Efectos de los subtítulos intralingüísticos y los subtítulos bilingües aumentados sobre el aprendizaje incidental de vocabulario en español como lengua extranjera

Autores/as

  • Bianca González Ortega UNIBA
  • Iban Mañas Navarrete Universitat de Barcelona

DOI:

https://doi.org/10.17561/rilex.3.2.5808

Palabras clave:

aprendizaje incidental del vocabulario, input audiovisual, subtítulos intralingüísticos, subtítulos bilingües, subtítulos duales, subtítulos aumentados, glosas

Resumen

Las investigaciones sobre aprendizaje incidental de vocabulario han demostrado que es posible aprender unidades léxicas a partir del visionado de input audiovisual. Además, existen evidencias de que diversas formas de subtítulos incrementan este aprendizaje. Algunos nuevos tipos de subtitulado han mostrado mayores ganancias léxicas que las modalidades tradicionales. Destacan entre estos los subtítulos intralingüísticos aumentados, o con glosas, y los subtítulos bilingües, puesto que ambos facilitan el acceso al significado. Sin embargo, no se ha determinado cuál de estos tipos de subtítulos genera mayor aprendizaje de vocabulario cuando ambos cuentan con glosas. El presente estudio investiga los efectos de los subtítulos intralingüísticos y bilingües aumentados sobre el aprendizaje incidental de vocabulario receptivo mediante el visionado de input audiovisual por parte de aprendientes de el2/le en contexto de no inmersión. Se trata de un estudio cuasiexperimental en el que participaron 82 estudiantes, de una universidad estadounidense, de nivel intermedio-bajo en español. Aunque las ganancias léxicas fueron pequeñas, los resultados indican que ambos tipos de subtítulos pueden favorecer el aprendizaje de vocabulario a nivel de la asociación entre forma y significado. Los resultados no registraron diferencias significativas en los efectos de los dos tipos de subtítulos. Si bien la mayoría de los participantes usó las glosas disponibles en las pistas escritas, no se evidenció que esto incidiera en los beneficios obtenidos del tratamiento. Se observaron distintos patrones de aprendizaje de los ítems según su frecuencia léxica, siendo la banda de frecuencia léxica media la que recoge mayores ganancias.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abraham, L. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), pp. 199-226. https://dx.doi.org/10.1080/09588220802090246

Agustín Llach, M. D. P. (2011). Lexical Errors and Accuracy in Foreign Language Writing. Second Language Acquisition: 58. Multilingual Matters. https://doi.org/10.21832/9781847694188

Alahmadi, A. y Foltz, A. (2020) Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition. PLoS ONE, 15(7): e0236798. https://doi.org/10.1371/journal.pone.0236798

Aldera, A. y Mohsen M. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers & Education, 68, pp. 60-75. https://dx.doi.org/10.1016/j.compedu.2013.04.018

American Council on the Teaching of Foreign Languages. (2012). ACTFL proficiency guidelines 2012. https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINA L.pdf

Anderson-Inman, L., Terrazas-Arellanes, F. y Slabin, U. (2009). Supported eText in Captioned Videos: A Comparison of Expanded Versus Standard Captions on Student Comprehension of Educational Content. Journal of Special Education Technology, 24(3), pp. 21-34. http://dx.doi.org/10.1177/016264340902400303

Barcroft, J. (2015). Lexical Input Processing and Vocabulary Learning. Language Learning & Language Teaching: 43. John Benjamins Publishing Company. https://doi.org/10.1075/lllt.43

Bates, D., Mächler, M., Bolker, B. y Walker, S. (2015). Fitting Linear Mixed-Effects Models Using lme4. Journal of Statistical Software, 67(1), pp. 1-48. https://doi.org/10.18637/jss.v067.i01

Cassell, W. (2018). Telenovelas, subtítulos y la adquisición del español: Los beneficios lingüísticos de mirar programas de televisión con subtítulos intralingüísticos [Estudio independiente]. Universidad de George Washington, Washington D.C., Estados Unidos de América. http://dx.doi.org/10.13140/RG.2.2.34139.82727

