Previous research has demonstrated the effectiveness of captioning in second language (L2) comprehension and vocabulary learning. However, little attention has been paid to its potential in supporting grammar development, another challenging area in L2 acquisition. In this research, we used a randomised control design to investigate the role of…

This study of second language idiom acquisition investigates the interaction of two factors, the L1 effect and the effect of supportive context in the L2 input, when both are available to learners. An experiment consisting of a pretest, a computer-assisted instructional treatment session and a posttest employed three idiom types that differed in…

While there is increasing evidence that learners pick up new words while viewing video with captions (i.e. L2 subtitles), little is known about the role of instructional interventions prior to viewing. This study uses eye-movement registration to investigate the effect of pre-learning vocabulary before watching a captioned video. Thirty…

This study aims at exploring the potential of extensive TV viewing for L2 vocabulary learning, and the effects associated with the language of the on-screen text (L1 or L2), type of instruction (pre-teaching target items or not) and learners' proficiency. A total of 106 secondary school students (Grade 8) divided into 4 classes participated in a…

Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. This paper aims…

Television is considered an important source of comprehensible input for second language learners of English and there is some evidence that L2 words can be learned incidentally by watching television. Few studies have looked at the role of TV viewing for learning formulaic sequences, despite the ubiquity of formulaic sequences in spoken English,…

This study explored the experiences and language gains of Chinese-background English language learners living in homestays during a short-term study abroad (SA) programme in Australia. Forty-one learners took part in listening dictation pre- and post-tests to assess their acquisition of idiomatic phrasal verbs, and also completed weekly journals…

This study investigates the relative effectiveness of four types of input-enhanced instruction on the development of Iranian EFL learners' production of pragmatically appropriate and grammatically accurate suggestions. Over a 16-week course, input delivered through video clips was enhanced differently in four intact classes: (1) metapragmatic…