Maximising the potential of plurilingual subtitled audiovisual input: learning L3 words and multiword units with L2 audio

Purpose
This study proposes the use of plurilingual audiovisual input, combining viewers’ L2 English audio with an L3 target language subtitles, to facilitate beginners’ acquisition from original version television.

Methodology
We divided 84 beginner learners of Spanish into experimental and control groups, assessing their learning of target single and multiword units using a pre-/posttest design, measured with a Vocabulary Knowledge Scale. The experimental group watched twelve episodes of a TV series in the original L2 English version with L3 Spanish subtitles.

Findings
Statistical analyses revealed that the experimental group was nearly ten times more likely to score higher on the posttest than the control group, demonstrating a strong impact of plurilingual audiovisual input on vocabulary learning. Additionally, multiword units were learned better than single words.

Originality
This study breaks new ground in audiovisual input research by providing empirical evidence that incorporating a plurilingual approach benefits language learning and teaching.