Narrow Viewing: The Vocabulary in Related Television Programs

By M. Rodgers, Stuart Webb. 2011

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c22573dd5d03a04eb47cbfd81c0510f7a4ea210a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. C. Muñoz
5. Yanxue Feng
6. G. Pujadas
7. Marijana Macis
8. A. Pellicer‐Sánchez

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. Yanxue Feng
5. C. Muñoz
6. G. Pujadas
7. Marijana Macis
8. A. Pellicer‐Sánchez

Citations in the corpus

• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, methodology): “TV input also complies with Nation’s (2007) five conditions for suitable input (Rodgers 2013): it is processed in large quantities, it is familiar to the language learners, it provides context cues (i.e. through image and dialogue), it is comprehensible (Rodgers and Webb 2011) and it is engaging.”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Moreover, research indicated that television programs provide repeated encounters with both high- and low-frequency words and could thus potentially fuel L2 vocabulary growth with regular viewing (Rodgers & Webb, 2011; Webb, 2010, 2015; Webb & Rodgers, 2009).”
• Extensive Viewing: Language Learning Through Watching Television (2015, background): “Another reason for narrow viewing is that the lexical load of different episodes of the same program is lighter than unrelated episodes of different programs (Rodgers & Webb, 2011).”
• Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, background): “Even though learners can be exposed to a wide range of vocabulary through films and TV (Rodgers & Webb, 2011), including the figurative meanings of collocations, perhaps they simply do not notice them as long as they can understand the general message.”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Recently, a number of corpus studies have started to focus on the potential benefits of audio-visual input for incidental vocabulary learning (Rodgers & Webb, 2011; Webb & Rodgers, 2009a, 2009b).”