It is well established that input plays a major role in the second language (L2) acquisition process. During the last three decades, we have seen extensive research on the value of reading and how exposure to written input may benefit L2 (e.g., vocabulary) development. More recently, there has been an increasing number of studies on the role of video or audio-visual input for second language learning. Video has been identified as a rich source of L2 input because it not only exposes learners to everyday language use; the combination of imagery and audio may also stimulate various aspects of second language learning. In addition, because of its overall availability in our daily lives (YouTube, DVD, TV, MOOCs, etc.), video offers interesting opportunities to provide exposure to L2 input and language learning outside the formal classroom context.
The effect of viewing videos on second language learning has been studied from different angles. Researchers have, for instance, examined the effect of video on comprehension, listening proficiency, and vocabulary learning as well as how these aspect of learning can be boosted by adding support such as captioning (i.e., subtitling in the target language).
This special issue aims to provide a comprehensive collection of papers (approximately 6000 words each) in any of the following areas:
- L2 learning through viewing video, including aspects of language proficiency such as listening comprehension, vocabulary, grammar, etc.
- The use and effectiveness of techniques to enhance learning from video, such as types of on-screen text (native language subtitling, captioning, etc.)
- Empirical research on video for out-of-class learning or as part of, for instance, extensive viewing programs
- The potential of MOOCs and flipped classroom contexts for L2 learning
- The role of learner variables such as age, context, and proficiency level
- The role of video characteristics such as lexical coverage and imageability
- Methodological aspects related to measuring L2 learning from video
- Theoretical considerations on video for L2 learning
Methodologically, we especially welcome studies that are longitudinal and/or involve mixed-method data collection approaches (e.g., a combination of eye-tracking data and paper/pencil tests). For methodological or theoretical contributions, we highlight the importance of a rigourous and systematic review of the literature.
Please consult the website of The Language Learning Journal for general guidelines on manuscript preparation http://www.tandfonline.com/action/authorSubmission?journalCode=rllj20&page=instructions
Please send a title and 300-word abstract by January 15, 2018 to firstname.lastname@example.org
- January 15, 2018: Submission deadline for abstracts
- February 15, 2018: Invitation to submit manuscript
- July 01, 2018: Submission deadline for manuscripts