Speaker
Abstract section 5: References
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge university press.
Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267–290. https://
doi.org/10.3138/cmlr.1204.1
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.
Abstract section 1: Relevance
Students learning a second language in a school environment cannot memorise every vocabulary item (Nation, 2001; Webb & Chang, 2012). Schmitt and Schmitt's 2020 study indicated that incidental vocabulary acquisition is an effective and enduring method for students to learn new vocabulary. This paper looked at how learning collocations incidentally is affected by reading by reading only (unimodal), reading while listening (multimodal), and video with captions viewing (unimodal). Ninety pre-intermediate and upper-intermediate levels were randomly assigned to one of the input categories with each mode comprised of 45 students.
Abstract section 4: Outcomes/results
Learners with different levels of skill acquired collocations from each input channel, but those who were exposed to multimodal input outperformed the others at vocabulary recall and recognition. Additionally, after two weeks of multimodal input, upper intermediate learners showed enhanced retention of the target collocations' meanings. A substantial association existed between the students' linguistic abilities and their immediate learning outcomes, especially their capacity to recognise and retain information. These findings reinforce the concept of dual coding and the theory of multimedia learning and facilitate more understanding of the significance of multimodal meaning-focused language input.
Abstract section 2: Contribution/research questions
RQ1. To what degree do pre- and upper-intermediate L2 learners vary in their incidental collocation acquisition outcomes across three distinct input modalities?
RQ2. To what degree do the collocation learning gains of pre- and upper-intermediate L2 learners diminish across three distinct input modalities?
RQ3. What is the correlation between L2 learners' initial language competence levels and their immediate collocation results across three distinct input modalities?
Abstract section 3: Content/method
Ninety pre-intermediate and upper-intermediate levels were randomly assigned to one of the input categories with each mode comprised of 45 students. Each member of the two competency groups was randomly assigned one of three incidental learning scenarios. The activities were reading (N = 15), reading while listening (N = 15) and video with captions viewing (N = 15). Evaluations of target collocation were conducted immediately after students used the material and again two weeks later.
| Title | Acquisition of Collocations via Diverse Multimodal Input |
|---|---|
| Teaching Context | College and university education |