Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-07T20:06:04.831Z Has data issue: false hasContentIssue false

The effects of audiovisual support on EFL learners’ productive vocabulary

Published online by Cambridge University Press:  22 November 2013

Wenhua Hsu*
Affiliation:
I-Shou University, Taiwan (email: [email protected])

Abstract

This study concerned multiple exposures to English before writing and aimed to explore the possibility of an increase in free active vocabulary with a focus on latent productive vocabulary beyond the first 2,000 most frequent words. The researcher incorporated online video into her college freshman composition class and examined its effects on non-basic vocabulary use. To activate previously known vocabulary, a variety of audiovisual modes before writing were applied to four groups alternately: (1) video with captions, (2) video without captions, (3) silent video with captions, and (4) video with screen off (soundtrack only). The results show that the writing involving non-captioned videos contained a higher percentage of advanced vocabulary than that with the other three conditions (specifically, 12.45% versus 11.33% with captioned videos, 5.2% with silent but captioned videos and 8.63% with audio only). Drawing upon the dual-coding theory, this study also points out some pedagogical implications for a video-based writing course.

Type
Research Article
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baddeley, A. D. (1986) Working memory. Oxford: Oxford University Press.Google ScholarPubMed
Beglar, D. (2010) A Rach-based validation of the Vocabulary Size Test. Language Testing, 27(1): 101118.Google Scholar
Bird, S. A.Williams, J. N. (2002) The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4): 509533.Google Scholar
Henriksen, B. (1999) Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2): 303317.Google Scholar
Laufer, B. (1998) The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2): 255271.Google Scholar
Laufer, B.Nation, I. S. P. (1995) Lexical richness in L2 written production: Can it be measured? Applied Linguistics, 16(3): 307322.Google Scholar
Laufer, B.Paribakht, T. S. (1998) The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3): 365391.Google Scholar
Markham, P. L.Peter, L. (2003) The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3): 331341.Google Scholar
Mayer, R. E. (2001) Multimedia learning. Cambridge: Cambridge University Press.Google Scholar
Mayer, R. E. (2002) Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning, 89(1): 5571.CrossRefGoogle Scholar
Mayer, R. E.Anderson, R. B. (1991) Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4): 484490.Google Scholar
Mayer, R. E.Anderson, R. B. (1992) The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4): 444452.CrossRefGoogle Scholar
Mayer, R. E.Moreno, R. (1998) A split-attention effect in multimedia learning: evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2): 312320.Google Scholar
Najjar, L. (1995). Dual coding as a possible explanation for the effects of multimedia on learning. Technical Report GIT-GVU-95-29. https://smartech.gatech.edu/handle/1853/3573Google Scholar
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge: Cambridge University Press.Google Scholar
Nation, I. S. P.Beglar, D. (2007) A vocabulary size test. The Language Teacher, 31(7): 913.Google Scholar
Nation, I. S. P.Heatley, P. (2005) RANGE [Computer software]. http://www.victoria.ac.nz/lals/staff/paul-nation.aspxGoogle Scholar
Nation, I. (2012) The BNC/COCA word family lists 25,000. http://www.victoria.ac.nz/lals/about/staff/paul-nationGoogle Scholar
Paivio, A. (1971) Imagery and verbal processes. New York: Holt, Rinehart, and Winston.Google Scholar
Pujola, J. T. (2002) CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2): 235262.Google Scholar
Smith, M. S. (2009) Opening education. Science, 323: 8993.Google Scholar
Stewart, M. A. (2004) Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, 37(3): 438447.Google Scholar
Sweller, J. (2005) The redundancy principle in multimedia learning. In: Mayer, R. (ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press, 159168.Google Scholar
Sydorenko, T. (2010) Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2): 5073.Google Scholar
Taylor, G. (2005) Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3): 422427.CrossRefGoogle Scholar
Vidal, K. (2011) A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1): 219258.CrossRefGoogle Scholar
Wickens, C. D. (2007) Attention to the second language. IRAL, 45(3): 177191.Google Scholar
Yang, H.Sun, Y. (2011) It is more than knowledge seeking: Examining the effects of OpenCourseWare lectures on vocabulary acquisition in English as a foreign language (EFL) context. Computer Assisted Language Learning, 24(1): 120.Google Scholar