Grammar Animations and Cognition

Roche, Jörg; Scheller, Julia

doi:10.4018/978-1-59904-895-6.ch012

Cited by 12 publications

(12 citation statements)

References 3 publications

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“…It is, however, quite possible that dynamic aids will not always ensure greater L2 learning than static images (Boers et al, 2009). The advantage of dynamic visual input may be related to various factors such as developmental principles (Roche & Scheller, 2008) or the provision of additional verbal information (Niknejad & Rahbar, 2015). Students who fit the verbalizer profile, on the other hand, tend to learn L2 vocabulary better with a vocabulary list than with images (Sato & Burden, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…For example, in the case of the preposition over illustrated by the trajectory image in Figure 1, dynamic-image technology can easily display motion. Roche and Scheller (2008) also concluded that the dynamic images developed along cognitive principles bring positive learning effects.…”

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 95%

“…Dynamic aids thus helps learners to develop mental representations of motions and processes (Höffler & Leutner, 2007), and instructions with dynamic aids have been found to be more effective in multimedia environments than static images (Craig, Gholson & Driscoll, 2002;Lin & Dwyer, 2010). Several L2 studies have supported this claim with respect to grammar (Roche & Scheller, 2008), reading (Huang & Chuang, 2016), and vocabulary acquisition (Aldera & Mohsen, 2013;Al-Seghayer, 2001). Rusli, Ardhana, Degeng and Kamdi (2014) explained this advantage by suggesting that dynamic images facilitate semantic elaboration more than static images do.…”

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 99%

“…This effect is due not only to the simultaneous representation of the image and visual modes underpinned by the dual coding theory but also to the representation of dynamic images defined as "simulated motion picture[s] depicting movement of drawn (or simulated) objects" (Mayer & Moreno, 2002: 88). Roche and Scheller (2008) postulate that the visual aids used to support mental imagery may be usefully presented in dynamic form, because mental images in language processing involve motion in nature. Brett (1998) also demonstrated that the advantage of dynamic aids over verbal aids lies in the combination of visualization, sequence, motion, and trajectory.…”

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 99%

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The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

Sato¹,

Lai²,

Burden³

2021

ReCALL

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The present study aims to verify the impact of dynamic aids on learning L2 prepositions in relation to individual learner variables. Situated within the cognitive linguistics (CL) framework and differing from previous research, the present study hypothesizes that dynamic (animated) aids are not equally effective for all learners; rather, their effectiveness differs according to learners’ first languages (L1s) (Chinese or Japanese) and information-processing styles (verbalizers or imagers). To verify this hypothesis, we utilized learning materials comprised of static and dynamic images for three English spatial prepositions (above, on, over). After conducting a Style of Processing questionnaire, we administered three cloze tests (pretest, posttest, and delayed posttest) of target words to Taiwanese and Japanese participants (N = 109), whose L1s differed in terms of their linguistic proximity to English. Although no significant differences were found between the treatment groups in tests for all participants, the results were differentiated by individual factors. In results of a two-way ANOVA, Taiwanese participants showed significantly greater improvement from the pretest to posttest than Japanese participants when the participants used dynamic images, whereas the Japanese group made more learning gains from the posttest to the delayed posttest test. Moreover, imagers obtained more benefits from the visual aids, whether static or dynamic, than verbalizers. Our findings indicate that CL-based visual aids are beneficial and that individual factors, especially learners’ L1, may produce different learning effects, especially in multimedia environments.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 95%

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 99%

Section: Applying the CL Framework To Dynamic L2 Learning Materialsmentioning

confidence: 99%

See 2 more Smart Citations

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

Sato¹,

Lai²,

Burden³

2021

ReCALL

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show abstract

“…Recent metaphor awareness-raising approach studies have evaluated the efficacy of animated visualisation in teaching German grammar, such as motion verbs (Roche & Scheller, 2008), passive voice (Arnett et al, 2019), case systems (Gradel, 2016), modal verbs (Kanaplianik, 2016), and light verbs (Suñer & Roche, 2019); and in teaching English, such as vocabulary (Sato et al, 2021) and degrees of politeness (Takimoto, 2021). All studies compared the metaphor awareness-raising and non-metaphorical instructional approaches without a control group (Arnett et al, 2019;Gradel, 2016;Kanaplianik, 2016;Roche & Scheller, 2008;Sato et al, 2021;Suñer & Roche, 2019) The studies by Gradel (2016) and Suñer and Roche (2019) compared the animated metaphor awareness-raising approach and teacher-directed traditional teaching approach.…”

Section: Animated Visualisation In the Metaphor Awareness-raising App...mentioning

confidence: 99%

The effects of animated versus static metaphor with 3D images on EFL learners' acquisition of degrees of certainty

Takimoto

2023

Computer Assisted Learning

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BackgroundJapanese EFL learners often fail to identify and categorise the different degrees of certainty associated with CERTAIN, PROBABLE, and POSSIBLE items. This computer‐mediated study evaluated the relative effects of animated versus static illustrations on stimulating the spatial concept of distance for the acquisition of this knowledge.ObjectivesThis study aimed to: (1) discover whether the spatial concept of distance captured by three‐dimensional (3D) images in animated or static illustrations help learners understand spatial relationships more clearly, and (2) whether a static illustration is sufficient for learning the different degrees of certainty.MethodAnimated and static visualisation groups used 3D images of animated versus static illustrations that capture the spatial concept of distance, and a contrasting group did not use illustrations. The former applied the spatial concept of distance to learn the degrees of certainty, using animated or static illustrations. A spatial concept‐oriented approach that visualises concepts of distance enabled participants to understand the degrees of certainty. The contrasting approach involved rote learning of a list of target expressions for the different degrees of certainty in English.Results and ConclusionsBoth the animated and static versions of the spatial concept‐oriented approaches were equally effective. The difference between the two versions did not significantly impact the overall performance of the groups.TakeawaysRegardless of the type of effect, the spatial concept of distance captured in words and illustrations helped the participants (1) process the different degrees of certainty cognitively in terms of distances and (2) retain them in long‐term memory.

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Challenges of (Global) Migration for Language Policies and Language Teaching

Roche¹

2019

Handbook of the Changing World Language Map

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Grammar Animations and Cognition

Cited by 12 publications

References 3 publications

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

The effects of animated versus static metaphor with 3D images on EFL learners' acquisition of degrees of certainty

Challenges of (Global) Migration for Language Policies and Language Teaching

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