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This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.
Mark Feng Teng is a language teacher educator in China and a research fellow at University of Macau. He is an active researcher in the applied linguistics/TESOL community. He has extensive teaching and teacher education experience in mainland China, Hong Kong, and Japan. His research programme spans vocabulary acquisition, and L2 writing development. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL), as well as the Teaching Excellence Awards by the Education Bureau of mainland China. He has published more than 40 articles in international flagship journals. His recent monographs were published by Springer, De Gruyter, and Bloomsbury.
Preface * Acknowledgement * Chapter 1. Introduction to vocabulary knowledge and incidental vocabulary acquisition * Chapter 2. Captioned videos: Multimedia features, definitions and theoretical frameworks * Chapter 3. Language learning and incidental vocabulary acquisition from captioned videos: Advantages and disadvantages * Chapter 4. Vocabulary learning from captioned videos for EFL learners * Chapter 5. Research methods for using captioned videos in incidental vocabulary acquisition * Chapter 6. Conclusion: Maximizing vocabulary learning performance from captioned videos * Index
