多媒体学习的最新进展为语言习得提供了新的机遇，特别是在以英语作为外语（EFL）的中国学习者的附带性词汇习得（IVA）领域。以往的研究已经探究了观看短视频对IVA的效果，却得出了不一致的结论，并且从未将中国EFL成人学习者纳入研究。尽管学界已经研究过不同输入模态对IVA的影响，增加了我们对IVA的了解，但对于视听输入是否能促进中国EFL学习者的IVA，学界仍然存在一定的研究空白。此外，本研究还旨在探究与词汇相关的变量（词汇出现频率和词汇对于内容理解的相关性）以及与学习者相关的变量（学习者已有的词汇知识）如何影响IVA的效果。

本研究的研究对象是37名年龄在18至22岁之间的中国EFL学习者。他们在实验环境下观看了带英文字幕的TED科普类短视频。在实验开始前，研究者评估了研究对象已有的词汇知识，并在其观看视频前后测试了其对目标词汇的习得情况。本研究采用重复测量设计，参与者在观看视频前进行了目标词汇预测试和已有词汇知识测试；观看视频十分钟后进行了即时后测，实验结束一周后进行了延后测。本研究采用定量与定性结合的研究方法，旨在探究观看视频对二语词汇习得的影响，从而为EFL教学策略提供启发。

研究结果显示，观看带英文字幕的短视频对附带性词汇习得有显著效果，且在短期和长期都有积极影响。同时，本研究发现，学习者已有的词汇知识、词频和词汇相关性均对词汇习得效果有正向影响。这些结果揭示了视频以其能提供视觉和听觉双重作用的优势，在促进学习者二语词汇学习中的潜力。

本研究为应用语言学领域贡献了实证证据，为EFL教学中整合多媒体学习资源提供了实证依据。本研究为语言教育者在选择和设计有效的词汇教学材料提供了见解，并强调了此种词汇学习方式需要考虑到学习者的词汇水平差异，从而在最大程度上发挥视听输入在第二语言习得中的积极作用。  

Recent advancements in multimedia learning have provided new opportunities for language acquisition, particularly in the domain of incidental vocabulary acquisition (IVA) among Chinese English as a Foreign Language (EFL) learners. Previous studies have explored IVA through short video clips, yet reaching inconsistent conclusions and neglecting Chinese EFL adult learners and the retention aspects of IVA. While prior studies have significantly contributed to our understanding of IVA through various inputs, a gap remains in addressing the specific needs and challenges faced by adult Chinese EFL learners, especially concerning the long-term retention of incidental vocabulary. This study investigates how word-related variables such as frequency of occurrence and word relevance and the learner-related variable of prior vocabulary knowledge contribute to IVA results.

This study enrolled 37 Chinese EFL learners, aged 18-22, in a controlled experimental setup to observe the impact of a captioned TED video on their vocabulary acquisition and retention. The study assessed participants’ prior vocabulary knowledge and measured their understanding and retention of target words at multiple intervals post-exposure to the video content. The research adopts a repeated-measures design, with participants undertaking pre-tests and prior vocabulary knowledge tests one week before viewing the video, a post-test ten minutes after exposure to the video, and a delayed post-test one week later. Employing both quantitative and qualitative research methods, the research aims to deepen the understanding of vocabulary acquisition through video-based learning, offering insights into the improvement of EFL teaching strategies and learning materials.

The findings reveal a substantial positive effect of captioned L2 videos on both the uptake and long-term retention of incidental vocabulary. Notably, the study highlights the significant roles of word frequency and relevance, along with the learners’ pre-existing vocabulary knowledge, in shaping the outcomes of IVA through audio-visual input. These results underscore the potential of captioned videos as a powerful tool for vocabulary learning, offering a dual advantage of visual engagement and textual reinforcement.

The research contributes to the field of applied linguistics by providing empirical evidence supporting the integration of multimedia learning resources in EFL education. It also offers valuable insights for language educators in designing and selecting effective materials for vocabulary instruction. Furthermore, the study advocates for personalised learning approaches, taking into consideration individual learners’ vocabulary levels to maximise the benefits of audio-visual inputs in second language acquisition.