Cover not available

Review published In: Digital Translation
Vol. 11:2 (2024) ► pp.162–169

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required
Book review

Mark Feng Teng. Language learning through captioned videos: Incidental vocabulary acquisition. London: Routledge, 2021. 104+viii pp. https://​doi​.org​/10​.4324​/9780429264740

Reviewed by
ORCiD logo with link | University of Birjand
Published online: 10 October 2024
DOI logo with link
https://doi.org/10.1075/dt.00012.ame
References (36)
References
Alm, Antonie. 2021. “Language Learning with Netflix: from Extensive to Intra-formal Learning.” The EuroCALL Review 29 (1):81–92. Google Scholar logo with link to Google Scholar
Baddeley, Alan. 1992. “Working Memory.” Science 255 (5044):556–559. Google Scholar logo with link to Google Scholar
Bolaños García-Escribano, Alejandro. 2017. “The Effects of Fansubs on EFL Education for Translation and Interpreting Students: An Empirical Approach.” JoSTrans: The Journal of Specialised Translation 281:122–163.Google Scholar logo with link to Google Scholar
Bolaños García-Escribano, Alejandro, Noa Talaván, and Alberto Fernández-Costales. 2024. “Audiovisual Translation and Media Accessibility in Language Education.” Parallèles 36 (1):1–233.Google Scholar logo with link to Google Scholar
Çekiç, Ahmet. 2024. “Incidental L2 Vocabulary Learning from Audiovisual Input: The Effects of Different Types of Glosses.” Computer Assisted Language Learning 37 (4):896–923. Google Scholar logo with link to Google Scholar
Cerezo Herrero, Enrique. 2023. “Training Prospective Translators and Interpreters in Foreign Languages: An Exploratory Study.” The Interpreter and Translator Trainer 17 (4):531–547. Google Scholar logo with link to Google Scholar
Díaz-Cintas, Jorge, and Aline Remael. 2021. Subtitling: Concepts and Practices. 2nd ed. London: Routledge.Google Scholar logo with link to Google Scholar
Díaz-Cintas, Jorge, and Chengcheng Wang Wang. 2022. “The Riches of Hands-on Subtitling in the Foreign Language Classroom.” Revista de Lenguas para Fines Específicos 28 (2):32–47.Google Scholar logo with link to Google Scholar
Fievez, Isabeau, Maribel Montero Perez, Frederik Cornillie, and Piet Desmet. 2023. “Promoting Incidental Vocabulary Learning Through Watching a French Netflix Series with Glossed Captions.” Computer Assisted Language Learning 36 (1–2):26–51. Google Scholar logo with link to Google Scholar
Gesa, Ferran, and Imma Miralpeix. in press. “Extensive Viewing as Additional Input for Foreign Language Vocabulary Learning: A Longitudinal Study in Secondary School.” Language Teaching Research: 1–18.
Gu, Peter Yongqi. 2020. “Strategies for Learning Vocabulary.” In The Routledge Handbook of Vocabulary Studies, edited by Stuart Webb, 271–287. London: Routledge.Google Scholar logo with link to Google Scholar
Incalcaterra McLoughlin, Laura. 2019. “Audiovisual Translation in Language Teaching and Learning.” In The Routledge Handbook of Audiovisual Translation, edited by Luis Pérez-González, 483–497. London: Routledge.Google Scholar logo with link to Google Scholar
Krashen, Stephen. 1989. “We Acquire Vocabulary and Spelling by Reading: Additional Evidence for The Input Hypothesis.” Modern Language Journal 73 (4):440–464. Google Scholar logo with link to Google Scholar
Lo, Siowai. in press-a. “Learning Vocabulary Through Dual-Subtitled Viewing: The Impact of Different ILH-based interventions.” Computer Assisted Language Learning: 1–28.
. in press-b. “Viewing Dual-Subtitled Videos Under Different Learning Conditions: Effects on Learners’ Behavioural, Emotional, And Cognitive Engagement.” Computer Assisted Language Learning: 1–31.
Mayer, Richard E. 2009. Multimedia Learning. 2nd ed. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
McLoughlin, Laura Incalcaterra, Jennifer Lertola, and Noa Talaván, eds. 2020. Audiovisual Translation in Applied Linguistics: Educational Perspectives. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Montero Perez, Maribel. 2022. “Second or Foreign Language Learning Through Watching Audio-Visual Input and The Role of On-Screen Text.” Language Teaching 55 (2):163–192. Google Scholar logo with link to Google Scholar
