MODALITY OF INPUT AND VOCABULARY ACQUISITION

This study examines the effect of input modality (video, audio, and captions, i.e., on-screen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners. Twenty-six second-semester learners of Russian participated in this study. Group one (N = 8) saw video with audio and captions (VAC); group two (N = 9) saw video with audio (VA); group three (N = 9) saw video with captions (VC). All participants completed written and aural vocabulary tests and a final questionnaire. The results indicate that groups with captions (VAC and VC) scored higher on written than on aural recognition of word forms, while the reverse applied to the VA group. The VAC group learned more word meanings than the VA group. Results from the questionnaire suggest that learners paid most attention to captions, followed by video and audio, and acquired most words by associating them with visual images. Pedagogical implications of this study are that captioned video tends to aid recognition of written word forms and the learning of word meaning, while non-captioned video tends to improve listening comprehension as it facilitates recognition of aural word forms.