Double subtitles as an effective tool for vocabulary learning

The present study aimed to investigate if and how the mere minimal exposure
to subtitled audio-visual input in an unknown language can enhance incidental
vocabulary learning. Three experimental conditions were compared in
which native Dutch participants with no prior knowledge of the target language
(Russian) viewed an eight-minute Russian cartoon with: (a) standard
(Dutch) subtitles or (b) double (Russian and Dutch) subtitles. A control group
watched the cartoon: (c) without subtitles. All participants were tested on vocabulary gains and visual information processing after having watched the cartoon three times. Results revealed that vocabulary acquisition did occur after
watching the cartoon. Interestingly, participants who were exposed to the
double subtitles condition significantly outperformed those who watched the
cartoon with standard subtitles on a written word recognition test. Moreover,
participants who were exposed to the subtitle conditions were better at remembering the sequence of scenes from the cartoon they had seen. The results thus provide evidence for increased processing of the visual scene as well
as incidental vocabulary learning after the exposure to subtitled audio-visual
input with no pre-existing knowledge of the target language and, more specifically, evidence for the particularly beneficial effects of the double subtitles.