Effects Of Different Subtitling Modes On Chinese Vocabulary Incidental Acquisition And Video Comprehension

With the rapid development of multimedia culture,film and television video materials are increasingly used in foreign language teaching.For second language learners,multi-sensory access to the target language makes vocabulary learning more effective.More research focuses on the effect of subtitle input on incidental vocabulary acquisition and the effectiveness of video content understanding.However,due to the initial stage of the implementation of teaching Chinese as a foreign language,few studies focus on the effects of video subtitles on teaching Chinese as a foreign language.Based on Schmidt "Noticing Hypothesis",Paivio "Dual Coding Theory" and second language acquisition information processing model,this study selected international students from the School of International Education of Lanzhou Jiaotong University as the participants.Four different modes of subtitles were designed to explore the effects of different video subtitles(Chinese keyword subtitles,Chinese full subtitles,Chinese highlighted keyword subtitles,no subtitles)on Chinese vocabulary incidental acquisition and video content understanding.The following three issues are examined:1.Do the different modes of subtitles affect the incidental vocabulary acquisition?2.Do the different modes of subtitles affect the video content understanding?3.Are there correlations between video content understanding and incidental vocabulary acquisition under different modes of subtitles?The results show that:(1)Compared with the group without subtitles,the input method with subtitles has a positive impact on vocabulary incidental learning;(2)The highlighted keyword subtitle is most conducive to the occurrence of incidental vocabulary acquisition,vocabulary memorizing and the understanding of the whole video for Chinese learners,while the full subtitle is most conducive to the recognition and mastery of lexical forms for learners;(3)In video content understanding,the highlighted keyword subtitle outperforms the best,while the keyword subtitle does the least.The difference between the other two groups was relatively small;(4)There is no significant correlation between the incidental vocabulary acquisition and video content understanding under different subtitle modes.Based on the above results,in teaching Chinese as a foreign language,teachers should integrate information technology with Chinese curriculum to enrich the meaning of vocabulary transmission in different contexts,using different modes of subtitles according to students’ Chinese proficiency and the teaching materials.At the same time,the combination of subtitles and video makes the visualization of language flow possible,which is helpful for learners to segment and decode it,and to improve students’ incidental acquisition ability ofreceptive vocabulary knowledge.