In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.

中文翻译：

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第二语言学习者在观看带字幕的视频时如何进行听力？Taylor (2005)、Winke 等人的复制研究。(2013) 以及罗杰斯和韦伯 (2017)

近年来，使用带字幕视频进行第二语言学习的兴趣与日俱增，部分原因是可用材料的爆炸式增长和观看平台的迅速增加。字幕使许多学习者能够访问通常无法接触到的真实视频，而教师经常使用这些视频来帮助提高学习者的听力。然而，有一种观点认为，学习者主要只是阅读字幕，观看反而在很大程度上提高了他们的阅读能力。越来越多的研究正在调查这个问题，其中大部分需要通过复制来进一步验证。本文概述了如何复制三项关键的相关研究，重点是检查字幕观看对学习者听力的影响。其中两项研究，泰勒 (2005) 和温克等人。（2013），检查观众的处理策略，其中可以包括音频、字幕和视觉方式的使用。Rodgers 和 Webb（2017）的另一项研究探讨了长期观看如何影响学习者的理解。