The images in television programs and  the potential for learning unknown words

Rodgers, Michael

doi:10.1075/bct.109.itl.00012.rod

Cited by 19 publications

(70 citation statements)

References 40 publications

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“…Imagery can help viewers in learning the meaning of new words. However, the support that visual imagery provides may differ between genres (Rodgers, 2018).…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning

Peters

Webb

2018

Stud Second Lang Acquis

254

291

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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.

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“…Imagery can help viewers in learning the meaning of new words. However, the support that visual imagery provides may differ between genres (Rodgers, 2018).…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning

Peters

Webb

2018

Stud Second Lang Acquis

254

291

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“…The role of imagery in audiovisual input was explicitly addressed in a recent corpus study by Rodgers (), who showed that TV genres might differ in the amount of visual support they provide. He found that documentaries contain more imagery related to target words and with temporal proximity compared to narrative TV genres, which might indicate that there is more potential for vocabulary learning in documentaries compared to narrative genres.…”

Section: The Role Of Imagery In Vocabulary Learning From Audiovisual mentioning

confidence: 99%

“…However, most studies have compared either type of subtitles with no on‐screen text or compared the effect of captions with the effect of L1 subtitles, whereas little research has focused on a comparison of the three viewing conditions (i.e., audiovisual input with captions, L1 subtitles, and no subtitles). Further, little is known about the role of visual support or imagery in learning new words, even though imagery has been claimed to be beneficial for word learning from audiovisual input (Rodgers, ; Sydorenko, ). The present study addresses these gaps by investigating the effect of imagery on word learning from audiovisual input and by exploring the effect of on‐screen text (captions, L1 subtitles) compared to no on‐screen text.…”

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confidence: 99%

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Peters

2019

TESOL Quarterly

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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.

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“…Numerous studies have empirically confirmed this principle in the context of first language science learning (see Mayer, 2005 for an overview). Yet, it can also be seen that an increasing number of studies in the field of L2 learning from multimodal input draw on principles of this theory to frame research questions or explain research findings (e.g., Rodgers, 2018). It should, however, be noted that the cognitive theory of multimedia learning was originally not conceived as a theory of L2 learning from multimodal input.…”

Section: Defining Multimodal Inputmentioning

confidence: 99%

Multimodal Input in Sla Research

Perez

2020

Stud Second Lang Acquis

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The images in television programs and the potential for learning unknown words

Cited by 19 publications

References 40 publications

Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning

Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning

The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input

Multimodal Input in Sla Research

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