A Review of On-Screen Texts in Multimedia and Audiovisual Inputs for Second Language Learning
DOI:
https://doi.org/10.61173/7rm7mk05Keywords:
On-screen texts, multimedia input, audiovisual input, second language learningAbstract
As an essential component of multimedia input, on-screen text effectively enhances second language vocabulary, listening, and grammar learning. The on-screen text also benefits second language learning in on-screen texts+audio and on-screen texts+audio+video combined modes as an important part of audiovisual input. The principle that on-screen texts function in the two modes is supported by different theories, especially the Cognitive Load Theory and the redundancy principle within the cognitive theory of multimedia learning. After distinguishing the differences between animation in multimedia input and video in audiovisual input, this paper summarizes the characteristics of on-screen texts in promoting comprehension, avoiding redundant input, and reducing cognitive stress. This paper introduces three types of subtitles commonly used in second-language teaching, emphasizes the importance of keyword-highlighted subtitles, and reviews the development status of several other types of on-screen texts in the current research field.
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