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Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 1–24

Language learning from watching cartoons in the primary EFL classroom

 | Universitat de Barcelona
 | Universitat de Barcelona
This chapter presents the results of a study in which two groups of primary school English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series Curious George – with L1 subtitles or L2 subtitles – over a period of five months. These beginner students were tested on comprehension and vocabulary recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtitles group in L2 word recognition. The findings also emphasize the central role of language aptitude and vocabulary size for L2 learning through audiovisual materials in instructional settings.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1L1/L2 subtitles for content comprehension
    • 2.2L1/L2 subtitles for vocabulary learning
    • 2.3Learner factors in learning from viewing
  • 3.Research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2Instruments
      • 4.2.1TV series
      • 4.2.2Comprehension tests
      • 4.2.3Vocabulary tests
      • 4.2.4Aptitude test: LLAMA B
      • 4.2.5Vocabulary Size Test: VST
      • 4.2.6Reading speed tests
    • 4.3Procedure
    • 4.4Data analysis
  • 5.Results
    • 5.1RQ1a: Effects of watching L1/L2 subtitled TV series
      on content comprehension
    • 5.2RQ1b: Effects of watching L1/L2 subtitled TV series
      on L2 vocabulary learning
    • 5.3RQ2: Aptitude and proficiency effects on content comprehension
      and vocabulary learning from extensive viewing
  • 6.Discussion
  • 7.Conclusion, limitations, and further research
  • Ethical Considerations
  • Acknowledgements
  • References
  • Appendix
Published online: 26 September 2024
DOI logo
https://doi.org/10.1075/lllt.61.01cas
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