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Part of
Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 227–246

More pieces in the puzzle about language learning through audiovisual input

| Universitat de Barcelona
| Universitat de Barcelona
In this concluding chapter, we bring together findings from the studies in this volume and place them within the context of prior research on audiovisual input, particularly within the broader framework of the SUBTiLL project. The findings are organized into three sections: captioned viewing, learning outcomes across various language dimensions, and individual differences. The first section addresses several concerns regarding captions, including their appropriateness for use with primary school children, a comparison with L1 subtitles, and caption enhancement. The second section delves into the observed improvements in vocabulary acquisition, content comprehension, grammar, pronunciation, and pragmatics. The third section examines individual differences, specifically focusing on vocabulary size, reading skills, language learning aptitude, and age. Finally, we discuss implications and propose future research directions.
Article outline
  • 1.Introduction
  • 2.Captioned viewing
    • 2.1Captioned viewing by primary school children
    • 2.2Captions and L1 subtitles
    • 2.3Caption enhancement
  • 3.Learning gains in different language dimensions
    • 3.1Vocabulary
    • 3.2Content comprehension
    • 3.3Grammatical constructions
    • 3.4Pronunciation
    • 3.5Pragmatics
  • 4.Learner individual differences
    • 4.1Vocabulary size
    • 4.2Reading skills
    • 4.3Aptitude
    • 4.4Age
  • 5.Looking ahead: Learning while viewing and viewing for learning
  • Author queries
  • Acknowledgements
  • References
This content is being prepared for publication; it may be subject to changes.
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