Chacón-Beltrán, R.;,Abello-Contesse, C. y Torreblanca-López, M.ª del M. (2010). Vocabulary Teaching and Learning: Introduction and Overview. En R. Chacón-Beltrán, C. Abello-Contesse y M. del M. Torreblanca-López (Eds.), Insights Into Non-native Vocabulary Teaching and Learning. Second Language Acquisition: 52, pp. 1-12. Multilingual Matters. https://doi.org/10.21832/9781847692900-002

Chang, S. (2003). The interaction between schemata and subtitles. Journal of National Taipei University of Technology, 39(1), pp. 209–228. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.531.7273&rep=rep1&type=pdf

Cintrón-Valentín, M., García-Amaya, L. y Ellis, N. (2019). Captioning and grammar learning in the L2 Spanish classroom. The language learning journal, 47(4), pp. 439-459. https://doi.org/10.1080/09571736.2019.1615978

Cokely, M. y Muñoz, C. (2019). Captioned Video, Vocabulary and Visual Prompts: An Exploratory Study. En C. Herrero e I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. New Perspectives on Language and Education, 73, pp. 61-75. Multilingual Matters. https://doi.org/10.21832/9781788924498-008

Davies, M. Banco de datos [en línea]. Corpus del Español: Word and Phrase. https://www.wordandphrase.info/span/ [07 de abril de 2019]

Echeverría, M., Herrera, M. y Segure, J. (2005). TEVI-R test de vocabulario en imágenes: manual de aplicación (3.a ed.). Editorial Universidad De Concepcion. https://doi.org/10.4067/S0718-04622004049000010

García, B. (2017). Bilingual Subtitles for Second-Language Acquisition and Application to Engineering Education as Learning Pills. Computer Applications in Engineering Education, 25, pp. 468-479. https://doi.org/10.1002/cae.21814

Hidalgo, M. (2020). Efectos del método de presentación léxica en la recuperación y el reconocimiento del vocabulario en español LE/L2 para italófonos. RILEX. Revista sobre investigaciones léxicas, 3(I), pp. 47- 73. https://doi.org/10.17561/rilex.3.1.5377

Horst, M., Cobb, T. y Meara, P. (1998). Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), pp. 207-223. https://nflrc.hawaii.edu/rfl/PastIssues/rfl112horst.pdf

Hsieh, Y. (2019). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33, pp. 567-589. https://doi.org/10.1080/09588221.2019.1577898

Hsu, H.-T. (2018). Incidental professional vocabulary acquisition of EFL business learners: Effect of captioned video with glosses. The JALT CALL Journal, 14(2), pp. 119-142. https://doi.org/10.29140/jaltcall.v14n2.227

Kormos, J. (2019). How Does Vocabulary Fit Into Theories of Second Language Learning? En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies. pp.207-222. [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586-14

Kovacs, G. y Miller, R. (2014). Smart Subtitles for Vocabulary Learning. CHI '14: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 853–862. https://doi.org/10.1145/2556288.2557256

Kremmel, B. (2019). Measuring Vocabulary Learning Progress. En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies, pp. 406-418 [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586-26

Laufer, B. y Goldstein, Z. (2004). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning, 54(3), pp. 399-436. https://doi.org/10.1111/j.0023-8333.2004.00260.x

Laufer, B. (2005). Focus on Form in Second Language Vocabulary Learning. EUROSLA Yearbook, 5(1), pp. 223-250. John Benjamins Publishing Company. https://doi.org/10.1075/eurosla.5.11lau

Lazareva, E. y Loerts, H. (2017). Double subtitles as an effective tool for vocabulary learning. Konin Language Studies, 5(1), pp. 61-92. https://www.rug.nl/research/portal/files/51307196/KSJ_51_61_92.pdf

Lenth, R. (2018). emmeans: Estimated Marginal Means, aka Least-Squares Means. https://CRAN.R- project.org/package=emmeans.

Li, M. (2016). An Investigation into the Differential Effects of Subtitles (First Language, Second Language, and Bilingual) on Second Language Vocabulary Acquisition [Tesis doctoral]. Universidad de Edimburgo, Edimburgo, Escocia. https://era.ed.ac.uk/bitstream/handle/1842/22013/Li2016.pdf?sequence=2&isAllowed=y

Liao, S., Kruger, J. L. y Doherty, S. (2020). The impact of monolingual and bilingual subtitles on visual attention, cognitive load, and comprehension. The Journal of Specialised Translation, 33, pp. 70-98.

