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Studies in the Expertise Reversal Effect in Teaching Foreign Language Listening Skills
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The imagination effect while learning linguistic material
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Abstract:
This study is set within a framework of cognitive load theory to explore the conditions under which imagination instructions (asking students to imagine or mentally rehearse material to-be-learned) can be superior to study instructions for learning visual and auditory material in the domain of foreign language tuition. The broad purpose of this thesis was to analyse if the format in which linguistic material is presented affects its imaginability and consequently affects the likelihood of obtaining the imagination effect as a means of enhancing the efficiency of learning. Therefore, five experiments were designed to investigate the effect of presentation formats and degrees of abstractness of instructional material on the effectiveness of mental practice.Experiments 1 and 2 involved learning visual linguistic material and investigated interactions between the instructional methods (imagination/ study) and the presentation formats (textual/ diagrammatic) under conditions of low and high element interactivity respectively. In both experiments, imagination instructions were superior than study instructions for the textual format, whereas no significant difference was obtained between study and imagine conditions for diagrammatic information. Experiments 3 and 4 involved learning auditory linguistic material and examined interactions between the instructional methods (imagination/ study) and the degrees of abstractness (abstract/ concrete) under conditions of low and high element interactivity respectively. Students demonstrated superior results under imagination conditions with the more significant difference revealed in learning abstract, rather than concrete material. Experiment 5 involved learning auditory material of both high and low element interactivity, and explored interactions between the instructional methods (imagination/ study), the degrees of abstractness (abstract/ concrete) and the levels of element interactivity (low/ high). The results revealed that imagination instructions are likely to improve learning only under condition of high, but not low element interactivity.The contrasting results for using imagination and study strategies in learning auditory linguistic material presented in a concrete or abstract format need to be explored in further experiments with different typologies of abstract words, e.g. to identify typologies of abstract words that favour an imagine strategy. Therefore, more research is needed to test if the current results can be replicated in other populations, tasks, and settings.
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Keyword:
Cognitive load theory; formats of presentation; instructional methods; language learning
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URL: http://handle.unsw.edu.au/1959.4/57124
https://unsworks.unsw.edu.au/fapi/datastream/unsworks:42631/SOURCE02?view=true
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Cognitive load theory and listening to accent variations in English
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Effects of speaker variability on learning spoken English For EFL learners
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The use of illustrations when learning to read: a cognitive load theory approach.
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The impact of spoken English on learning English as a foreign language: a cognitive load perspective
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Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
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