The article reports a study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension. In the study, 63 Polish intermediate learners of English were asked to watch a movie clip and subsequently to answer comprehension questions, take a vocabulary knowledge test, and fill in a self-reported cognitive load questionnaire. They were divided into three groups: one group watched the clip with Polish subtitles, one with English subtitles, and one without subtitles. The findings indicate that intralingual (L2) subtitles assist learners in vocabulary acquisition more than interlingual (L1) subtitles. Moreover, both types of subtitles lower cognitive load, which is accompanied by greater comprehension of the material presented. The results of the study offer some practical implications for EFL teachers and learners.

中文翻译：

---

轻松学习最多：字幕和认知负荷

这篇文章报告了一项研究，研究了不同的字幕条件对认知负荷，附带词汇学习和理解的影响。在这项研究中，要求63名波兰中级英语学习者观看电影剪辑，然后回答理解问题，参加词汇知识测验，并填写一份自我报告的认知负荷问卷。他们分为三组：一组观看带有波兰语字幕的剪辑，一组观看带英语字幕的字幕，另一组没有字幕。研究结果表明，与使用语言对白的字幕相比，使用语言对白的字幕对学习者的词汇习得有更大的帮助。而且，两种类型的字幕都降低了认知负荷，同时伴随着对所呈现材料的更多理解。