Lindgren, E. y Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), pp. 105-129. https://doi.org/10.1080/14790718.2012.679275

Ma, Q. (2013). Computer Assisted Vocabulary Learning: Framework and Tracking User Data. CALICO Journal, 30, pp. 230-243. https://www.jstor.org/stable/calicojournal.30.230

Marian, V., Blumenfeld, H. y Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing Language Profiles in Bilinguals and Multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), pp. 940-967. https://doi.org/10.1044/1092- 4388(2007/067)

Martínez Baztán, A. (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER. Editorial de la Universidad de Granada. https://digibug.ugr.es/bitstream/handle/10481/1877/17457853.pdf?sequence=1&isAllowed=y

Mitterer, H. y McQueen, J.M. (2009). Foreign Subtitles Help but Native-Language Subtitles Harm Foreign Speech Perception. PLoS ONE, 4(11), pp. 1-5. https://doi.org/10.1371/journal.pone.0007785

Mohsen, M. y Balakumar, M. (2011). A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature. ReCALL 23(2), pp. 135-159. https://doi.org/10.1017/S095834401100005X

Montero Pérez, M., Peters, E., Clarebout, G. y Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), pp. 118- 141.

Montero Pérez, M., Peters, E. y Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), pp. 1-26. https://doi.org/10.1080/09588221.2017.1375960

Montero Pérez, M. (2019). Pre-learning vocabulary before viewing captioned video: an eye-tracking study. The Language Learning Journal, 47(4), pp. 460-478. https://doi.org/10.1080/09571736.2019.1638623

Montero Pérez, M. y Rodgers, M. (2019). Video and language learning [Editorial]. The Language Learning Journal, 47(4), pp. 403-406. https://doi.org/10.1080/09571736.2019.1629099

Muñoz-Basols, J. (2019). Going beyond the comfort zone: multilingualism, translation and mediation to foster plurilingual competence. Language, Culture and Curriculum, 32(3), pp. 299-321. https://doi.org/10.1080/07908318.2019.1661687

Nation, P. (2001). Cambridge applied linguistics series. Learning vocabulary in another language. Cambridge University Press.

Nation, P. y Chung, T. (2011). Teaching and testing vocabulary. En M. Long y C. Doughty (Eds.), The handbook of language teaching, pp. 543-559. Wiley-Blackwell. https://doi.org/10.1002/9781444315783.ch28

Nation, P. (2019). The Different Aspects of Vocabulary Knowledge. En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies, pp.15-29 [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586-2

Neuman, S. y Koskinen, P. (1992). Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students. Reading Research Quarterly, 27(1), pp. 94-106. https://doi.org/10.2307/747835

Pavičić, V. (2008). Vocabulary Learning Strategies and Foreign Language Acquisition. Second Language Acquisition: 27. Multilingual Matters. https://doi.org/10.21832/9781847690401

Peters, E., Heynen, E. y Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, pp. 134-148. https://doi.org/10.1016/j.system.2016.10.002

Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. International Journal of Applied Linguistics, 169(1), pp. 142-168. https://doi.org/10.1075/itl.00010.pet

Peters, E. y Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), pp. 551-577. https://doi.org/10.1017/S0272263117000407

Peters, E. (2019). The Learning of Single-Word Items. En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies, pp. 125-142 [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586-9

Puimège, E. y Peters, E. (2019). Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal, 47(4), pp. 424-438. https://doi.org/10.1080/09571736.2019.1638630

Pujadas, G. y Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), pp. 479-496. https://doi.org/10.1080/09571736.2019.1616806

Pujadas, G. y Muñoz, C. (2020). Examining adolescent EFL learners’ tv viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 42(3), pp. 551-575. https://doi.org/10.1017/S0272263120000042

Pujolà, J.-T. (2002). CALLing for help: researching language learning strategies using help facilities in a web- based multimedia program. ReCALL 14(2), pp. 235-262. https://doi.org/10.1017/S0958344002000423

Raine, P. (2012). Incidental learning of vocabulary through subtitled authentic videos [Trabajo de grado de maestría]. Universidad de Birmingham, Birmingham, Reino Unido. https://www.birmingham.ac.uk/Documents/college- artslaw/cels/essays/matefltesldissertations/RAINE619605DISS.pdf

