When Watching is not Enough: The Effects of Captions on L2 Pragmatics Acquisition and Awareness

• Yashar Khazdouzian ^[1] ; M. Luz Celaya ^[1] ; Júliia Barón ^[1]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 19, Nº. 2, 2020, págs. 90-107
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El presente estudio explora los efectos de los subtítulos para potenciar la adquisición de la pragmática y la conciencia pragmática de la segunda lengua al visionar series de televisión. Veintiocho estudiantes voluntarios, universitarios de inglés como lengua extranjera con niveles B2 a C1, fueron asignados a dos grupos (con y sin subtítulos). Los participantes vieron una temporada de una serie televisiva como parte de sus actividades fuera de clase y no como una tarea en el aula; ninguno de los grupos había recibido instrucción sobre pragmática en clase. Para valorar la adquisición de la pragmática de la segunda lengua (solicitudes y sugerencias), se utilizó una prueba escrita de compleción de discurso siguiendo un diseño de pre/ post- prueba. Los resultados muestran un efecto positivo del apoyo audiovisual en el uso de algunas estrategias de solicitud y sugerencia y en ciertos aspectos de la conciencia pragmática. Sin embargo, no hubo un efecto claro de los subtítulos versus la condición sin subtítulos. Los resultados se discuten a la luz de estudios previos en contextos de lengua extranjera.

  • English

    The present study explores the possible effects of captions to enhance second language pragmatics acquisition and awareness when watching TV series. Twenty-eight undergraduate English as a Foreign Language (levels B2 to C1) learners who volunteered for the study were assigned to two groups (captioned/non-captioned conditions). The participants were exposed to one season of a TV sitcom as part of out-of-class activities and not as a task in the classroom; neither of the groups had received instruction on pragmatics in class. To test the acquisition of the second language pragmatics (requests and suggestions), a written discourse completion test was used following a pre/post-test design. Results show an overall positive effect of the audiovisual support on the use of some of the request and suggestion strategies and on certain aspects of pragmatic awareness. However, there was no clear effect of captions versus the non-captioned condition. Findings are discussed considering previous studies in foreign language contexts.