Muñoz, Carmen, Anastasia Pattemore, and Daniela Avello. in press. “Exploring Repeated Captioning Viewing as A Way to Promote Vocabulary Learning: Time Lag Between Repetitions and Learner Factors.” Computer Assisted Language Learning: 1–27.
Neves, Josélia. 2019. “Subtitling for Deaf and Hard of Hearing Audiences: Moving Forward.” In The Routledge Handbook of Audiovisual Translation, edited by Luis Pérez-González, 82–95. London: Routledge.Google Scholar logo with link to Google Scholar
Ouyang, Jinghui, Lingshan Huang, and Jingyang Jiang. 2020. “The Effects of Glossing on Incidental Vocabulary Learning During Second Language Reading: Based on An Eye-Tracking Study.” Journal of Research in Reading 43 (4):496–515. Google Scholar logo with link to Google Scholar
Paivio, Allan. 1990. Mental Representations: A Dual Coding Approach. Oxford: Oxford university press. Google Scholar logo with link to Google Scholar
Peters, Elke. 2018. “The Effect of Out-Of-Class Exposure to English Language Media on Learners’ Vocabulary Knowledge.” ITL — International Journal of Applied Linguistics 169 (1):142–168. Google Scholar logo with link to Google Scholar
Pujadas, Geòrgia, and Carmen Muñoz. 2019. “Extensive Viewing of Captioned and Subtitled TV Series: A Study of L2 Vocabulary Learning by Adolescents.” The Language Learning Journal 47 (4):479–496. Google Scholar logo with link to Google Scholar
Rodgers, Michael P. H., and Stuart Webb. 2020. “Incidental Vocabulary Learning Through Viewing Television.” ITL-International Journal of Applied Linguistics 171 (2):191–220. Google Scholar logo with link to Google Scholar
Sweller, John. 2011. “Cognitive Load Theory.” In Psychology of Learning and Motivation, edited by Jose P. Mestre and Brian H. Ross, 37–76. London: Elsevier.Google Scholar logo with link to Google Scholar
Talaván, Noa. 2020. “The Didactic Value of AVT in Foreign Language Education.” In The Palgrave Handbook of Audiovisual Translation and Media Accessibility, edited by Łukasz Bogucki and Mikołaj Deckert, 567–592. Switzerland: Palgrave. Google Scholar logo with link to Google Scholar
Talaván, Noa, Jennifer Lertola, and Alberto Fernández-Costales. 2024. Didactic Audiovisual Translation and Foreign Language Education. London: Routledge.Google Scholar logo with link to Google Scholar
Teng, Mark Feng. 2019a. “The Effects of Video Caption Types and Advance Organizers on Incidental L2 Collocation Learning.” Computers & Education 1421:103655. Google Scholar logo with link to Google Scholar
. 2019b. “Incidental Vocabulary Learning for Primary School Students: The Effects of L2 Caption Type and Word Exposure Frequency.” The Australian Educational Researcher 46 (1):113–136. Google Scholar logo with link to Google Scholar
. 2019c. “Maximizing the Potential of Captions for Primary School ESL Students’ Comprehension of English-Language Videos.” Computer Assisted Language Learning 32 (7):665–691. Google Scholar logo with link to Google Scholar
. 2022. “Incidental L2 Vocabulary Learning from Viewing Captioned Videos: Effects of Learner-Related Factors.” System 1051:102736. Google Scholar logo with link to Google Scholar
. 2023. “Incidental Vocabulary Learning from Captioned Videos: Learners’ Prior Vocabulary Knowledge and Working Memory.” Journal of Computer Assisted Learning 39 (2):517–531. Google Scholar logo with link to Google Scholar
Vanderplank, Robert. 1988. “The Value of Teletext Sub-Titles in Language Learning.” ELT Journal 42 (4):272–281. Google Scholar logo with link to Google Scholar
Wang, Andi, and Ana Pellicer-Sánchez. 2022. “Incidental Vocabulary Learning from Bilingual Subtitled Viewing: An Eye-Tracking Study.” Language Learning 72 (3):765–805. Google Scholar logo with link to Google Scholar
Wei, Rong, and Lin Fan. 2022. “On-Screen Texts in Audiovisual Input for L2 Vocabulary Learning: A Review.” Frontiers in Psychology 131:904523. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue