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Glossed Full Captions Versus Glossed Keyword Captions: Which One Is More Effective for Incidental Vocabulary Learning from Viewing? | ||
| Interdisciplinary Studies in English Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 13 اردیبهشت 1405 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.30913.1155 | ||
| نویسندگان | ||
| Maryam Ehsani* ؛ Hossein Karami | ||
| Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran. | ||
| تاریخ دریافت: 05 دی 1404، تاریخ بازنگری: 08 اردیبهشت 1405، تاریخ پذیرش: 13 اردیبهشت 1405 | ||
| چکیده | ||
| To date, only one study (Teng, 2022b), which was conducted with Chinese primary school students, has compared the effectiveness of glossed full captions with glossed keyword captions for incidental vocabulary learning through video viewing, and how these two captioning formats operate with other learner populations, for example adult EFL learners, remains unexplored. Recognizing the scarcity of research on this topic, the current investigation sought to compare the effects of these two glossed captions on incidental vocabulary learning from viewing. To this end, 54 adult EFL learners from three intact university classes were allocated to one of the following conditions: 1) a test-only control condition (N = 18), 2) viewing with glossed full captions (N = 18), and 3) viewing with glossed keyword captions (N = 18). Learning of the 20 target items was assessed at the levels of form and meaning recall. Mixed-design ANOVAs and a MANOVA were used to analyze the data. Regarding form recall, the pretest-immediate posttest results showed that glossed keyword-captioned viewing produced significantly larger vocabulary gains than the other conditions. As for meaning recall, the glossed fully-captioned viewing condition resulted in higher gains, although it failed to reach statistical significance. These findings suggest that glossed full and glossed keyword captions may support distinct dimensions of vocabulary knowledge differentially. Pedagogically, the results highlight the importance of aligning caption design with specific language learning goals. | ||
| کلیدواژهها | ||
| Audiovisual Input؛ Caption؛ Incidental Vocabulary Learning؛ Gloss؛ Viewing | ||
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آمار تعداد مشاهده مقاله: 17 |
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