1. GLoCALL 2013 Conference on 30th of November 2013 at University of Da Nang, Da Nang, VietnamExplicit vocabulary learning with multimedia glosses Can visual annotations enhance L2 text comprehension? Takeshi SATO Tokyo University of Agriculture and Technology, Japan tsato@cc.tuat.ac.jp

2. Can visual *glosses help L2 vocabulary learning?Yes (e.g. Chun & Plass 1996; Al-Seghayer 2001; Yoshii & Flaiz 2002; Sato & Suzuki 2010, 2012)* explanations of a word or phrase in a text from Cambridge Academic Content Dictionary 3. Learning tools with multimedia glosses AnimationImageSoundPicture From BBC learning English(http://www.bbc.co.uk/worldservice/learningenglish/) 4. The more technologically advanced, the better From COCONE (http://www.cocone.jp) 5. Which visual gloss could be more effective? 6. Overview 1. Theoretical background2. Research questions & procedures 3. Findings4. Conclusion 7. Background Multimedia glosses are effective in L2 vocabulary learning Al-Seghayer (2001) Mayer and Moreno (2002) Video > Still picture Yoshii & Flaitz (2002)Text and picture > Text only and picture only 8. My concerns Effective in learning any L2 vocabulary?Effective only in incidental L2 vocabulary learning? Is any visual gloss effective? 9. Effective in learning any L2 vocabulary? Easier to learnMore difficult to learnSense 2 FormSenseSense 1Sense 3Form 10. Effective only in an incidental vocabulary learning? Incidental / implicit leaning Intentional / explicit learning Reading and writing etc. Learning Gloss incidentally Longer retention Learning Gloss explicitly Reading and writing etc. Better text comprehension and production 11. Is any visual gloss effective? 12. This study focuses on Effectiveness of visual glosses in intentional (explicit) learning English spatial prepositions as target words Pictorial schematic image and animated schematic image as a visual gloss 13. Why prepositions?English prepositions are difficult to learn. 14. Why are prepositions difficult? They appear very frequently but learners do not always understand their meanings. (Lingstromberg 2001a) Learners cannot use them according to contexts only by memorization. (Lingstromberg 2001b) Translation makes L2 learning more difficult.(Tanaka, 1990) 15. L1 translations make learning English prepositions more difficultabove -no ue ni located at higher level than somethingonover 16. image schema as a visual gloss(I)mage schemata are abstract patterns in our experience and understanding... (Johnson 1987, p.2) 17. Schematic pictorial information of Extension prototypebasic prepositional Extended Examples senses should be The clouds are The amount is used. (Brala, 2002)above $ 100. above the mountain. A flat high above the river. ? A flat high on the river. ? A flat high over the river. 18. Schematic image can mediate several senses The balloon is frying over the mountainI got over my coldLets talk over a beer! 19. How about an animated image? The balloon is flying over the mountainI got over my coldLets talk over a beer! 20. Research question Can technologically advanced animated images be more effective glosses to comprehend and produce L2 texts? 21. Procedures 1. Japanese university students (n=57) 2. Divided into 2 groups at random3. Pre comprehension test (19 questions with no feedback) 4. Displaying 3 schematic visual glosses5. Post comprehension test 6. Free composition test 7. Delayed comprehension test8. Delayed free composition test 9. t-test in every test 22. Procedures Pre test (19 fill-in-the-blank questions about above, on, over)Experimental (N=27)Control (N=30)Treatment live-motion imagespictorial imagesPost test (the same as pretest) Free composition Delayed test & Free composition (1 week after) 23. Treatment 1: Above Tanaka et al. (eds.) 2002coconejp from YouTubehttp://www.youtube.com/watch?v=by2BIcd4AIQ 24. Treatment 2: On Tanaka et al. (eds.) 2002coconejp from YouTubehttp://www.youtube.com/watch?v=Fzk8kibGX2Y&feat ure=c4-overview&list=UUrtW7B-57zAIz_1rpPiQ8Ew 25. Treatment 3: Over Tanaka et al. (eds.) 2002coconejp from YouTubehttp://www.youtube.com/watch?v=8ZGf2FF01pQ 26. Results (pre/post/delayed) PictorialAnimated12 11.1851011.222 11.000 10.346 9.9339.8678PretestPosttestDelayed test 27. t-testPretest:t(55)= -2.41, p < 0.05Posttest:t(55) = -0,39, p > 0.05Delayed test: t(54)= 0.61, p > 0.05 28. Results (Free composition) Pictorial 5Animated4.85 4.334.464.17 43postdelayed 29. t-testPost test: t(54)= 1.42, p > 0.05Delayed test: t(54)= 0.26, p > 0.05 30. t-test for the differences between the comprehension tests Pre and post test t(54)= -1.86, p > 0.05Pre and delayed test t(54)= -1.24, p > 0.05 Post and delayed test t(54)= -0.21, p > 0.05 31. t-test for the differences between the production testsPost and delayed free composition t(54)= 1.16, p > 0.05 32. Findings No significant differences between the visual glosses. Animated glosses do not always become more effective tools in L2 explicit vocabulary learning than pictorial glosses 33. Conclusion The same results from my previous studies (Sato & Suzuki 2010, 2012) Other factors might be influenced (e.g. cognitive learning styles) it would be important to consider how multimedia glosses should be used 34. Which visual gloss could be more effective?No clear difference 35. References Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning and Technology, 5(1), 202-232 Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80(2), 183-198. Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107119. Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press. Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford, California: Stanford University Press. Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learners Dictionaries: Problems and Possible Solutions." Applied Linguistics 22(1),pp79-103. Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm Sato, T., & Suzuki, A. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172. Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English. Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning, 285-293. Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo. Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal, 20(1), 33-58. Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1). 131-144.