1887
Volume 46, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139

Abstract

Abstract

This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/aral.22033.ten
2023-05-23
2024-05-27
Loading full text...

Full text loading...

/deliver/fulltext/aral.22033.ten.html?itemId=/content/journals/10.1075/aral.22033.ten&mimeType=html&fmt=ahah

References

  1. Anderson, R. C., & Freebody, P.
    (1981) Vocabulary knowledge. InJ. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp.77–117). International Reading Association.
    [Google Scholar]
  2. Beglar, D.
    (2010) A Rasch-based validation of the Vocabulary Size Test. Language Testing, 271, 101–118. 10.1177/0265532209340194
    https://doi.org/10.1177/0265532209340194 [Google Scholar]
  3. Cheng, J., & Matthews, J.
    (2018) The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 351, 3–25. 10.1177/0265532216676851
    https://doi.org/10.1177/0265532216676851 [Google Scholar]
  4. Gyllstad, H.
    (2009) Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. InA. Barfield & H. Gyllstad (Eds.), Researching collocations in another language (pp.153–170). Palgrave Macmillan. 10.1057/9780230245327_12
    https://doi.org/10.1057/9780230245327_12 [Google Scholar]
  5. Horst, M., Cobb, T., & Meara, P.
    (1998) Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 111, 207–223.
    [Google Scholar]
  6. In’nami, Y., Mizumoto, A., Plonsky, L., & Koizumi, R.
    (2022) Promoting computationally reproducible research in applied linguistics: Recommended practices and considerations. Research Methods in Applied Linguistics, 1(3), 100030. 10.1016/j.rmal.2022.100030
    https://doi.org/10.1016/j.rmal.2022.100030 [Google Scholar]
  7. Krashen, S.
    (1985) The input hypothesis: Issues and implications. Longman.
    [Google Scholar]
  8. Majuddin, E., Siyanova-Chanturia, A., & Boers, F.
    (2021) Incidental acquisition of multiword expressions through audiovisual materials: The role of repetition and typographic enhancement. Studies in Second Language Acquisition, 43(5), 985–1008. 10.1017/S0272263121000036
    https://doi.org/10.1017/S0272263121000036 [Google Scholar]
  9. Markham, P. L.
    (1999) Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32(3), 321–328. 10.1111/j.1944‑9720.1999.tb01344.
    https://doi.org/10.1111/j.1944-9720.1999.tb01344. [Google Scholar]
  10. Mayer, R. E.
    (1997) Multimedia learning: Are we asking the right questions?Educational Psychologist, 321, 1–19. 10.1207/s15326985ep3201_1
    https://doi.org/10.1207/s15326985ep3201_1 [Google Scholar]
  11. Milton, J., & Hopkins, N.
    (2006) Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners?Canadian Modern Language Review, 631, 127–147.
    [Google Scholar]
  12. Mizumoto, A.
    (2022) Calculating the relative importance of multiple regression predictor variables using dominance analysis and random forests. Language Learning. Advance online publication. 10.31219/osf.io/w8nb3
    https://doi.org/10.31219/osf.io/w8nb3 [Google Scholar]
  13. Mizumoto, A., Sasao, Y., & Webb, S.
    (2019) Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test. Language Testing, 361, 101–123. 10.1177/0265532217725776
    https://doi.org/10.1177/0265532217725776 [Google Scholar]
  14. Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P.
    (2014) Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 181, 118–141.
    [Google Scholar]
  15. Nation, I. S. P.
    (2001) Learning vocabulary in another language. Cambridge University Press. 10.1017/CBO9781139524759
    https://doi.org/10.1017/CBO9781139524759 [Google Scholar]
  16. (2006) How large a vocabulary is needed for reading and listening?Canadian Modern Language Review, 631, 59–82. 10.3138/cmlr.63.1.59
    https://doi.org/10.3138/cmlr.63.1.59 [Google Scholar]
  17. Nation, I. S. P., & Beglar, D.
    (2007) A vocabulary size test. The Language Teacher, 31(7), 9–13.
    [Google Scholar]
  18. Neuman, S., & Koskinen, P.
    (1992) Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 271, 94–106. 10.2307/747835
    https://doi.org/10.2307/747835 [Google Scholar]
  19. Paivio, A.
    (1990) Mental representations: A dual-coding approach. Oxford University Press. 10.1093/acprof:oso/9780195066661.001.0001
