Wei Rong, Fan Lin
School of Foreign Languages, Ma'anshan University, Ma'anshan, China.
National Research Center for Foreign Language Education, Beijing Foreign Studies University, Beijing, China.
Front Psychol. 2022 May 13;13:904523. doi: 10.3389/fpsyg.2022.904523. eCollection 2022.
Audiovisual input has received increasing attention from the Second Language Acquisition (SLA) and the Computer-Assisted Language Learning (CALL) domains during the past few decades due to its vividness, authenticity, and easy accessibility. Videos with on-screen texts, as a widespread way of audiovisual input in second language (L2) teaching and learning, influence L2 learners' performance in various aspects, including their vocabulary learning. The wide application and profound influence of such kind of input call for a systemic review on this important domain of research. Accordingly, this paper reviews the empirical studies on the effects of on-screen texts on L2 vocabulary learning. Specifically, it seeks to evaluate the role of different types of on-screen texts (i.e., subtitles, captions, and dual subtitles) and various modes of captions (i.e., full captions, keyword captions, glossed captions, annotated captions, and enhanced captions) in L2 vocabulary development. It also discusses other factors that concur with on-screen texts and influence L2 vocabulary gains from audiovisual input, such as learners' vocabulary size, L2 proficiency, frequency of occurrence, number of viewing, instructional strategy, and test time. Finally, some suggestions are provided for future research.
在过去几十年中，视听输入因其生动性、真实性和易于获取性，受到了第二语言习得（SLA）和计算机辅助语言学习（CALL）领域越来越多的关注。带有屏幕文本的视频作为第二语言（L2）教学和学习中广泛使用的视听输入方式，在包括词汇学习在内的各个方面影响着L2学习者的表现。这种输入方式的广泛应用和深远影响要求对这一重要研究领域进行系统的综述。因此，本文回顾了关于屏幕文本对L2词汇学习影响的实证研究。具体而言，它旨在评估不同类型的屏幕文本（即字幕、标题和双语字幕）以及各种字幕模式（即完整字幕、关键词字幕、注释字幕、带注释字幕和增强字幕）在L2词汇发展中的作用。它还讨论了与屏幕文本共同作用并影响从视听输入中获得L2词汇量的其他因素，如学习者的词汇量、L2熟练程度、出现频率、观看次数、教学策略和测试时间。最后，为未来的研究提供了一些建议。
