View in EDS

Incidental Learning of Collocations in an Academic Lecture through Different Input Modes

Saved in:
Bibliographic Details
Title: Incidental Learning of Collocations in an Academic Lecture through Different Input Modes
Language: English
Authors: Dang, Thi Ngoc Yen (ORCID 0000-0002-3189-7776), Lu, Cailing, Webb, Stuart (ORCID 0000-0002-8297-4997)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1344546
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Incidental Learning of Collocations in an Academic Lecture through Different Input Modes
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dang%2C+Thi+Ngoc+Yen%22">Dang, Thi Ngoc Yen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3189-7776">0000-0002-3189-7776</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Cailing%22">Lu, Cailing</searchLink><br /><searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. Sep 2022 72(3):728-764.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 37
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/lang.12499
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0023-8333<br />1467-9922
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1344546
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1344546
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lang.12499
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
        StartPage: 728
    Subjects:
      – SubjectFull: Incidental Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Learning Theories
        Type: general
    Titles:
      – TitleFull: Incidental Learning of Collocations in an Academic Lecture through Different Input Modes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dang, Thi Ngoc Yen
      – PersonEntity:
          Name:
            NameFull: Lu, Cailing
      – PersonEntity:
          Name:
            NameFull: Webb, Stuart
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0023-8333
            – Type: issn-electronic
              Value: 1467-9922
          Numbering:
            – Type: volume
              Value: 72
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Language Learning
              Type: main
ResultId 1