Incidental vocabulary Learning from TV: Subtitles and Imagery

Abstract

Incidental vocabulary learning from audiovisual input is a key area of interest, but the effects of multimedia elements like subtitles and imagery remain complex. This study investigated how onscreen text (L1 subtitles vs. L2 captions) and visual imagery influenced incidental vocabulary learning from a documentary viewing where target words occurred only once. Using a pretestposttest control group design, it examined the effects of on-screen imagery, subtitle type (L1 vs. L2), and other moderating variables such as cognateness and prior vocabulary knowledge. Learning was assessed via form recognition, meaning recall, and meaning recognition tests. Data were analyzed using Generalized Estimating Equations to account for learner- and word-related factors. Results showed that L2 captions were uniquely effective for meaning recall. Contrary to the literature, onscreen imagery did not provide a consistent benefit and had a significant negative effect on form recognition. The findings demonstrate that prior vocabulary knowledge and cognateness remain powerful predictors of incidental vocabulary learning.

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