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"SECOND LANGUAGE LEARNING"
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INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING
Research has begun to demonstrate that L2 words can be learned incidentally through watching audio-visual materials. Although there are a large number of studies that have investigated incidental vocabulary learning through reading a single text, there are no studies that have explored incidental vocabulary learning through viewing a single full-length TV program. The present study fills this gap. Additionally, three word-related variables (frequency of occurrence, cognateness, word relevance) and one learner-related variable (prior vocabulary knowledge) that might contribute to incidental vocabulary learning were examined. Two experiments were conducted with Dutch-speaking EFL learners to measure the effects of viewing TV on form recognition and meaning recall (Experiment 1) and meaning recognition (Experiment 2). The findings showed that viewing TV resulted in incidental vocabulary learning at the level of meaning recall and meaning recognition. The research also revealed that learning was affected by frequency of occurrence, prior vocabulary knowledge, and cognateness.
Journal Article
The Effect of Imagery and On-Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on-screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning is sometimes explained in terms of the beneficial role of on-screen imagery in audiovisual input (Rodgers, 2018). However, little is known about imagery's effect on word learning and how it interacts with L1 subtitles and captions. This study investigates the effect of imagery in three TV viewing conditions: with L1 subtitles, with captions, and without subtitles. Data were collected with 142 Dutch-speaking learners of English as a foreign language. A pretest-posttest design was adopted in which learners watched a 12-minute excerpt from a documentary. The findings show that the captions group made the most vocabulary learning gains. Moreover, imagery was positively related to word learning. This means that words that were shown in close proximity to the aural occurrence of the words were more likely to be learned.
Journal Article
Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children
The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults’ learning of foreign language (L2) vocabulary. However, the relative benefits of gestures and pictures on children’s L2 vocabulary learning have not been formally evaluated. In three experiments, we investigated the effects of gesture-based and picture-based learning on 8-year-old primary school children’s acquisition of novel L2 vocabulary. In each experiment, German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, English vocabulary. In Experiments 1 and 2, gesture enrichment (auditorily presented L2 words accompanied with self-performed gestures) was compared with a non-enriched baseline condition. In Experiment 3, gesture enrichment was compared with picture enrichment (auditorily presented words accompanied with pictures). Children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both gesture and picture enrichment enhanced children’s test performance compared with non-enriched learning. Benefits of gesture and picture enrichment persisted up to 6 months after training and occurred for both concrete and abstract words. Gesture-enriched learning was hypothesized to boost learning outcomes more than picture-enriched learning on the basis of previous findings in adults. Unexpectedly, however, we observed similar benefits of gesture and picture enrichment on children’s L2 learning. These findings suggest that both gestures and pictures enhance children’s L2 learning and that performance benefits are robust over long timescales.
Journal Article
Key terms in Second language acquisiton
\"The new edition of Key Terms in Second Language Acquisition defines the key terminology within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The whole book has been updated and expanded to take into account a wider range of theories and developments since the first edition. It remains at the top of its game.The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students\"-- Provided by publisher.
Book
An ERP study on novel word learning in an immersive virtual reality context
In this behavioral and electrophysiological study, we compare novel word learning, particularly lexical form acquisition, in an immersive virtual reality (VR) context with a picture-word (PW) association context. We also test whether inhibitory control and age of second language acquisition (L2 AoA) have modulating effects. Chinese speakers of L2 English learned two sets of German words, one set in each of the contexts. Behavioral performance from a subsequent recognition task indicated that responses to VR-learned words were faster than PW-leaned words. ERPs revealed that VR-learned words elicited more negative N100 and N200 waveforms than PW-learned words. Moreover, a significant relationship between L2 AoA and N200 amplitude was observed for VR-learned words. Taken together, the results suggest that the multi-sensory, interactive experience simulated by an immersive VR context has a positive effect on early lexical form acquisition of novel words.
Journal Article
Watching Subtitled Films Can Help Learning Foreign Languages
Watching English-spoken films with subtitles is becoming increasingly popular throughout the world. One reason for this trend is the assumption that perceptual learning of the sounds of a foreign language, English, will improve perception skills in non-English speakers. Yet, solid proof for this is scarce. In order to test the potential learning effects derived from watching subtitled media, a group of intermediate Spanish students of English as a foreign language watched a 1h-long episode of a TV drama in its original English version, with English, Spanish or no subtitles overlaid. Before and after the viewing, participants took a listening and vocabulary test to evaluate their speech perception and vocabulary acquisition in English, plus a final plot comprehension test. The results of the listening skills tests revealed that after watching the English subtitled version, participants improved these skills significantly more than after watching the Spanish subtitled or no-subtitles versions. The vocabulary test showed no reliable differences between subtitled conditions. Finally, as one could expect, plot comprehension was best under native, Spanish subtitles. These learning effects with just 1 hour exposure might have major implications with longer exposure times.
Journal Article