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Abstract
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This study aims at exploring the role of captioned audio-visual materials for L2
Low-frequency formulaic sequences learning, and type of instruction (pre-teaching target items
or not). A total of 40 high intermediate female language learners will be divided into 2 classes participated in pedagogical intervention, viewing 10 episodes of series, news, movies, cartoons, and etc. under two experimental conditions with each class being assigned to a different
treatment: (1) captions and pre-teaching, (2) captions and non-preteaching.
Following a pre-/post-test design, form recall and meaning
recall gains will be examining. The study contributes to the
area of foreign language learning through audio-visual input.
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