    https://doi.org/10.1093/acprof:oso/9780195066661.001.0001 [Google Scholar]
  20. Peters, E., Heynen, E., & Puimège, E.
    (2016) Learning vocabulary through audio-visual input: The differential effect of L1 subtitles and captions. System, 631, 134–148. 10.1016/j.system.2016.10.002
    https://doi.org/10.1016/j.system.2016.10.002 [Google Scholar]
  21. Peters, E., & Webb, S.
    (2018) Incidental vocabulary acquisition through viewing L2 television and factors that affect Learning. Studies in Second Language Acquisition, 40(3), 551–577. 10.1017/S0272263117000407
    https://doi.org/10.1017/S0272263117000407 [Google Scholar]
  22. Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D.
    (1998) Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 901, 25–36. 10.1037/0022‑0663.90.1.25
    https://doi.org/10.1037/0022-0663.90.1.25 [Google Scholar]
  23. Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C.
    (2012) The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 241, 1635–1664. 10.1007/s11145‑011‑9336‑5
    https://doi.org/10.1007/s11145-011-9336-5 [Google Scholar]
  24. Qian, D. D.
    (1999) Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2) 282–307. 10.3138/cmlr.56.2.282
    https://doi.org/10.3138/cmlr.56.2.282 [Google Scholar]
  25. (2002) Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513–536. 10.1111/1467‑9922.00193
    https://doi.org/10.1111/1467-9922.00193 [Google Scholar]
  26. Qian, D. D., & Lin, L. H. F.
    (2020) The relationship between vocabulary knowledge and language proficiency. InS. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.66–80). Routledge.
    [Google Scholar]
  27. Qian, D. D., & Schedl, M.
    (2004) Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 211, 28–52. 10.1191/0265532204lt273oa
    https://doi.org/10.1191/0265532204lt273oa [Google Scholar]
  28. Read, J.
    (1993) The development of a new measure of L2 vocabulary knowledge. Language Testing, 101, 355–371. 10.1177/026553229301000308
    https://doi.org/10.1177/026553229301000308 [Google Scholar]
  29. (1998) Validating a test to measure depth of vocabulary knowledge. InA. Kunnan (Ed.), Validation in language assessment (pp.41–60). Erlbaum.
    [Google Scholar]
  30. (2004) Plumbing the depths: How should the construct of vocabulary knowledge be defined. InP. Bogaards & B. Laufer (Eds.), Vocabulary in a second language (pp.209–227). John Benjamin. 10.1075/lllt.10.15rea
    https://doi.org/10.1075/lllt.10.15rea [Google Scholar]
  31. Rodgers, M. P.
    (2013) English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions. [Unpublished PhD thesis]. Victoria University.
    [Google Scholar]
  32. Sasao, Y., & Webb, S.
    (2017) The Word Part Levels Test. Language Teaching Research, 211, 12–30. 10.1177/1362168815586083
    https://doi.org/10.1177/1362168815586083 [Google Scholar]
  33. Schmitt, N.
    (2008) Review article: Instructed second language vocabulary learning. Language Teaching Research, 12 (3), 329–363. 10.1177/1362168808089921
    https://doi.org/10.1177/1362168808089921 [Google Scholar]
  34. (2010) Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. 10.1057/9780230293977
    https://doi.org/10.1057/9780230293977 [Google Scholar]
  35. (2014) Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. 10.1111/lang.12077
    https://doi.org/10.1111/lang.12077 [Google Scholar]
  36. Schmitt, N., Schmitt, D., & Clapham, C.
    (2001) Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 181, 55–88. 10.1177/026553220101800103
    https://doi.org/10.1177/026553220101800103 [Google Scholar]
  37. Stæhr, L. S.
    (2009) Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(4), 577–607. 10.1017/S0272263109990039
    https://doi.org/10.1017/S0272263109990039 [Google Scholar]
  38. Teng, F.
    (2016) An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20(2), 1–17.
    [Google Scholar]
  39. (2019) Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Education Researcher, 461, 113–136. 10.1007/s13384‑018‑0279‑6
    https://doi.org/10.1007/s13384-018-0279-6 [Google Scholar]
  40. (2021) Language learning through captioned videos: Incidental vocabulary acquisition. Routledge.
    [Google Scholar]
