摘要：AbstractThe development of multimedia environments for listening comprehension, together with the use of input enhancement techniques, has brought forth a number of empirical studies investigating optimal ways of presenting video material to learners. In this paper, we propose a general categorization of these empirical studies and define their central research questions. We then focus on one particular category of studies, namely those dealing with the possibility to acquire vocabulary through captioned audiovisual material. We propose a comparative analysis of the studies‟ methodology in order to discover their strengths and weaknesses.
