This study assessed the extent to which captions, textually unenhanced and enhanced, can draw learners’ attention to and promote the acquisition of a second language (L2) grammatical construction. A pretest–posttest–delayed posttest experimental design was employed. Seventy-two Korean learners of English were randomly assigned to an enhanced captions group, an unenhanced captions group, and a no captions group. Each group completed a series of treatment tasks, during which they watched news clips under their respective captioning condition. The target L2 construction was the use of the present perfect versus the past simple in reporting news. For the enhanced captions group, the present perfect and past simple forms were typographically enhanced using a different color. Eye-movement indices were obtained to examine attentional allocation during the treatment, and oral and written productive tests and a fill-in-the-blank test were used to assess participants’ gains. A series of mixed-effects models found both captioning and textual enhancement effective in drawing learners’ attention to and facilitating development in the use of the target construction. In addition, positive links were identified between attention to captions and learners’ gains.

中文翻译：

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在基于多模式输入的任务中通过字幕和文本增强促进语法发展

本研究评估了文本未增强和增强的字幕在多大程度上可以吸引学习者注意并促进第二语言 (L2) 语法结构的习得。采用了前测-后测-延迟后测实验设计。72 名韩国英语学习者被随机分配到增强字幕组、未增强字幕组和无字幕组。每组完成一系列治疗任务，期间他们在各自的字幕条件下观看新闻片段。目标 L2 结构是在报道新闻时使用现在完成时与过去时简单。对于增强的字幕组，现在完美和过去的简单形式使用不同的颜色在印刷上进行了增强。获得眼球运动指数以检查治疗期间的注意力分配，并使用口头和书面生产测试以及填空测试来评估参与者的收益。一系列混合效果模型发现字幕和文本增强都有效地吸引学习者注意并促进目标结构使用的发展。此外，还发现了对字幕的关注与学习者的收获之间的积极联系。