Learners' preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners.
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| Title: | Learners' preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners. |
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| Authors: | Nobuhiro Kamiya1 kamiya@fic.gpwu.ac.jp |
| Source: | Instructed Second Language Acquisition. 2024, Vol. 8 Issue 1, p3-40. 38p. |
| Subject Terms: | *Cognitive learning theory, *Test scoring, Video excerpts, Japanese language, Spanish language |
| Abstract: | Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179251611 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learners' preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nobuhiro+Kamiya%22">Nobuhiro Kamiya</searchLink><relatesTo>1</relatesTo><i> kamiya@fic.gpwu.ac.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2024, Vol. 8 Issue 1, p3-40. 38p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Video+excerpts%22">Video excerpts</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese+language%22">Japanese language</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179251611 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.23874 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 38 StartPage: 3 Subjects: – SubjectFull: Cognitive learning theory Type: general – SubjectFull: Test scoring Type: general – SubjectFull: Video excerpts Type: general – SubjectFull: Japanese language Type: general – SubjectFull: Spanish language Type: general Titles: – TitleFull: Learners' preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nobuhiro Kamiya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 8 – Type: issue Value: 1 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
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