This study is an investigation of the effects of different modes of subtitles on vocabulary learning in the light of Dual Coding Theory, which might facilitate learning foreign language vocabulary in terms of sighting exposure both verbally and nonverbally. The participants of this study were 90 undergraduate students with a pre-intermediate level of English from Translation and Interpretation and English Language and Literature Departments at Selçuk University in Turkey. This study has an experimental design including a pre-test and a post-test consisting of target words of the study. The participants were assigned to three equal experimental groups as Bimodal (B), Standard (S) and Reversed (R). Data were analyzed descriptively and inferentially. A one-way ANOVA was conducted to determine the differences among three modes of subtitles. The results showed that Reversed group has achieved the highest mean score; Standard group and Bimodal group come after respectively.
bimodal, standard, reversed subtitles, vocabulary learning