Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-19T17:37:43.967Z Has data issue: false hasContentIssue false
  • English
  • Français

INTRODUCTION TO THE SPECIAL ISSUE

LANGUAGE LEARNING FROM MULTIMODAL INPUT

Published online by Cambridge University Press:  17 August 2020

Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Introduction
Information
Studies in Second Language Acquisition , Volume 42 , Special Issue 3: Language Learning from Multimodal Input , July 2020 , pp. 489 - 497
Check for updates
Copyright
© The Author(s), 2020. Published by Cambridge University Press

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

REFERENCES

Ayres, P., & Sweller, J. (2014). The split-attention principle in multimedia learning. In Mayer, R. (Ed.), The Cambridge handbook of multimedia learning (pp. 206–226). Cambridge University Press.CrossRefGoogle Scholar
Baddeley, A. (2007). Working memory, thought, and action. Oxford University Press.CrossRefGoogle Scholar
Birulés-Muntané, J., & Soto-Faraco, S. (2016). Watching subtitled films can help learning foreign languages. PLoS One, 11, e0158409.CrossRefGoogle ScholarPubMed
Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2012). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35, 1–20. https://doi.org/10.1017/S0142716412000434.Google Scholar
Charles, T. J., & Trenkic, D. (2015). Speech segmentation in a second language: The role of bimodal input. In Gambier, Y., Caimi, A., & Mariotti, C. (Eds.), Subtitles and language learning: Principles, strategies and practical experiences (pp. 173–198). Peter Lang.Google Scholar
Cintrón-Valentín, M., Garcia-Amaya, L., & Ellis, N. (2019). Captioning and grammar learning in the L2 Spanish classroom. The Language Learning Journal, 47, 1–21. https://doi.org/10.1080/09571736.2019.1615978.CrossRefGoogle Scholar
Durbahn, M., Rodgers, M., & Peters, E. (2020). The relationship between vocabulary and viewing comprehension. System, 88, 1–13. https://doi.org/10.1016/j.system.2019.102166.CrossRefGoogle Scholar
d’Ydewalle, G., & Van de Poel, M. (1999). Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28, 227–245.CrossRefGoogle Scholar
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.Google Scholar
Gass, S., Winke, P., Isbell, D., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23, 84–104. https://doi.org/10125/44684.Google Scholar
Jones, L., & Plass, J. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86, 546–561. https://doi.org/10.1111/1540-4781.00160.CrossRefGoogle Scholar
Koolstra, C. M., & Beentjes, J. W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47, 51–60. https://doi.org/10.1007/BF02299476.CrossRefGoogle Scholar
Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22, 15–30.Google Scholar
Lee, M., & Révész, A. (2018). Promoting grammatical development through textually enhanced captions: An eye-tracking study. The Modern Language Journal, 102, 557–577. https://doi.org/10.1111/modl.12503.CrossRefGoogle Scholar
Lee, S. K., & Huang, H. T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307–331. https://doi.org/10.1017/S0272263108080479.CrossRefGoogle Scholar
Lin, P. M. S. (2014). Investigating the validity of Internet television as a resource for acquiring L2 formulaic sequences. System, 42, 164–176. https://doi.org/10.1016/j.system.2013.11.010.CrossRefGoogle Scholar
Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10, 105–129. https://doi.org/10.1080/14790718.2012.679275.CrossRefGoogle Scholar
Mayer, R. (2014). Introduction to multimedia learning. In Mayer, R. (Ed.), The Cambridge handbook of multimedia learning (pp. 1–24). Cambridge University Press.CrossRefGoogle Scholar
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.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, 312–320. https://doi.org/10.1037/0022-0663.90.2.312.CrossRefGoogle Scholar
Mitterer, H., & McQueen, J. M. (2009). Foreign subtitles help but native-language subtitles harm foreign speech perception. PLoS One, 4, 1–5.CrossRefGoogle ScholarPubMed
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18, 118–141. http://dx.doi.org/10125/44357.Google Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. The Modern Language Journal, 99, 308–328. https://doi.org/10.1111/modl.12215.CrossRefGoogle Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31, 1–26. https://doi.org/10.1080/09588221.2017.1375960.CrossRefGoogle Scholar
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41, 720–739. https://doi.org/10.1016/j.system.2013.07.013.CrossRefGoogle Scholar
Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67, 77–86. https://doi.org/10.1016/j.system.2017.04.015.CrossRefGoogle Scholar
Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59–82. https://doi.org/10.1353/cml.2006.0049.CrossRefGoogle Scholar
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 94–106. https://doi.org/https://www.jstor.org/stable/747835.CrossRefGoogle Scholar
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.Google Scholar
Pavakanun, U., & d’Ydewalle, G. (1992). Watching foreign television programs and language learning. In Engel, F. L., Bouwhuis, D. G., Bosser, T., & d’Ydewalle, G. (Eds.), Cognitive modelling and interactive environments in language learning (pp. 193–198). Springer.CrossRefGoogle Scholar
Pellicer-Sánchez, A. (2017). Learning L2 collocations incidentally from reading. Language Teaching Research, 21, 381–402. https://doi.org/10.1177/1362168815618428.CrossRefGoogle Scholar
