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Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement
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In: Education Publications (2021)
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| 2 |
A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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Using literal underpinnings to help learners remember figurative idioms: Does the connection need to be crystal-clear?
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In: Education Publications (2020)
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Applying cognitive linguistics to second language idiom learning
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Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand
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| 7 |
Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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| 8 |
Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners
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| 9 |
Gauging the Association of EFL Learners’ Writing Proficiency and their Use of Metaphorical Language
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In: Education Publications (2018)
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| 10 |
The Effect of Content Retelling on Vocabulary Uptake from a TED Talk
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In: Education Publications (2018)
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| 11 |
Examining Incidental Vocabulary Acquisition from Captioned Video: Does Test Modality Matter?
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In: Education Publications (2018)
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Abstract:
Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.
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Keyword:
Audio-visual input; captions; Education; TED Talks; test modality; vocabulary acquisition
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1115&context=edupub
https://ir.lib.uwo.ca/edupub/102
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| 12 |
The Effect of Gloss Type on Learners’ Intake of New Words During Reading: Evidence from Eye-tracking
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In: Education Publications (2018)
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| 13 |
The Error in Trial and Error: Exercises on Phrasal Verbs
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In: Education Publications (2018)
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| 14 |
Teaching and Learning Collocation in Adult Second and Foreign Language Learning
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In: Education Publications (2018)
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| 15 |
Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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| 16 |
Influential factors in incomplete acquisition and attrition of young heritage speakers’ vocabulary knowledge
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| 17 |
On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading
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In: Education Publications (2017)
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| 18 |
Does Adding Pictures to Glosses Enhance Vocabulary Uptake from Reading?
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In: Education Publications (2017)
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| 19 |
Comparing the Effectiveness of Phrase-Focused Exercises. A Partial Replication of Boers, Demecheleer, Coxhead, and Webb (2014)
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In: Education Publications (2017)
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| 20 |
Influential Factors in Lexical Richness of Young Heritage Speakers’ Family Language
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In: Education Publications (2017)
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