Computer-Mediated Textual and Audio Glosses, Perceptual Style and L2 Vocabulary Learning

Autor/in	Rassaei, Ehsan
Titel	Computer-Mediated Textual and Audio Glosses, Perceptual Style and L2 Vocabulary Learning
Quelle	In: Language Teaching Research, 22 (2018) 6, S.657-675 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817690183
Schlagwörter	Native Language; Vocabulary Development; Audio Equipment; Auditory Perception; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Teaching Methods; Control Groups; Experimental Groups; Visual Learning; Cognitive Style; Reading Comprehension; English (Second Language); Indo European Languages; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Audio-CD; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Visual education; Visuelles Lernen; Cognitive styles; Kognitiver Stil; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Ausland
Abstract	The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners' visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01