Use of L1 and L2 Subtitles for Incidental Vocabulary Learning in a Second Language: Focusing on Word Frequency

Yang, Jimijin

doi:2018.19.3.127

J Eng Teach Movie Media > Volume 19(3); 2018 > Article

Article

Journal of English Teaching through Movies and Media 2018;19(3):127-147.
DOI: https://doi.org/10.16875/stem.2018.19.3.127 Published online August 30, 2018.

Use of L1 and L2 Subtitles for Incidental Vocabulary Learning in a Second Language: Focusing on Word Frequency

Jimijin Yang

Abstract

Teaching vocabulary in a second language can be enhanced by adopting several strategies. As visual media is pervasive in our daily lives, many teachers use visual media as a tool to enhance learners’ L2 vocabulary. The aim of this study is to investigate the effects of visual materials with standard subtitles and bimodal subtitles on vocabulary learning, focusing on the frequency of words encountered with visual materials. 60 Korean high school learners with a high intermediate level of English participated in the study. They watched video clips either with standard subtitles, bimodal subtitles or no subtitles and then completed a Vocabulary Knowledge Scale (VKS). The video clip was selected from TED. To analyze the data, a repeated measures ANOVA was used. The results revealed that occurrences of unknown words influenced learners’ incidental vocabulary learning. The study also shows that the group using standard subtitles outperformed the other two groups, gaining more word meaning when words occurred fewer times. Learners in the bimodal subtitled group gained vocabulary knowledge when words occurred several times. Thus, the types of subtitles with visual information and frequent word occurrences can have considerable influence on vocabulary learning in the L2 classroom.

Key Words: standard subtitles;bimodal subtitles;word frequency;vocabulary learning