Modality of input and vocabulary acquisition
By Tetyana Sydorenko. Language Learning & Technology, 2010
295 citations recorded by the source corpus.
The results indicate that groups with captions (VAC and VC) scored higher on written than on aural recognition of word forms, while the reverse applied to the VA group. The VAC group learned more word meanings than the VA group. Results from the questionnaire suggest that learners paid most attention to captions, followed by video and audio, and acquired most words by associating them with visual images. Pedagogical implications of this study are that captioned video tends to aid recognition of written word forms and the learning of word meaning, while non-captioned video tends to improve listening comprehension as it facilitates recognition of aural word forms.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/d5789885c353145cb140cade46ddcb30a33c9efd
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In Developmental and Educational Psychology
- Yanxue Feng
- C. Muñoz
- G. Pujadas
- Stuart Webb
- Manuela Macedonia
- Kathy Conklin
- Walter J. B. van Heuven
- Katharina von Kriegstein
Citations in the corpus
- Gestures Enhance Foreign Language Learning (2012, background): “…foreign language teaching practice to enrich vocabulary with multisensory input by using flash cards (Barcroft 2009; Boers et al. 2009; Tonzar et al. 2009), videos (Sydorenko 2010), songs (Keskin 2011), and implementing them on novel technical devices such as mobile phones (Başoǧlu & Akdemir 2010).”
- Processing of native and foreign language subtitles in films: An eye tracking study (2012, background): “…of improvement in speech performance (Borras & Lafayette, 1994), speech perception (Mitterer & McQueen, 2009), and word form-meaning associations (Sydorenko, 2010), indicating that both phonological and orthographic forms are processed, it is still necessary to investigate the reading of the…”
- Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “…programmes and movies for learning vocabulary due to its lexical richness, repeated encounters with low-frequency words, and visual image support (Rodgers 2018; Sydorenko 2010; Webb and © 2019 Association for Language Learning CONTACT Geòrgia Pujadas georgia.pujadas.jorba@gmail.com Rodgers 2009b).”
- LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “…earlier studies have investigated incidental vocabulary learning through viewing specialized materials such as academic speeches (e.g., Vidal, 2003, 2011), and short segments of videos (e.g., Montero Perez et al., 2014; Sydorenko, 2010), which might be considered to be less common forms of viewing.”