Cover not available
Article published In:
Language learning for language minority students in a globalized world
Edited by Mark Feng Teng and Fan Fang
[Australian Review of Applied Linguistics 46:2] 2023
► pp. 253–278

The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television

ORCID logo | Macao Polytechnic University
ORCID logo | Kansai University
This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.
Keywords: breadth of vocabulary knowledge, depth of vocabulary knowledge, incidental vocabulary learning, captioned television, captioned videos
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Theoretical frameworks for captioned television
    • 2.2Assessing vocabulary knowledge
    • 2.3Vocabulary knowledge and incidental vocabulary learning from captioned videos
    • 2.4Gaps and research questions
  • 3.Method
    • 3.1Participants
    • 3.2Materials
    • 3.3Target words
    • 3.4Vocabulary knowledge (VK)
      • 3.4.1Breadth of vocabulary knowledge (BVK)
      • 3.4.2Depth of vocabulary knowledge (DVK)
    • 3.5Vocabulary measures
    • 3.6Procedure
    • 3.7Data analysis
  • 4.Results
  • 5.Discussion and conclusion
  • 6.Limitations and implications
  • Acknowledgements
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 23 May 2023
DOI logo
https://doi.org/10.1075/aral.22033.ten
References (59)
References
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association.Google Scholar
Beglar, D. (2010). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27 1, 101–118. DOI logoGoogle Scholar
Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35 1, 3–25. DOI logoGoogle Scholar
Gyllstad, H. (2009). Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language (pp. 153–170). Palgrave Macmillan. DOI logoGoogle Scholar
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11 1, 207–223.Google Scholar
In’nami, Y., Mizumoto, A., Plonsky, L., & Koizumi, R. (2022). Promoting computationally reproducible research in applied linguistics: Recommended practices and considerations. Research Methods in Applied Linguistics, 1 (3), 100030. DOI logoGoogle Scholar
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.Google Scholar
Majuddin, E., Siyanova-Chanturia, A., & Boers, F. (2021). Incidental acquisition of multiword expressions through audiovisual materials: The role of repetition and typographic enhancement. Studies in Second Language Acquisition, 43 (5), 985–1008. DOI logoGoogle Scholar
Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32 (3), 321–328. DOI logoGoogle Scholar
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32 1, 1–19. DOI logoGoogle Scholar
Milton, J., & Hopkins, N. (2006). Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners? Canadian Modern Language Review, 63 1, 127–147.Google Scholar
Mizumoto, A. (2022). Calculating the relative importance of multiple regression predictor variables using dominance analysis and random forests. Language Learning. Advance online publication. DOI logoGoogle Scholar
Mizumoto, A., Sasao, Y., & Webb, S. (2019). Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test. Language Testing, 36 1, 101–123. DOI logoGoogle Scholar
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18 1, 118–141.Google Scholar
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. DOI logoGoogle Scholar
(2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63 1, 59–82. DOI logoGoogle Scholar
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31 (7), 9–13.Google Scholar
Neuman, S., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27 1, 94–106. DOI logoGoogle Scholar
Paivio, A. (1990). Mental representations: A dual-coding approach. Oxford University Press. DOI logoGoogle Scholar
Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audio-visual input: The differential effect of L1 subtitles and captions. System, 63 1, 134–148. DOI logoGoogle Scholar
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect Learning. Studies in Second Language Acquisition, 40 (3), 551–577. DOI logoGoogle Scholar
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90 1, 25–36. DOI logoGoogle Scholar
Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 24 1, 1635–1664. DOI logoGoogle Scholar
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56 (2) 282–307. DOI logoGoogle Scholar
(2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52 (3), 513–536. DOI logoGoogle Scholar
Qian, D. D., & Lin, L. H. F. (2020). The relationship between vocabulary knowledge and language proficiency. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 66–80). Routledge.Google Scholar
Qian, D. D., & Schedl, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21 1, 28–52. DOI logoGoogle Scholar
Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10 1, 355–371. DOI logoGoogle Scholar
(1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment (pp. 41–60). Erlbaum.Google Scholar
(2004). Plumbing the depths: How should the construct of vocabulary knowledge be defined. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language (pp. 209–227). John Benjamin. DOI logoGoogle Scholar