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners ’ vocabulary knowledge. ITL—International Journal of Applied Linguistics, 169, 142–168. https://doi.org/10.1075/itl.00010.pet.CrossRefGoogle Scholar
Peters, E. (2019). The effect of imagery and on-screen text on foreign language vocabulary learning from audio-visual input. TESOL Quarterly, 53, 1008–1032. https://doi.org/10.1002/tesq.531.CrossRefGoogle Scholar
Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. https://doi.org/10.1016/j.system.2016.10.002.CrossRefGoogle Scholar
Peters, E., Noreillie, A.-S., Heylen, K., Bulté, B., & Desmet, P. (2019). The impact of instruction and out-of-school exposure to foreign language input on learners’ vocabulary knowledge in two languages. Language Learning, 69, 747–782. https://doi.org/10.1111/lang.12351.CrossRefGoogle Scholar
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40, 1–27. https://doi.org/10.1017/S0272263117000407.CrossRefGoogle Scholar
Puimège, E., & Peters, E. (2019). Learning L2 vocabulary from audiovisual input: An exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal, 47, 424–438. https://doi.org/10.1080/09571736.2019.1638630.CrossRefGoogle Scholar
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47, 479–496. https://doi.org/10.1080/09571736.2019.1616806.CrossRefGoogle Scholar
Rodgers, M. P. H. (2016). Extensive listening and viewing: The benefits of audiobooks and television. The European Journal of Applied Linguistics and TEFL, 5, 43–57.Google Scholar
Rodgers, M. P. H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45, 689–717. https://doi.org/10.5054/tq.2011.268062.CrossRefGoogle Scholar
Rodgers, M. P. H., & Webb, S. (2017). The effects of captions on EFL learners ’ comprehension of English-language television programs. Calico Journal, 34, 20–38. https://doi.org/10.1558/cj.29522.CrossRefGoogle Scholar
Rodgers, M. P. H. (2018). The images in television programs and the potential for learning unknown words The relationship between on-screen imagery and vocabulary. ITL-International Journal of Applied Linguistics, 169, 191–211. https://doi.org/10.1075/itl.00012.rodCrossRefGoogle Scholar
Rodgers, M. P. H., & Webb, S. (2019). Incidental, vocabulary learning through viewing television. ITL—International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1075/itl.18034.rod.Google Scholar
Samudra, P. G., Wong, K. M., & Neuman, S. B. (2019). Promoting low-income preschoolers’ vocabulary learning from educational media: Does repetition support memory for learned word knowledge? Journal of Cognitive Education and Psychology, 18, 160–173. http://dx.doi.org/10.1891/1945-8959.18.2.160.CrossRefGoogle Scholar
Serrano, R., & Pellicer-Sánchez, A. (2019). Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye movements. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2018-0102.CrossRefGoogle Scholar
Sockett, G. (2014). The online informal learning of English. Palgrave MacMillan.CrossRefGoogle Scholar
Suárez, M. d. M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: Do proficiency and aptitude make a difference? The Language Learning Journal, 47, 497–517. https://doi.org/10.1080/09571736.2019.1617768.CrossRefGoogle Scholar
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14, 50–73. http://dx.doi.org/10125/44214.Google Scholar
Toomer, M., & Elgort, I. (2019). The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, 69, 405–439. https://doi.org/10.1111/lang.12335.CrossRefGoogle Scholar
Tragant, E., & Pellicer-Sánchez, A. (2019). Young EFL learners ’ processing of multimodal input: Examining learners’ eye movements. System, 80, 212–223. https://doi.org/10.1016/j.system.2018.12.002.CrossRefGoogle Scholar
Vanderplank, R. (1988). The value of teletext subtitles in language learning. ELT Journal, 42, 272–281. https://doi.org/10.1093/elt/42.4.272.CrossRefGoogle Scholar
Van Lommel, S., Laenen, A., & D’Ydewalle, G. (2006). Foreign-grammar acquisition while watching subtitled television programmes. British Journal of Educational Psychology, 76, 243–258. https://doi.org/10.1348/000709905X38946.CrossRefGoogle ScholarPubMed
Webb, S. (2015). Extensive viewing: Language learning through watching television. In Nunan, D., & Richards, J. C. (Eds.), Language learning beyond the classroom (pp. 159–168). Routledge.Google Scholar
Webb, S., Newton, J., & Chang, A. C. S. (2013). Incidental learning of collocation. Language Learning, 63, 91–120. https://doi.org/10.1111/j.1467-9922.2012.00729.x.CrossRefGoogle Scholar
Webb, S., & Rodgers, M. P. H. (2009a). The lexical coverage of movies. Applied Linguistics, 30, 407–427. https://doi.org/10.1093/applin/amp010.CrossRefGoogle Scholar
Webb, S., & Rodgers, M. P. H. (2009b). Vocabulary demands of television programs. Language Learning, 59, 335–366. https://doi.org/10.1111/j.1467-9922.2009.00509.x.CrossRefGoogle Scholar
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14, 65–86. http://dx.doi.org/10125/44214.Google Scholar
Winke, P., Sydorenko, T., & Gass, S. (2013). Factors influencing the use of captions by foreign language learners, an eye-tracking study. The Modern Language Journal, 97, 254–275. https://doi.org/10.1111/j.1540-4781.2013.01432.x.CrossRefGoogle Scholar
Wong, K. M., & Samudra, P. G. (2019). L2 vocabulary learning from educational media: Extending dual-coding theory to dual-language learners. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2019.1666150.CrossRefGoogle Scholar