  41. (2022a) Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 1051, 102736. 10.1016/j.system.2022.102736
    https://doi.org/10.1016/j.system.2022.102736 [Google Scholar]
  42. (2022b) Incidental vocabulary learning from captioned videos: Learners’ prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Advance online publication. 10.1111/jcal.12756
    https://doi.org/10.1111/jcal.12756 [Google Scholar]
  43. (2022a) Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 1051, 102736. 10.1016/j.system.2022.102736
    https://doi.org/10.1016/j.system.2022.102736 [Google Scholar]
  44. (2022b) Incidental vocabulary learning from captioned videos: Learners’ prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Advance online publication. 10.31234/osf.io/u6h5y
    https://doi.org/10.31234/osf.io/u6h5y [Google Scholar]
  45. (2023) Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning. Advance online publication. 10.1080/09588221.2023.2173613
    https://doi.org/10.1080/09588221.2023.2173613 [Google Scholar]
  46. Teng, F., & Fang, F.
    (2022) Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review. Advance online publication. 10.1515/applirev‑2022‑0138
    https://doi.org/10.1515/applirev-2022-0138 [Google Scholar]
  47. Uchihara, T., & Clenton, J.
    (2022) The role of spoken vocabulary knowledge in second language speaking proficiency. The Language Learning Journal. Advance online publication. 10.1080/09571736.2022.2080856
    https://doi.org/10.1080/09571736.2022.2080856 [Google Scholar]
  48. Vafaee, P., & Suzuki, Y.
    (2020) The relative significance of syntactic knowledge and vocabulary knowledge in second language listening ability. Studies in Second Language Acquisition, 42(2), 383–410. 10.1017/S0272263119000676
    https://doi.org/10.1017/S0272263119000676 [Google Scholar]
  49. van Zeeland, H.
    (2013) L2 vocabulary knowledge in and out of context: Is it the same for reading and listening?Australian Review of Applied Linguistics, 361, 52–70. 10.1075/aral.36.1.03van
    https://doi.org/10.1075/aral.36.1.03van [Google Scholar]
  50. Vermeer, A.
    (2001) Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 221, 217–234. 10.1017/S0142716401002041
    https://doi.org/10.1017/S0142716401002041 [Google Scholar]
  51. Webb, S.
    (2020) Incidental vocabulary learning. InS. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.225–239). Routledge.
    [Google Scholar]
  52. Webb, S., & Chang, A.
    (2015) Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?Language Teaching Research, 19(6), 667–686. 10.1177/1362168814559800
    https://doi.org/10.1177/1362168814559800 [Google Scholar]
  53. Webb, S., Sasao, Y., & Ballance, O.
    (2017) The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL-International Journal of Applied Linguistics, 1681, 33–69. 10.1075/itl.168.1.02web
    https://doi.org/10.1075/itl.168.1.02web [Google Scholar]
  54. Wesche, M., & Paribakht, T. S.
    (1996) Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 531, 13–40. 10.3138/cmlr.53.1.13
    https://doi.org/10.3138/cmlr.53.1.13 [Google Scholar]
  55. Wittrock, M. C.
    (1990) Generative processes of comprehension. Educational Psychologist, 241, 345–376. 10.1207/s15326985ep2404_2
    https://doi.org/10.1207/s15326985ep2404_2 [Google Scholar]
  56. Yanagisawa, A., & Webb, S.
    (2020) Measuring depth of vocabulary knowledge. InS. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.371–386). Routledge.
    [Google Scholar]
  57. Zaytseva, V., Miralpeix, I., & Pérez-Vidal, C.
    (2021) Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25(2), 162–184. 10.1177/1362168819852976
    https://doi.org/10.1177/1362168819852976 [Google Scholar]
  58. Zhang, S., & Zhang, X.
    (2022) The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696–725. 10.1177/1362168820913998
    https://doi.org/10.1177/1362168820913998 [Google Scholar]
  59. Zimmerman, C. B.
    (1997) Historical trends in second language vocabulary instruction. InJ. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp.5–19). Cambridge University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.22033.ten
Loading
/content/journals/10.1075/aral.22033.ten
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error