• Referencias bibliográficas
  • Abdollahizadeh, F., Arjmandi, M. & Vahdany, F. (2014). The effect of explicit metapragmatic instruction on request speech act awareness...
  • Abrams, Z. I. (2014). Using film to provide a context for teaching L2 pragmatics. System, 46, 55-64.
  • Achiba, M. (2003). Learning to Request in a Second Language: A Study of Child Interlanguage Pragmatics. Clevedon: Multilingual Matters.
  • Alcón, E. (2001). Developing pragmatic competence in the academic setting: The case of suggestions in NS/NNS advising sessions. In S. Posteguillo,...
  • Alcón, E. (2005). Does instruction work for learning pragmatics in the EFL context? System, 33, 417-435. doi: 10.1016/j.system.2005.06.005
  • Alcón, E. & Pitarch, J. G. (2010). The effect of instruction on learners' pragmatic awareness: A focus on refusals. International...
  • Alcón, E. & Safont, M. P. (2001). Occurrence of exhortative speech acts in ELT materials and natural speech data: A focus on request,...
  • Alcón, E. & Safont, M. P. (Eds). (2008). Intercultural language use and language learning. International Journal of Applied Linguistics,...
  • Allan, D. (1992). Oxford Placement Test. Oxford: Oxford University Press.
  • Allan, M. (1985). Teaching English with Video. Harlow: Longman.
  • Arthur, P. (1999). Why use video? A teacher’s perspective. VSELT, 2:4.
  • Bairstow, D. & Lavaur, J. M. (2012). Audiovisual information processing by monolinguals and bilinguals: Effects of intralingual and interlingual...
  • Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(1), 68–86. doi: 10.1111/j.1467-9922.2012.00738.x
  • Bardovi-Harlig, K. (2015). Operationalizing conversation in studies of instructional effect in L2 pragmatics. System, 48, 21-34. doi: 10.1016/j.system.2014.09.002
  • Bardovi-Harlig, K. & Hartford, B. S. (1993). Learning the rules of academic talk. Studies in Second Language Acquisition, 15(3), 279-304....
  • Barón, J., Celaya, M. L. & Levkina, M. (2020). Learning pragmatics through tasks. When interaction plays a role. Applied Pragmatics, 21,...
  • Bruti, S. (2016). Audiovisual texts and subtitling in the teaching of pragmatics. Transkom, 9(2), 186-207.
  • Chalak, A. & Abbasi, S. (2015). The effects of explicit and implicit pragmatic instruction on Iranian EFL learners’ production of suggestion...
  • Cohen, A. D. & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building...
  • Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal Des Traducteurs, 49(1), 67-77. doi: 10.7202/009021ar
  • Dastjerdi, H. V. & Rezvani, E. (2010). The impact of instruction on Iranian intermediate EFL learners’ production of requests in English....
  • Economidou-Kogetsidis, M., Soteriadou, L. & Taxitari, L. (2018). Developing pragmatic competence in an instructed setting: The effectiveness...
  • Félix-Brasdefer, J. C. (2007). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural...
  • Félix-Brasdefer, J. C. (2008). Pedagogical intervention and the development of pragmatic competence in learning Spanish as a foreign language....
  • Frumuselu, A. D., De Maeyer, S., Donche, V. & Gutiérrez Colón, M. M. (2015). Television series inside the EFL classroom: Bridging the...
  • Gilabert, R. & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In K. Mcdonough & A. Mackey (Eds.),...
  • González-Lloret, M. (2019). TBLT and L2 pragmatics. In N. Taguchi (Ed.), Routledge Handbook of SLA and Pragmatics (pp. 338-353). New York:...
  • Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15, 89-108. doi:...
  • Hassall, T. (2003). Requests by Australian learners of Indonesian. Journal of Pragmatics, 35(12), 1903-1928. doi: 10.1016/S0378-2166(03)00115-2
  • House, J. & Kasper, G. (1981). Politeness markers in English and German. In F. Coulmas (Ed.), Conversational Routine: Explorations in...
  • Iraji, H. R., Enayat, M. J. & Momeni, M. (2018). The effects of implicit and explicit instruction on the academic interlanguage pragmatic...
  • Jalilifar, A. (2009). Request strategies: Cross-sectional study of Iranian EFL learners and Australian native speakers. English Language Teaching,...
  • Khazdouzian, Y., Barón, J. & Celaya, M. L. (2019). Learners’ experience with pragmatics while watching TV series. Paper delivered at the...
  • Koike, D. A. (1996). Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In S. M. Gass & J. Neu (Eds.),...
  • Krisnawati, E. (2011). Pragmatic competence in the spoken English classroom. Indonesian Journal of Applied Linguistics, 1(1), 105-115. doi:...
  • Li, S. (2013). The role of instruction in developing pragmatic competence in L2 Chinese: A review of empirical evidences. In Z. Jing-Schmidt...
  • Liu, B. M. & Wang, D. (2012). Learning to make suggestions in a U.S. chemistry lab: A case study of a Chinese ITA. In G. Gorsuch (Ed.),...
  • Markham, P. L. & Peter, L. A. (2003). The influence of English language and Spanish language captions on foreign language listening/reading...
  • Martínez-Flor, A. (2004). The Effect of Instruction on the Development of Pragmatic Competence in the English as a Foreign Language Context:...
  • Martínez-Flor, A. & Fernández Guerra, A. B. (2002). Coursebooks and films in foreign language teaching: A pragmatic approach. SELL: Studies...
  • Mayer, R. (2009). Multimedia Learning. New York: Cambridge University Press.
  • Montero Pérez, M., Van Den Noortgate, W. & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis....
  • Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67, 77-86. doi: 10.1016/j.system.2017.04.015
  • Pattemore, M. (2017). Task-based Assessment of L2 Pragmatics: Eliciting Authentic Suggestion Strategies in an EFL Context. MA dissertation,...
  • Pujadas, G. & Muñoz, C. (2020). Examining adolescent EFL learners’ TV viewing comprehension through captions and subtitles. Studies in...
  • Qi, X. & Lai, C. (2017). The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence...
  • Rafieyan, V., Sharafi-Nejad, M. & Eng, L. S. (2014). Effect of pragmatic instruction on sustainable development of pragmatic awareness....
  • Rezvani, E., Eslami-Rasekh, A. & Dastejerdi, H. (2014). Investigating the effects of explicit and implicit instruction on Iranian EFL...
  • Rose, K. R. (1997). Pragmatics in the classroom: Theoretical concerns and practical possibilities. In L. F. Bouton (Ed.), Pragmatics and Language...
  • Rose, K. R. (1999). Teachers and students learning about requests in Hong Kong. In E. Hinkel (Ed.), Culture in Second Language Teaching and...
  • Rose, K. R. (2001). Compliments and compliment responses in film: Implications for pragmatics research and language teaching. International...
  • Rose, K. R. & Kwai-fun, C. N. (2001). Inductive and deductive teaching of compliments and compliment responses. In K. R. Rose & G....
  • Scarcella, R. (1979). On speaking politely in a second language. In C. A. Yorio, K. Perkins & K. Schachter (Eds.), On TESOL ’79: The Learner...
  • Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226. doi: 10.1017/S0267190500002476
  • Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1),...
  • Taguchi, N., & Kim, Y. (2018). Task-based approaches to teaching and assessing pragmatics: An overview. In N. Taguchi & Y. Kim (Ed.),...
  • Taguchi, N. & Roever, C. (2017). Second Language Pragmatics. Oxford: Oxford University Press.
  • Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. R. Rose & G. Kasper (Eds.), Pragmatics in...
  • Takkaç Tulgar, A. (2016). The role of pragmatic competence in foreign language education. Turkish Online Journal of English Language Teaching,...
  • Talaván, N. (2007). Learning vocabulary through authentic video and subtitles. TESOL-Spain Newsletter, 31, 5-8.
  • Trosborg, A. (1995). Statutes and contracts: An analysis of legal speech acts in the English language of the law. Journal of Pragmatics, 23(1),...
  • Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, televisionand video in language learning. Language Teaching,...