To probe the limits of attention raising through form-focused instruction, second-language research must adapt to the needs of a technologically driven learning environment. In this study, we used a randomized control design to investigate the effect of captioned media on the learning of vocabulary and grammar in L2 Spanish (n = 369 learners). Through four data-collection sessions, participants were presented with a grammar-lesson video and a multimodal video with one of three captioning formats: textually enhanced target vocabulary, textually enhanced target grammar, or no captioning. Results show strong immediate effects of captioning on target vocabulary, with additional effects of captioning on some, but not all, target-grammar structures. The findings demonstrate that (a) the learning of some grammatical structures is more conducive to captioning than others, and (b) there is space for future investigation into the factors that may influence the effectiveness of multimodal interventions, such as prior knowledge or frequency of use.

中文翻译：

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研究 L2 语法和词汇中的文本增强和字幕

为了探究通过以形式为中心的教学提高注意力的局限性，第二语言研究必须适应技术驱动的学习环境的需求。在这项研究中，我们使用随机对照设计来调查字幕媒体对 L2 西班牙语词汇和语法学习的影响（n= 369 名学习者）。通过四次数据收集会议，向参与者展示了一个语法课程视频和一个多模态视频，该视频具有三种字幕格式之一：文本增强的目标词汇、文本增强的目标语法或无字幕。结果表明，字幕对目标词汇的直接影响很大，字幕对一些（但不是全部）目标语法结构有额外的影响。研究结果表明（a）学习某些语法结构比其他语法结构更有利于字幕，并且（b）未来有空间研究可能影响多模式干预有效性的因素，例如先验知识或频率采用。