Rodgers, M. P. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions. [Unpublished PhD thesis]. Victoria University.
Sasao, Y., & Webb, S. (2017). The Word Part Levels Test. Language Teaching Research, 21 1, 12–30. DOI logoGoogle Scholar
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12 (3), 329–363. DOI logoGoogle Scholar
(2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. DOI logoGoogle Scholar
(2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64 (4), 913–951. DOI logoGoogle Scholar
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18 1, 55–88. DOI logoGoogle Scholar
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31 (4), 577–607. DOI logoGoogle Scholar
Teng, F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20 (2), 1–17.Google Scholar
(2019). Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Education Researcher, 46 1, 113–136. DOI logoGoogle Scholar
(2021). Language learning through captioned videos: Incidental vocabulary acquisition. Routledge.Google Scholar
(2022a). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105 1, 102736. DOI logoGoogle Scholar
(2022b). Incidental vocabulary learning from captioned videos: Learners’ prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Advance online publication. DOI logoGoogle Scholar
(2022a). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105 1, 102736. DOI logoGoogle Scholar
(2022b). Incidental vocabulary learning from captioned videos: Learners’ prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Advance online publication. DOI logoGoogle Scholar
(2023). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning. Advance online publication. DOI logoGoogle Scholar
Teng, F., & Fang, F. (2022). Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review. Advance online publication. DOI logoGoogle Scholar
Uchihara, T., & Clenton, J. (2022). The role of spoken vocabulary knowledge in second language speaking proficiency. The Language Learning Journal. Advance online publication. DOI logoGoogle Scholar
Vafaee, P., & Suzuki, Y. (2020). The relative significance of syntactic knowledge and vocabulary knowledge in second language listening ability. Studies in Second Language Acquisition, 42 (2), 383–410. DOI logoGoogle Scholar
van Zeeland, H. (2013). L2 vocabulary knowledge in and out of context: Is it the same for reading and listening? Australian Review of Applied Linguistics, 36 1, 52–70. DOI logoGoogle Scholar
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22 1, 217–234. DOI logoGoogle Scholar
Webb, S. (2020). Incidental vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.225–239). Routledge.Google Scholar
Webb, S., & Chang, A. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19 (6), 667–686. DOI logoGoogle Scholar
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL-International Journal of Applied Linguistics, 168 1, 33–69. DOI logoGoogle Scholar
Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53 1, 13–40. DOI logoGoogle Scholar
Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24 1, 345–376. DOI logoGoogle Scholar
Yanagisawa, A., & Webb, S. (2020). Measuring depth of vocabulary knowledge. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 371–386). Routledge.Google Scholar
Zaytseva, V., Miralpeix, I., & Pérez-Vidal, C. (2021). Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25 (2), 162–184. DOI logoGoogle Scholar
Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26 (4), 696–725. DOI logoGoogle Scholar
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 5–19). Cambridge University Press.Google Scholar
Cited by (7)

Cited by seven other publications

Teng, Mark Feng & Yachong Cui
2024. Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning 40:3 ► pp. 973 ff. DOI logo
Liddicoat, Anthony J.
2023. Reflections on language learning and social practice for language minority students. Australian Review of Applied Linguistics 46:2 ► pp. 279 ff. DOI logo
Sun, Danning, Zihan Chen & Shanhua Zhu
2023. What affects second language vocabulary learning? Evidence from multivariate analysis. Frontiers in Education 8 DOI logo
Teng, Mark Feng
2023. Incidental vocabulary learning from captioned video genres: vocabulary knowledge, comprehension, repetition, and working memory. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Teng, Mark Feng
2024. Captioned Viewing for Language Learning: A Cognitive and Affective Model. In Innovations in Technologies for Language Teaching and Learning [Studies in Computational Intelligence, 1159], ► pp. 1 ff. DOI logo
Teng, Mark Feng
2024. Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading, reading-while-listening, and viewing captioned videos. System 124 ► pp. 103381 ff. DOI logo
Teng, Mark Feng
2024. Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge. Applied Linguistics Review DOI logo

This list is based on CrossRef data as of 4 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.