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Vocabulary mastery is framed as essential for native-speaker-level comprehension, and audio-visual, meaning-focused input is positioned as a promising resource alongside extensive reading. Results show a significant immediate gain: among 42 target words, the mean recalled increased by 1.7 words (4.05%) after viewing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/incidental-vocabulary-learning-through-watching-movies/593883/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/incidental-vocabulary-learning-through-watching-movies/593883.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main research question?","Question",{"text":112,"@type":113},"It investigates the effect of watching a single English movie with English captions on Japanese students’ ability to recall target words from the movie script.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were vocabulary learning results measured?",{"text":117,"@type":113},"Students were tested on recall of a selection of words taken from the movie script, and performance was compared before and after viewing.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings?",{"text":121,"@type":113},"After watching the movie, students showed a significant increase in word recall, with the mean number of recalled words rising by 1.7 (4.05%) from a list of 42 target words.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593883,1792210142,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/)  \nAustralian Journal ofApplied Linguistics, 1 (3), 135-147 (2018) [https://dx.doi.org/10.29140/ajal.v1n3.89](https://dx.doi.org/10.29140/ajal.v1n3.89)  \nIncidental Vocabulary Learning Through Watching Movies  \nROBERT JOHN ASHCROFT a JOSEPH GARNER b  \nOLIVER HADINGHAM c  \na Tokai University, Japan b International Christian University, Japan  \nEmail: [bob.ashcroft1971@gmail.com](bob.ashcroft1971@gmail.com) Email: [joe_garner2003@yahoo.co.uk](joe_garner2003@yahoo.co.uk)  \nc Rikkyo University, Japan  \nEmail: [oliver17h@gmail.com](oliver17h@gmail.com)  \nAbstract  \nIt is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. Technological advances have greatly expanded the resources available to language students. In particular, learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students ’ ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost to their rate of vocabulary acquisition.  \nKeywords: incidental vocabulary learning, movies, vocabulary acquisition  \nIntroduction  \nThe sheer number of words required to achieve a reasonable level of fluency can be a significant obstacle for second language (L2) learners. For example, recent research among Japanese university students found that the students in the study had a vocabulary size of around 3,700 word families (McLean, Hogg, & Kramer, 2014) . This contrasts sharply with estimates that 6,000 to 7,000 word-  \nfamilies are needed to comprehend everyday spoken adult texts, and up to between 8,000 to 9,000 for written texts (Nation, 2006) . It is therefore important for students to adopt a wide range of learning strategies in order to maximize their opportunity to acquire new words. One way to achieve this is through exposure to large amounts of L2 input, thereby facilitating incidental vocabulary acquisition. This is where vocabulary is acquired as a byproduct of processing that L2 input, as opposed to being focused on individual words or phrases within it. Incidental vocabulary learning can be contrasted with deliberate vocabulary learning, where students target specific lists of words and phrases to study, using flashcards for example.  \nResearch indicates that extensive reading (ER) leads to incidental vocabulary learning, but the process is somewhat unpredictable and incremental, with partial vocabulary knowledge being built up overtime (Laufer, 2003; Cobb, 2007; Pellicer-Sánchez & Schmitt, 2010). Indeed, Waring and Takaki (2003) note in their review of research that only a modest amount of vocabulary is learned through reading. Incidental vocabulary uptake from audio input has also been investigated (e.g. , Vidal, 2011; van Zeeland & Schmitt, 2013) . Audio input has long been part of the language classroom, whether from teachers themselves, or the tape and CD recordings accompanying language-learning textbooks. Vide","cbCailKAnkzBRWIX","https://ap.wps.com/l/cbCailKAnkzBRWIX","pdf",506155,13,"English","# Abstract\n# Introduction\n## Background\n## Captions and comprehension","[{\"question\":\"What is the document’s main research question?\",\"answer\":\"It investigates the effect of watching a single English movie with English captions on Japanese students’ ability to recall target words from the movie script.\"},{\"question\":\"How were vocabulary learning results measured?\",\"answer\":\"Students were tested on recall of a selection of words taken from the movie script, and performance was compared before and after viewing.\"},{\"question\":\"What were the key findings?\",\"answer\":\"After watching the movie, students showed a significant increase in word recall, with the mean number of recalled words rising by 1.7 (4.05%) from a list of 42 target words.\"}]","Incidental Vocabulary Learning Through Watching Movies | PDF",1792078101,33]