Audio–Visual Input and Language Learning

Abstract

Abstract The increasing digitization of society has dramatically boosted the opportunities for contact with additional languages, and more and more language learning is taking place outside the classroom and through audio–visual input. Audio–visual input is an enriched, multimodal form of input characterized by the interaction among sound, image, and, often, written language on the screen. This interaction is thought to support L2 processing and learning. Moreover, the presence of imagery provides additional semantic support and contextual clues, which facilitates comprehension. The presence of on‐screen text, and particularly captions (in the language of the soundtrack), helps learners visualize word boundaries, making auditory text more comprehensible too. The main focus of research in L2 learning through audio–visual input has been on comprehension and vocabulary learning, but studies have also shown clear benefits in other areas, such as aural perception. The pedagogical benefits of audio–visual input are many. First, while the input limitations of schools, in terms of both quantity and quality, have been made evident by research, audio–visual input provides large amounts of authentic input. This offers learners unlimited opportunities for incidental learning, but the teacher can also promote intentional learning and suggest adequate strategies to foster L2 learning through audio–visual input. It is suggested that classroom‐based programs of extensive viewing can supplement extensive reading programs since audio–visual input has great appeal among children and adolescents, especially. By breaking down the classroom walls, audio–visual input can also make school language instruction more relevant to students' needs and interests and foster their motivation.