The Effect of Bimodal, Standard, and Reversed Subtitling on L2 Vocabulary Recognition and Recall

Abbas Ali Zarei

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Subtitles and Audiovisual Media Translation Studies and Practices Second Language Acquisition and Learning

Abstract

To investigate the effect of three modes of subtitling on vocabulary recognition, 97 participants in three groups at Imam Khomeini International University in Qazvin were presented with the same film but using different ways of subtitling. To compare the participants' vocabulary recognition, a one-way ANOVA was run. Results indicated that although the difference between the bimodal and standard groups was not statistically significant, both groups were significantly better than the reversed subtitling group. Another one-way ANOVA was used to compare the learners' vocabulary recall. Analyses showed that bimodal subtitling was significantly more effective than standard subtitling, which in turn, was significantly more effective than reversed subtitling. The findings of the present study can have theoretical and practical implications for both vocabulary recognition and recall.

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References

2004Captioning and Subtitling: Undervalued Language Learning Strategies 1992Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students 1991Conditions of Vocabulary Acquisition 1999Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home 1988The value of teletext sub-titles in language learning 1994Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French 1988Lessons from Television: Children's Word Learning When Viewing 2002The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling

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2020Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors 2014The moderating effect of orthographic consistency on oral vocabulary learning in monolingual and bilingual children 2014Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency

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