Second language (L2) viewing with captions (i.e., L2 on‐screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta‐analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary studies (i.e., independent experiments), we fitted a multilevel meta‐analysis model with restricted maximum likelihood estimation to calculate the overall effect size based on a standardized mean difference of gain scores between captioned viewing and uncaptioned viewing groups. The results showed a medium effect of captioning on L2 vocabulary learning, g = 0.56, p <.001. Moderator analysis indicated moderating effects of instructional level, target audience of video materials, and administration of vocabulary pretest. These results are discussed with the aim of guiding future research and language learning through viewing.

中文翻译：

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通过字幕观看获得偶然词汇：荟萃分析


带有字幕的第二语言 （L2） 观看（即 L2 屏幕上的文本）现在是 L2 习得研究的一个不断增长且前景广阔的领域。本荟萃分析的目的是检查 （a） 字幕观看与偶然词汇学习之间的关系，以及 （b） 哪些与学习者、治疗、方法和词汇测试相关的变量会调节字幕效果。综合来自 49 项主要研究（即独立实验）的 89 个效应量，我们拟合了一个具有受限最大似然估计的多级 meta 分析模型，以根据有字幕观看组和无字幕观看组之间增益分数的标准化平均差异计算总体效应量。结果显示字幕对 L2 词汇学习的中等影响，g = 0.56，p <.001。主持人分析表明教学水平、视频材料的目标受众和词汇预测试的管理具有调节作用。讨论这些结果的目的是通过观察指导未来的研究和语言学习。