Audio-visual input for learning L2 vocabulary and grammatical constructions

Abstract

This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a TV series spread weekly over a whole academic year, one group with subtitles (first language) and one with captions (second language). Study 2 targets grammar acquisition in two groups of university students with an intermediate proficiency level who view 10 episodes over five weeks, one group with captions and one without captions. Results of both studies show significant correlations between language gains and frequency in the input, but the size of the frequency effect appears to depend on the type of support provided by the on-screen text. The analyses also show no significant advantage of captions or subtitles for vocabulary learning at this proficiency level, a significant advantage of captions over no captions for grammatical constructions learning, as well as the significant role of proficiency. It is concluded that viewing audio-visual material leads to L2 learning and it can support learners in their preparation for study abroad and maximize their learning experience during their sojourn.