Multimodal Input in Sla Research

Perez, Maribel Montero

doi:10.1017/s0272263120000145

Cited by 11 publications

(4 citation statements)

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“…Additionally, the prosodic forms, intonations and stresses in the speech also make collocations salient in audiovisual input (Lin, 2012). Together the findings of the present study add to the growing body of evidence supporting learning vocabulary through audiovisual input (Montero Perez, 2020; Peters & Muñoz, 2020).…”

Section: Discussionsupporting

confidence: 80%

Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture

Dang

Webb

2021

Stud Second Lang Acquis

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Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the potential for learning single words and collocations through viewing a video of an unmodified academic lecture. To address this gap, this study collected data from 55 EAP learners in China, following a pretest-posttest design. The experimental group (n = 28) watched a video of an academic lecture in which 50 target single words and 19 target collocations were presented while the control group (n = 27) received no treatment. Results show that viewing the lecture led to significant learning gains of single words at the meaning recall level and collocations at the form recognition level. Frequency of occurrence in the lecture appeared to significantly contribute to the learning of single words but not the learning of collocations. Prior knowledge of general vocabulary appeared to make no significant contribution to the learning of single words and collocations.

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Section: Discussionsupporting

confidence: 80%

Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture

Dang

Webb

2021

Stud Second Lang Acquis

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“…Based on these findings, SLA researchers have suggested that perhaps L1 students and L2 students process multimedia input differently. The combination of aural input with written input (reading while listening) and visual input (viewing with captions and viewing with subtitles) may allow L2 learners to decode and segment the speech stream and support their listening comprehension, which would increase the chance of noticing unfamiliar vocabulary in the input (Montero Perez, 2020). It is important to note that studies supporting the split‐attention principle and the redundancy principle used academic materials with a high level of complexity, mainly from science and mathematics, to teach subject‐specific content (Kalyuga & Sweller, 2014; Mayer, 2014).…”

Section: Background Literaturementioning

confidence: 99%

Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes

Dang

Webb

2022

Language Learning

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In this quasi‐experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory.

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“…While multimodal input has been extensively studied in other research disciplines, its effects on L2 learning have only recently attracted the attention of SLA researchers (Peters & Muñoz, 2020) Perez, 2020). While captioned/subtitled viewing also involves the combination of onscreen text and images, the text plays a supporting role.…”

Section: Multimodal Reading In Second Language Learningmentioning

confidence: 99%

Multimodal reading and second language learning

Pellicer‐Sánchez

2022

ITL

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Most of the texts that second language learners engage with include both text (written and/or spoken) and images. The use of images accompanying texts is believed to support reading comprehension and facilitate learning. Despite their widespread use, very little is known about how the presentation of multiple input sources affects the attentional demands and the underlying cognitive processes involved. This paper provides a review of research on multimodal reading, with a focus on attentional processing. It first introduces the relevant theoretical frameworks and empirical evidence provided in support of the use of pictures in reading. It then reviews studies that have looked at the processing of text and pictures in first and second language contexts. Based on this review, main gaps in research and future research directions are identified. The discussion provided in this paper aims at advancing research on multimodal reading in a second language. Achieving a better understanding of the underlying cognitive processes in multimodal reading is crucial to inform pedagogical practices and to develop theoretical accounts of second language multimodal reading.

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Multimodal Input in Sla Research

Cited by 11 publications

References 50 publications

Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture

Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture

Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes

Multimodal reading and second language learning

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