Learning Vocabulary Through Reading, Listening, and Viewing

Abstract

This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same television documentary in different modes: reading the printed transcript, listening to the documentary, viewing the documentary, and a nontreatment control condition. Checklist and multiple-choice tests were designed to measure knowledge of target words. The results showed that L2 incidental vocabulary learning occurred through reading, listening, and viewing, and that the gain was retained in all modes of input one week after encountering the input. However, no significant differences were found between the three modes on the posttests indicating that each mode of input yielded similar amounts of vocabulary gain and retention. A significant relationship was found between prior vocabulary knowledge and vocabulary learning, but not between frequency of occurrence and vocabulary learning. The study provides further support for the use of L2 television programs for language learning.

Multimodal Input in Sla Research

“…Second, this special issue as well as other recently published studies demonstrate that L2 research into multimodal input should take into account a variety of factors in the study design. With regard to learner-related factors, it has been found that proficiency level (e.g., Suárez & Gesa, 2019), prior vocabulary knowledge (e.g., Feng & Webb, 2020;Peters & Webb, 2018;Puimège & Peters, 2020), age (Muñoz, 2017), or working memory (e.g., Gass et al, 2019;Montero Perez, 2020) may impact learning gains and the processing of multimodal input. Studies also indicate that including factors related to the target items (e.g., frequency of occurrence, part of speech, visual representation) or to the input (e.g., lexical coverage of TV episodes) is not only important to control for these variables but it also indicates whether these factors influence the learning process from multimodal input (Peters & Webb, 2018;Puimège & Peters, 2020).…”

“…This special issue illustrates that multimodal input can be operationalized in many different ways. Studies have investigated the value of audio-visual input (Feng & Webb, 2020;Puimège & Peters, 2020), audio-visual input with subtitles in the L1 (Pujadas & Muñoz, 2020), subtitles in the L2 (Lee & Révész, 2020;Pujadas & Muñoz, 2020), and L2 subtitles with enhanced (i.e., highlighted) target constructions (Lee & Révész, 2020). It also offers a study on audio-assisted reading activities, that is, reading while listening (Pellicer-Sánchez et al, 2020).…”

“…2 A third theoretical merit of this special issue is that it contributes to our understanding of incidental learning processes that may occur while processing multimodal input. Feng and Webb (2020) do so by comparing the potential of written, auditory, and audiovisual input to determine the relative value of these three input modes for incidental vocabulary learning (of single words). Puimège and Peters (2020) investigated whether and to what extent incidental learning from audio-visual input is mediated by a combination of learner-related factors (i.e., learners' prior vocabulary knowledge) and factors related to the target formulaic sequences (i.e., collocate-node relationship, congruency, transparency, and statistical measures).…”

Learning Formulaic Sequences Through Viewing L2 Television and Factors That Affect Learning

“…A learning task is considered incidental when learners are not instructed to pay attention to vocabulary items or forewarned of a vocabulary test (for a thorough discussion, see Hulstijn, 2003). Research has demonstrated that single words can be acquired incidentally through TV viewing (Feng & Webb, 2019;Peters & Webb, 2018;Rodgers & Webb, 2019). Peters and Webb (2018) investigated incidental vocabulary learning from a single episode of a TV program.…”

Improving Quality of Arabic Translation Course through Jigsaw Cooperative Learning

“…Before the Jigsaw Cooperative Learning method was used in translation courses, observational data showed that as many as 67.30% of all students had Please cite this article as Fitriyah, T., (Wahyono et al, 2014) with the index measurement matrix as in Tabel 1. This learning ethos also develops students' learning indpendence because through Jigsaw Cooperative Learning, students actively seek knowledge and vocabulary from reading, listening, and viewing (Feng & Webb, 2019). Learning process will be easy when students actively seek knowledge themselves (Fahrurrozi, 2014).…”