Video and language learning
Published Jul 29, 2019 · Maribel Montero Perez, M. Rodgers
The Language Learning Journal
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Abstract
It is well established that input plays a major role in the second language (L2) acquisition process. Audio-visual input such as television (TV) and video can be considered a particularly rich source of L2 input. It not only exposes learners to authentic language use (Lin 2014) but the combination of different input modes such as imagery and audio may also stimulate various aspects of second language learning such as comprehension or vocabulary (Rodgers 2018). Given its multimodal characteristics as well as its overall availability and easy accessibility, it is thus not surprising that Second Language Acquisition (SLA) researchers have increased attention on investigating the potential of this type of medium for foreign-language learning. The potential of video for second language learning is further highlighted by studies on the role of out-of-class exposure for language learning. Data on out-of-school activities indicate, for instance, that viewing TV and videos in a foreign language is a popular out-of-school activity for (young) learners (e.g. Kuppens 2010; Lindgren and Muñoz 2013; Peters 2018; De Wilde, Brysbaert and Eyckmans 2019). In addition, findings suggest that viewing TV may have a positive effect on learners’ listening and reading proficiency (Lindgren and Muñoz 2013) as well as on their vocabulary knowledge (Peters 2018). The growing interest into the role of audio-visual input for language learning is noticeable in other academic endeavours as well. A recently published special issue on vocabulary learning in ITL-International Journal of Applied Linguistics (edited by Stuart Webb 2018) contained three papers on viewing and an increasing number of presentations at conferences such as EuroSLA, AAAL (American Association of Applied Linguistics), and BAAL VocabSig (British Association for Applied Linguistics– Vocabulary Special Interest Group) focus on aspects related to video. In addition, two colloquia on multimodal input (including video) and language learning were organised in the fall of 2018 at the EuroSLA Conference in Münster and the SLRF (Second Language Research Forum) conference in Montréal and a special issue of Studies in Second Language Acquisition on the same topic is expected in 2020 (Peters and Muñoz, in preparation). The present issue of The Language Learning Journal does therefore not only reflect the growing awareness that video plays an important role in SLA, it also illustrates the fact that video has become an important topic on the research agenda. During the past decades, the effect of audio-visual input on second language learning has been studied from different angles. Corpus-based studies have, for instance, addressed the vocabulary demands of TV programmes and films (e.g. Webb and Rodgers 2009; Rodgers and Webb 2011) in order to determine how many words a learner would need to know to adequately understand this type of input. Experimental research has focused on questions related to the role of TV programmes (e.g. documentaries or TV series) for incidental vocabulary learning (Peters and Webb 2018; Rodgers and Webb 2019) and factors that affect comprehension of audio-visual input (Rodgers and Webb 2017). The bulk of research into video for language learning has focused on the language learning benefits of on-screen text such as subtitles in the L1 or L2 (captions). Findings of studies on captioned video revealed that watching video with captions may boost comprehension and vocabulary learning (see Montero Perez, Van Den Noortgate and Desmet 2013 for a meta-analysis) and stimulate bottomup processes resulting in greater automatic word recognition (e.g. Mitterer and McQueen 2009). Other studies have compared the effects of L1 subtitles and captions for language learning (e.g. Peters, Heynen and Puimège 2016) or have investigated other types of captions such as keyword