동영상 매체 자막에 포함된 입력강화와 작업기억력이 주의집중 및 영어 연어습득에 미치는 영향: 시선 추적 연구

Abstract

This study investigated the extent to which textual enhancement in captions can draw a learner’s attention to the target linguistic construction and promote subsequent development in L2 collocation knowledge. The study also explored the extent to which individual difference in working memory (WM) is related to learners’ attentional allocation and L2 collocation knowledge development. A total of 34 L2 English learners in Korea were assigned into an enhanced captions group (n =18) and a captions group (n = 16). For the enhanced captions group, the target L2 construction was typographically enhanced using a different color (i.e., red color). Learners’ allocation of attentional resources to the target collocations was measured with an eye-tracking method. To assess L2 collocation knowledge development, a meaning recall and meaning recognition test were used. In addition, learners’ working memory capacity was assessed using a nonword span task and a reading span task. The results of this study showed that textual enhancement succeeded in directing a learner’s attention to the target linguistic constructions; however, it did not lead to learning gains in collocation knowledge. In addition, working memory was found to have meaningful relationships with learners’ allocation of attentional resources when they were exposed to textually enhanced input.