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In:Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 126–149

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Multimodal input and L2 pragmatics

An eye-tracking study

 | Universitat de Barcelona
 | Universitat de Barcelona
 | Universitat Jaume I
Published online: 26 September 2024
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https://doi.org/10.1075/lllt.61.06bar
Abstract
Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) pragmatics is a recent area in research. In this line, the use of eye-tracking to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without captions. Additionally, a subset of participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to captioned videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews.
Article outline
  • 1.Introduction
  • 2.Review of the literature
  • 3.Methodology
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1Selected scenes from the series Emily in Paris
      • 3.2.2Multiple-choice discourse completion test (MCDCT)
      • 3.2.3RealEye
      • 3.2.4Retrospective interviews
    • 3.3Data collection procedure
    • 3.4Data analysis
  • 4.Results
    • 4.1RQ1: What are the effects of captioned-video viewing on the learning of requests, as compared to non-captioned video viewing?
    • 4.2RQ2: Is there a difference in visual behavior when watching
      captioned and uncaptioned videos?
    • 4.3RQ3: What are learners’ perceptions of their pragmatic learning in relation to the presence of captions (or not) in the videos?
      • 4.3.1Captions group
      • 4.3.2No captions group
  • 5.Discussion
  • 6.Conclusion
  • Ethical considerations
  • Acknowledgements
  • References
  • Appendix
References (21)
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Cited by (1)

Cited by one other publication

Gesa, Ferran & Anastasia Pattemore
2025. Introduction. In Foreign Language Learning from Audiovisual Input [Educational Linguistics, 66], ► pp. 1 ff. DOI logo

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