THE ACQUISITION OF PHRASAL VERBS THROUGH ENHANCED AUDIOVISUAL CAPTIONS. IMPLICATIONS FOR THE DEVELOPMENT OF A SUBTITLING TOOL FOR EFL LEARNERS

Since their introduction in the late 1980s, captioned audiovisual materials have increasingly gained attention in Second Language Acquisition (SLA) research (Gottlieb 1994; Danan 2004; Caimi 2006; Pavesi & Perego 2008). These materials, initially conceived as tools for accessibility, have demonstrated a potential to enhance language learning, making them increasingly relevant for educators and researchers. Recent studies have underscored the effectiveness of textual input enhancement (TIE) techniques, which can highlight particular linguistic elements in audiovisual input to draw learners’ attention and facilitate learning. Research by MacDonald and Comeaux (2018), Montero-Perez et al. (2015, 2018), Lee and Révész (2018, 2020), and Cintrón-Valentín and Garcia-Amaya (2021) suggests that TIE applied to captioned videos can significantly impact learners’ ability to notice and retain linguistic forms. Yet, despite these positive findings, the relationship between attention, noticing, and retention remains insufficiently understood (Zhang 2022). Moreover, while the consensus supports that TIE favours attentional processes, it is less clear whether different forms of TIE (such as colouring, highlighting, or keyword captioning) lead to differential outcomes in noticing and retention. This gap in the literature is particularly evident concerning more complex lexico-grammatical items, such as English phrasal verbs (PVs). Although TIE techniques have been successfully employed to enhance learning of linguistic features like individual words and grammatical structures, the application of these methods for phrasal verb acquisition via subtitled videos remains under-researched (Fu 2021). English phrasal verbs represent a particularly challenging linguistic feature for learners, as they often involve a combination of both literal and idiomatic meanings. Studies have consistently shown that learners, especially those at lower proficiency levels, tend to avoid using phrasal verbs due to their perceived complexity (Dagut & Laufer 1985). This avoidance persists even as learners become more proficient, suggesting that traditional teaching methods may not effectively address the cognitive difficulties associated with phrasal verb acquisition (Natsumi 2021). Thus, this doctoral project seeks to address several key gaps in the current research. First, it investigates the impact of different TIE techniques on learners’ ability to notice and retain phrasal verbs in captioned videos. Second, it explores the role of high-quality captioning materials, as the availability of pre-prepared and accurately captioned videos remains a significant challenge for educators (Romero-Fresco 2020). Lastly, it aims to develop a learning tool, “SubTeachMe,” to simplify the process of creating and using enhanced captioned materials, thereby bridging the gap between research findings and pedagogical practice. The primary objective of this study is to determine whether specific TIE techniques can enhance the acquisition of phrasal verbs through captioned audiovisual materials. In doing so, it also aims at providing insights into the broader implications of input enhancement strategies in multimedia learning. By combining empirical investigation with the development of a pedagogical tool, this research contributes to both theoretical interpretations of SLA and practical approaches to language teaching. To achieve these goals, the study is divided into two main components. The first is an experimental study that evaluates the effects of different captioning conditions (no enhancement, colouring, and keyword captioning) on learners’ noticing and retention of English phrasal verbs. Preliminary results suggest that coloured captions may significantly enhance learners’ ability to notice phrasal verbs, although further research is required to determine the impact on retention. The second component involves the creation of a software tool, “SubTeachMe,” designed to assist educators in producing high-quality, TIE-enhanced captioned materials. This tool represents an innovative contribution to the field, facilitating the integration of audiovisual input into language classrooms and addressing the practical challenges faced by teachers. The first chapter of the thesis establishes the theoretical foundations of this research. It explores key concepts like input salience, noticing, and input enhancement within the framework of SLA theories. This introductory part also delves into the role of working memory in language processing, drawing connections between cognitive capacity and learners’ ability to notice and retain linguistic features. The second chapter provides a thorough review of audiovisual studies in SLA, focusing on how subtitles and captions have been used in language learning contexts. It reviews contemporary research on different types of subtitles (intralingual and interlingual) and enhanced captions, outlining their effects on learners’ noticing and retention of linguistic forms. The third chapter is dedicated to a detailed analysis of phrasal verbs, their complexity in English as a second language, and how learners often struggle to acquire them. It introduces key theoretical perspectives on the cognitive challenges of acquiring phrasal verbs and discusses how audiovisual input and TIE techniques might address these challenges. The fourth chapter presents the empirical core of the research. It details the experimental design and methodology used to investigate the effects of different captioning conditions (no enhancement, colouring, and keyword captioning) on the noticing and retention of phrasal verbs among EFL learners. The results are discussed in relation to both existing literature and the research questions. In the fifth and final chapter, the research turns practical, focusing on the development of the “SubTeachMe” tool, a software designed to help teachers and learners create and use enhanced captions for language learning. This part discusses the rationale behind the tool, its key features, and how it can be integrated into educational practice to optimise phrasal verb acquisition through audiovisual input. By offering a comprehensive investigation into the impact of TIE techniques on phrasal verb learning and the creation of a tailored subtitling tool, this doctoral project aims to contribute both to the field of applied linguistics and to the practical resources available for educators in EFL contexts.