Read, J. (2019). Key Issues in Measuring Vocabulary Knowledge. En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies, pp. 545-560 [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586-34

RStudio Team. (2015). RStudio (versión 3.5.2) [Software de computación]. http://www.rstudio.com/ Sakunkoo, N. y Sakunkoo, P. (2009). GliFlix: Using Movie Subtitles for Language Learning. UIST, ACM Symposium on User Interface Software and Technology. https://uist.acm.org/archive/adjunct/2009/pdf/demos/paper171.pdf

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), pp. 329- 363. https://doi.org/10.1177/1362168808089921

Schmitt, N. (2010a). Reasearch and Practice in Applied Linguistics. Researching vocabulary: A vocabulary reasearch manual. Palgrave Macmillan.

Schmitt, N. (2010b). Key Issues in Teaching and Learning Vocabulary. En R. Chacón-Beltrán, C. Abello- Contesse y M.ª del M. Torreblanca-López (Eds.), Insights Into Non-native Vocabulary Teaching and Learning. Second Language Acquisition: 52, pp. 28-40. Multilingual Matters. https://doi.org/10.21832/9781847692900-004

Stewart, M. y Pertusa, I. (2004). Gains to Language Learners from Viewing Target Language Closed- Captioned Films. Foreign Language Annals, 37(3), pp. 438-442. https://doi.org/10.1111/j.1944- 9720.2004.tb02701.x

Suárez, M. y Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference? The Language Learning Journal, 47(4), pp. 497-517. https://doi.org/10.1080/09571736.2019.1617768

Talaván Zanón, N. (2011). La influencia efectiva de los subtítulos en el aprendizaje de lenguas extranjeras: análisis de investigaciones previas. SENDEBAR: Revista de la Facultad de Traducción e Interpretación de la Universidad de Granada, 22, pp. 265-282. http://revistaseug.ugr.es/index.php/sendebar%20/article/download/354/386

Teng, F. (2020). Vocabulary learning through videos: captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1720253

van Buuren, S. y Groothuis-Oudshoorn, K. (2011). mice: Multivariate Imputation by Chained Equations in R. Journal of Statistical Software, 45(3), pp. 1-67. https://doi.org/10.18637/jss.v045.i03

Vanderplank, R. (2016). Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard- of-Hearing as Tools for Language Learning. Palgrave Macmillan. https://doi.org/10.1057/978-1-137- 50045-8

Wang, Y. (2019). Effects of L1/L2 Captioned TV Programs on Students’ Vocabulary Learning and Comprehension. Calico Journal, 36(3), pp. 204-224. https://doi.org/10.1558/cj.36268

Webb, S. y Rodgers, M. (2009). Vocabulary Demands of Television Programs. Language Learning, 59(2), pp. 335-366. https://doi.org/10.1111/j.1467-9922.2009.00509.x

Webb, S. (2010a). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15(4), pp. 497-519. https://doi.org/10.1075/ijcl.15.4.03web

Webb, S. (2010b). Using glossaries to increase the lexical coverage of television programs. Reading in a Foreign Language, 22(1), pp. 201-221. https://pdfs.semanticscholar.org/f2a0/89cfacf3bf202f5728b3bf1c8bcc215c0607.pdf

Webb, S. y Chang, A. C.-S. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), pp. 667–686. https://doi.org/10.1177/1362168814559800

Webb, S. (2016). Learning vocabulary through meaning-focused input: Replication of Elley (1989) and Liu & Nation (1985). Language Teaching, 49(1), pp. 129–140. https://doi.org/10.1017/S0261444815000051

Webb, S. (2019). Incidental vocabulary learning. En S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies, pp. 225-239 [Edición para Kindle]. Taylor and Francis. https://doi.org/10.4324/9780429291586- 15

Winke, P., Gass, S. y Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), pp. 65-86. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44203/1/14_01_winkegasssydorenko. pdf

Descargas

Publicado

2020-12-17

Cómo citar

González Ortega, B., & Mañas Navarrete, I. (2020). Efectos de los subtítulos intralingüísticos y los subtítulos bilingües aumentados sobre el aprendizaje incidental de vocabulario en español como lengua extranjera. RILEX. Revista Sobre Investigaciones léxicas, 3(2), 125–163. https://doi.org/10.17561/rilex.3.2.5808