Role of Subtitles in L2 Acquisition and Comprehension: A Pilot Study of Hearing-Impaired Students

Mila Vulchanova,Ingvild Kjølstad Lervåg

doi:10.3390/languages6010017

Mila Vulchanova, Ingvild Kjølstad Lervåg

Open Access

https://doi.org/10.3390/languages6010017

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Abstract

The purpose of this study was to investigate whether subtitles can facilitate language processing in English as a second language (L2) and, if so, which subtitles would be more beneficial for hard-of-hearing students with Norwegian as their first language. In total, 14 advanced learners of L2 English were recruited and tested on English comprehension and target vocabulary items based on video material provided with subtitles in English or Norwegian in comparison to no subtitles (control condition). Subtitles aided comprehension of the plot, tested immediately after clip presentation, with an advantage for English subtitles over Norwegian subtitles and no subtitles. Furthermore, subtitles were found to enhance the performance of the participants with moderate hearing loss more than they did for mild hearing loss participants. The inclusion of English subtitles only marginally enhanced vocabulary understanding for both mild and moderate hearing loss students. The findings of this study can be transferred to classrooms and may supplement other methods of adjusting the academic environment, in order to meet the need of students with hearing loss.

Highlights

Hearing-Impaired Students.Extant research indicates that students who suffer from any degree of hearing loss are at risk for being exposed to language input which is degraded in quality
This indicates that the group as a whole had higher accuracy scores on the English subtitle condition compared to the two other conditions
The current results indicate that subtitles clearly aid vocabulary and comprehension for learners of English with mild-to-moderate hearing loss

Summary

Introduction

Hearing-Impaired Students.Extant research indicates that students who suffer from any degree of hearing loss are at risk for being exposed to language input which is degraded in quality. Csizér and Kontra (2020) conducted a qualitative study with deaf and severely hardof-hearing young adult learners of English as a second language from three European countries (n = 54). They established that what distinguishes this group from their hearing peers is predominantly the lack of adequate native language (L1) skills, and that the lack of a solid L1 foundation is what prevents the successful acquisition of the target language (L2). This paper is aimed at language teachers and education practitioners, and fills a gap in education research in second language learning for students with a mild-to-moderate hearing loss

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