Could a Multimodal Dictionary Serve as a Learning Tool? An Examination of the Impact of Technologically Enhanced Visual Glosses on L2 Text Comprehension

Autor/in	Sato, Takeshi
Titel	Could a Multimodal Dictionary Serve as a Learning Tool? An Examination of the Impact of Technologically Enhanced Visual Glosses on L2 Text Comprehension
Quelle	In: The EUROCALL Review, 24 (2016) 2, S.3-12 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Second Language Learning; Second Language Instruction; Multimedia Materials; Reading Processes; Dictionaries; Electronic Publishing; Vocabulary Development; Bilingualism; Retention (Psychology); Reading Comprehension; Pictorial Stimuli; Listening Comprehension Tests; Animation; Form Classes (Languages); Undergraduate Students; English (Second Language); Foreign Countries; Control Groups; Experimental Groups; Pretests Posttests; Comparative Analysis; Statistical Analysis; Prior Learning; Management Systems; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Leseprozess; Dictionary; Wörterbuch; Elektronisches Publizieren; Wortschatzarbeit; Bilingualismus; Merkfähigkeit; Leseverstehen; Fantasieanregung; Hörverstehensübung; Analytischer Sprachbau; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Statistische Analyse; Vorkenntnisse
Abstract	This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explores other potentials of multimodal L2 vocabulary learning: explicit learning with a multimodal dictionary could enhance not only word retention, but also text comprehension; the dictionary could serve not only as a reference tool, but also as a learning tool; and technology-enhanced visual glosses could facilitate deeper text comprehension. To verify these claims, this study investigates the effects of multimodal representations on Japanese students learning L2 locative prepositions by developing two online dictionaries, one with static pictures and one with animations. The findings show the advantage of such dictionaries in explicit learning; however, no significant differences are found between the two types of visual glosses, either in the vocabulary or in the listening tests. This study confirms the effectiveness of multimodal L2 materials, but also emphasizes the need for further research into making technologically enhanced materials more effective. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/publications/eurocall-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01