 이준규영상영어교육학회 · 영상영어교육2025 · 제26권 제4호Captions and Subtitles: Effects of Different Modes of Text Aids on EFL Learners’ Vocabulary Development and Reading Comprehension김나영새한영어영문학회 · 새한영어영문학2019 · 제61권 제3호Explicit Intervention and Multiple Exposure in Textual Enhancement: Effects on Chinese EFL Students’ Comprehension, Noticing and Intake왕경, 이진화외국학연구소 · 외국학연구2013 · 제26호Comparative Analysis of AI-Generated and Human-Made Instructional Videos: Effects on Learning English Caused-Motion Constructions by Korean High School EFL Learners김낙훈한국멀티미디어언어교육학회 · 멀티미디어 언어교육2024 · 제27권 제4호

이 간행물의 다른 논문 (14건)

중학생의 코퍼스 기반 과업 중심 학습 활동 모형과 과업 활동 평가 방안전수인pp. 39-66휴먼 다큐멘터리 번역의 자국화 양상 연구 - tvN「손세이셔널-그를 만든 시간」과 OTT 번역을 중심으로조윤실pp. 67-100생태번역학 이론을 활용한 한·중 번역 연구 -『82년생 김지영』의 사례를 중심으로서미령pp. 101-122주어가 중국어 정태동사(情態動詞)에 미치는 기제 연구윤상희pp. 123-152基于语料库的汉语“X性”的特征及虚化程度研究이승희pp. 153-178
원문 보기