Learning Vocabulary through Reading, Listening, and Viewing: Which Mode of Input Is Most Effective?

Autor/inn/en	Feng, Yanxue; Webb, Stuart
Titel	Learning Vocabulary through Reading, Listening, and Viewing: Which Mode of Input Is Most Effective?
Quelle	In: Studies in Second Language Acquisition, 42 (2019) 3, S.499-523 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feng, Yanxue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263119000494
Schlagwörter	Vocabulary Development; Prior Learning; Second Language Learning; Second Language Instruction; English (Second Language); Retention (Psychology); Linguistic Input; Check Lists; Multiple Choice Tests; Comparative Analysis; Pretests Posttests; Foreign Countries; Audiovisual Instruction; Programming (Broadcast); Teaching Methods; College Students; Incidental Learning; Reading Processes; Television Viewing; Listening Comprehension; Correlation; Language Tests; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Vorkenntnisse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Merkfähigkeit; Sprachbildung; Checkliste; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Programmgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Inzidentelles Lernen; Leseprozess; Fernsehkonsum; Hörverständnis; Korrelation; Language test; Sprachtest
Abstract	This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same television documentary in different modes: reading the printed transcript, listening to the documentary, viewing the documentary, and a nontreatment control condition. Checklist and multiple-choice tests were designed to measure knowledge of target words. The results showed that L2 incidental vocabulary learning occurred through reading, listening, and viewing, and that the gain was retained in all modes of input one week after encountering the input. However, no significant differences were found between the three modes on the posttests indicating that each mode of input yielded similar amounts of vocabulary gain and retention. A significant relationship was found between prior vocabulary knowledge and vocabulary learning, but not between frequency of occurrence and vocabulary learning. The study provides further support for the use of L2 television programs for language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01