RESUMO
The current study explores whether watching subtitled videos could facilitate L1 Chinese-L2 English speakers' perception of L2 English connected speech. Three hundred ninty seven Chinese college students of L2 English completed a video-based spot dictation task after watching English videos with or without L1/L2 subtitles, featuring various connected speech types (e.g., linking, deletion, and their combinations). Results suggested an overall facilitation effect of watching videos on L2 connected speech perception, which was modulated by proficiency, subtitle form, and the complexity of connected speech. First, subtitled videos were more facilitative than non-subtitled videos in L2 perception. Second, participants with higher L2 proficiency better perceived English connected speech than those with lower proficiency. Third, the more connective devices an item used, the more difficult it was for L2 perception. When this complexity was controlled, the L2 perception was not influenced by connected speech type. Finally, the complexity of connected speech also mediated the subtitle facilitation effects. When the connected speech involved triple connective devices, L2 speakers benefited more from L1 subtitles than L2 subtitles. The findings can provide insights into multi-modal speech perception and English connected speech learning.