multimedia effects poster (34x22)
TRANSCRIPT
Mul$media presenta$on • Multimedia aids for foreign language instruction are known to promote
intentional or explicit learning of L2 vocabulary (e.g., Chun & Plass, 1996).
• Multimedia presentation is broadly supported by the dual-coding theory (Paivio, 1986): two symbolic systems (imagery system and verbal system) mediate cognitive activity.
Rationale: Research has examined multimedia effects mostly on beginner/intermediate level L2 vocabulary. The present study investigated video effects on high-level infrequent words: words tested on the GRE.
Research ques$on Will the use of video clips in addition to traditional textual information facilitate L2 vocabulary acquisition of high-level, low-frequency English words among Korean learners of English?
Methodology • Participants: 15 Korean learners of English preparing for the GRE • Test items: 40 vocabulary items (frequency beyond 14,000) • Treatments: Text-only (n = 7) vs. Text+Video (n = 8) • Tests: Pre-test, Immediate Post-test, 2 Delayed post-tests (meaning translation)
Results • Higher mean scores for the Text+Video group, yet no statistical
significance (ANOVA)
• No significant relationships between English proficiency level/age of onset/word frequency and test results (Pearson’s correlation coefficient)
Interpreta$ons
• Trend towards significant difference between the Text-only and Text+Video groups
• A vocabulary size test would be a more reliable indicator that may have an effect on learners’ progress in vocabulary learning.
Euna Cho Linguis'cs, CUNY Graduate Center
References "Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2),
183-198.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Materials • Text-only:
• Text+Video: Test items "
Contact Euna Cho: [email protected] (PhD candidate Linguistics, Graduate Center, CUNY)
Follow-‐up research
• In order to achieve a statistically significant result, more subjects will be tested (n = 100+).
• More conditions will be tested: Text-only, Text+Audio, Audio+Video, Text+Audio+Video
• Different types of video input (i.e., linguistic vs. visual features) will be examined to determine effectiveness.
Source: www.wordcount.org
Paivio’s dual coding theory (p. 67, Paivio, 1986)