THE EFFECTS OF REGULAR AND ENHANCED CAPTIONS ON INCIDENTAL VOCABULARY ACQUISITION

Abstract

Research has demonstrated that watching audiovisual materials in the target language (L2) through using captions can foster vocabulary learning. Some studies have redirected learners’ attention by enhancing specific parts of those captions, thus increasing their saliency. This study explores the effects of regular and enhanced captions on incidental vocabulary acquisition by L1-Spanish/Catalan learners of English through short exposure to a documentary. It also analyses how vocabulary learning might be affected by previous vocabulary knowledge and language learning aptitude. Two randomly distributed groups were formed. One was provided with regular captions, and the other with enhanced captions (target words in yellow and bold). Vocabulary gains were assessed through preand post-tests that tapped into meaning recall, meaning recognition and form recognition knowledge. The results showed that the difference between the pre-test and the post-test was greater in the students with enhanced subtitles, but the difference was not significant between the two groups in the post-test. Vocabulary size emerged as the most significant predictor, but not aptitude. Retrospective questionnaires on participants’ focus of attention reported an emphasis on captions and comprehension. Analyses indicate that paying attention to the enhanced items might have positively affected acquisition and retention. This study has provided new evidence that shows the potential advantage of multimodal input as an accessible pedagogical tool for acquiring languages.