Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of an effect emerged only when the same video was watched twice. Arguably, for learners to benefit more immediately from typographic enhancement in captions, they may need to be made aware of its purpose beforehand. The present article therefore reports an approximate replication of Majuddin et al. (2021), but this time the students were informed about the MWI-learning purpose of watching the video. As in the original study, the learners watched a video once or twice with standard captions, with captions in which MWIs were enhanced, or without captions. The positive effect of enhancement for MWI learning was clearer than in the original study, and it already emerged after a single viewing. On the downside, enhancement was found to have a negative effect on lower-proficiency learners' comprehension of the content of the video.

中文翻译：

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在字幕中增强 L2 多词项目的效果：Majuddin、Siyanova-Chanturia 和 Boers （2021） 的近似复制


调查从阅读中获取多词项目 （MWI） 的研究提供了证据表明，如果在文本中对这些项目进行排版增强（例如，加粗或下划线），则获得的可能性会大大提高。然而，对于带字幕的视听材料，作者的早期研究没有找到如此令人信服的证据。在那项研究中，只有当同一个视频被观看两次时，效果的迹象才会出现。可以说，为了让学习者更直接地从字幕中的排版增强中受益，他们可能需要事先了解其用途。因此，本文报告了 Majuddin 等人（2021 年）的大致复制，但这次学生被告知观看视频的 MWI 学习目的。与原始研究一样，学习者观看了一两次带有标准字幕的视频，其中的字幕增强了 MWI，或者没有字幕。增强对 MWI 学习的积极影响比原始研究更明显，并且在一次观看后就已经显现。不利的一面是，发现增强对低熟练度学习者对视频内容的理解有负面影响。