Incidental Learning of Collocations in an Academic Lecture through Different Input Modes
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| Title: | Incidental Learning of Collocations in an Academic Lecture through Different Input Modes |
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| Language: | English |
| Authors: | Dang, Thi Ngoc Yen (ORCID |
| Source: | Language Learning. Sep 2022 72(3):728-764. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Incidental Learning, College Students, Second Language Learning, English for Academic Purposes, Word Recognition, Linguistic Input, Visual Aids, Reading Comprehension, Prior Learning, Vocabulary, Multimedia Instruction, Learning Theories |
| DOI: | 10.1111/lang.12499 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1344546 |
| Database: | ERIC |
| Abstract: | In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory. |
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| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.12499 |
