{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/listen-once-before-opening-the-transcript",
  "id": "MHC-D-RESEARCH-1133",
  "version": "0.1.0",
  "title": "Listen once before opening the transcript",
  "summary": "First find out what your ear can do without rescue.",
  "kind": "protocol",
  "body": "Do one meaning-focused listen without text before opening a transcript or captions. Mark the places where comprehension breaks, then use text to diagnose the cause. Replay only the difficult segment without text. This preserves a clean listening attempt while still using written support as a diagnostic tool instead of turning every listening session into reading.",
  "limits": [
    "For very difficult material, immediate support can be reasonable. The point is diagnosis, not a rule that captions are always harmful."
  ],
  "topics": [
    "union-language-listening-speaking-and-pronunciation"
  ],
  "intents": [],
  "source_ids": [
    "RS-2FA04C32D2086684",
    "RS-F095BF951C775AAE"
  ],
  "evidence": [
    {
      "claim": "A 2026 meta-analysis found positive pre-post learning from audiovisual input without captions across vocabulary, grammar, pronunciation, speaking and listening outcomes, with video category moderating effects.",
      "source_id": "RS-2FA04C32D2086684",
      "role": "supports",
      "note": "The synthesis uses within-group pre-post effects rather than a single competing control, so it does not establish superiority over all alternative practice.",
      "locator": "Abstract"
    },
    {
      "claim": "Same-language captions improve incidental vocabulary learning on average, but the average caption advantage is smaller among high-intermediate and advanced learners.",
      "source_id": "RS-F095BF951C775AAE",
      "role": "supports",
      "note": "Caption benefits for vocabulary do not prove improved caption-free listening.",
      "locator": "Abstract and proficiency moderator"
    }
  ],
  "use_when": [
    "Audio feels difficult and the transcript or captions are available immediately."
  ],
  "avoid_when": [
    "For very difficult material, immediate support can be reasonable. The point is diagnosis, not a rule that captions are always harmful."
  ],
  "example": "A learner understands the topic of a German interview but misses one fast clause; the transcript reveals familiar words joined in connected speech.",
  "check": "The difficult segment becomes more intelligible on a later text-free replay.",
  "steps": [
    "Listen once for meaning without text.",
    "Mark the time of a meaningful miss.",
    "Open the transcript or captions.",
    "Identify what the audio actually contained.",
    "Replay the segment without text and verify recognition."
  ],
  "sources": [
    {
      "id": "RS-2FA04C32D2086684",
      "title": "The effects of audiovisual input on second language learning: A meta-analysis",
      "url": "https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/effects-of-audiovisual-input-on-second-language-learning-a-metaanalysis/9B61BAEF14F110F01148E398D171634A"
    },
    {
      "id": "RS-F095BF951C775AAE",
      "title": "Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta-Analysis",
      "url": "https://onlinelibrary.wiley.com/doi/full/10.1111/lang.12697"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-1133",
      "to": "MHC-D-RESEARCH-1134",
      "type": "use_before",
      "url": "/knowledge/classify-the-listening-miss-before-adding-more-audio"
    }
  ],
  "collections": [
    {
      "id": "RC-53EDD1B028480924",
      "title": "Train listening, speaking and pronunciation for transfer",
      "url": "/collections/train-listening-speaking-and-pronunciation-for-transfer"
    }
  ]
}