Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?

Audiovisual input has been shown to promote vocabulary acquisition in foreign language learners. However, there is limited research on the effects of extensive viewing in a classroom context with young beginner learners of English. This study investigates foreign language vocabulary learning through...

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Detalhes bibliográficos
Autores: Gesa Vidal, Ferran, Miralpeix, Imma, Suárez, Maria del Mar
Tipo de documento: artigo
Estado:Versión aceptada para publicación
Data de publicação:2025
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositório:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/225410
Acesso em linha:https://hdl.handle.net/2445/225410
Access Level:Acceso aberto
Palavra-chave:Vocabulari
Adquisició d'una segona llengua
Anglès
Vocabulary
Second language acquisition
English language
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spelling Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?Gesa Vidal, FerranMiralpeix, ImmaSuárez, Maria del MarVocabulariAdquisició d'una segona llenguaAnglèsVocabularySecond language acquisitionEnglish languageAudiovisual input has been shown to promote vocabulary acquisition in foreign language learners. However, there is limited research on the effects of extensive viewing in a classroom context with young beginner learners of English. This study investigates foreign language vocabulary learning through explicit teaching and additional viewing of subtitled TV series, as well as the role that second language (L2) vocabulary size and language aptitude may play. A teaching intervention lasting one academic year was implemented in primary school. Weekly, two groups of beginner learners of English enrolled in grade 6 and aged 11 (N = 47) were taught a set of target words. One group was additionally exposed to the target vocabulary through an episode of a TV series with subtitles in Spanish, their native language. Gains in form and meaning recall of the target vocabulary were measured. Participants’ L2 vocabulary size and language aptitude were also assessed at the beginning of the intervention. Multivariate tests showed that explicit teaching accounted for most vocabulary learning, although viewing the TV series significantly benefited learners at two testing points. L2 vocabulary size contributed to explaining lexical gains, while language aptitude did not have such a significant effect.John Benjamins Publishing Company2026202620252026info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion51 p.application/pdfhttps://hdl.handle.net/2445/225410Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1075/ltyl.24024.gesLanguage Teaching for Young Learners, 2025, vol. 7, num.2, p. 270-302https://doi.org/10.1075/ltyl.24024.ges(c) John Benjamins Publishing Company, 2025info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2254102026-05-29T05:05:01Z
dc.title.none.fl_str_mv Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
title Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
spellingShingle Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
Gesa Vidal, Ferran
Vocabulari
Adquisició d'una segona llengua
Anglès
Vocabulary
Second language acquisition
English language
title_short Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
title_full Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
title_fullStr Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
title_full_unstemmed Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
title_sort Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
dc.creator.none.fl_str_mv Gesa Vidal, Ferran
Miralpeix, Imma
Suárez, Maria del Mar
author Gesa Vidal, Ferran
author_facet Gesa Vidal, Ferran
Miralpeix, Imma
Suárez, Maria del Mar
author_role author
author2 Miralpeix, Imma
Suárez, Maria del Mar
author2_role author
author
dc.subject.none.fl_str_mv Vocabulari
Adquisició d'una segona llengua
Anglès
Vocabulary
Second language acquisition
English language
topic Vocabulari
Adquisició d'una segona llengua
Anglès
Vocabulary
Second language acquisition
English language
description Audiovisual input has been shown to promote vocabulary acquisition in foreign language learners. However, there is limited research on the effects of extensive viewing in a classroom context with young beginner learners of English. This study investigates foreign language vocabulary learning through explicit teaching and additional viewing of subtitled TV series, as well as the role that second language (L2) vocabulary size and language aptitude may play. A teaching intervention lasting one academic year was implemented in primary school. Weekly, two groups of beginner learners of English enrolled in grade 6 and aged 11 (N = 47) were taught a set of target words. One group was additionally exposed to the target vocabulary through an episode of a TV series with subtitles in Spanish, their native language. Gains in form and meaning recall of the target vocabulary were measured. Participants’ L2 vocabulary size and language aptitude were also assessed at the beginning of the intervention. Multivariate tests showed that explicit teaching accounted for most vocabulary learning, although viewing the TV series significantly benefited learners at two testing points. L2 vocabulary size contributed to explaining lexical gains, while language aptitude did not have such a significant effect.
publishDate 2025
dc.date.none.fl_str_mv 2025
2026
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/225410
url https://hdl.handle.net/2445/225410
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1075/ltyl.24024.ges
Language Teaching for Young Learners, 2025, vol. 7, num.2, p. 270-302
https://doi.org/10.1075/ltyl.24024.ges
dc.rights.none.fl_str_mv (c) John Benjamins Publishing Company, 2025
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) John Benjamins Publishing Company, 2025
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 51 p.
application/pdf
dc.publisher.none.fl_str_mv John Benjamins Publishing Company
publisher.none.fl_str_mv John Benjamins Publishing Company
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812455

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