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Hits 1 – 3 of 3
1
Sentence Reading and Writing for Second Language Vocabulary Acquisition
Pichette, François
;
de Serres, Linda
;
Lafontaine, Marc
. - : Oxford University Press, 2012
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2
Sentence Reading and Writing for Second Language Vocabulary Acquisition
Pichette, François
;
de Serres, Linda
;
Lafontaine, Marc
. - : Oxford University Press, 2011
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3
Second-Language Vocabulary Learning and the Additivity Hypothesis
Pichette, François
In: Canadian Journal of Applied Linguistics; Vol. 5 No. 1 (2002); 117-130 ; Revue canadienne de linguistique appliquée; Vol. 5 No. 1 (2002); 117-130 ; 1920-1818 ; 1481-868X (2002)
Abstract:
Paivio's (1975) additivity hypothesis suggests that simultaneous stimuli from different sources enhance the recall of an item. However, little is known about the additivity of pictures and spoken words in reading conditions where participants are allowed time to generate inner speech and mental imagery. The present experiment investigates the existence of additivity in the learning of second-language concrete vocabulary by presenting up to three types of stimuli simultaneously. Participants are 50 anglophone college students learning Spanish as a second language. The results obtained suggest that when inner speech and mental imagery occur, adding extra stimuli does not improve recall. Under these circumstances, recall seems to depend more on word length and on individual learning strategies that probably consist of mental rehearsing and linking new items to already stored information. ; Selon l'hypothèse de l'additivité de Paivio (1975) des stimuli de différentes sources favorisent le rappel d'un item. Par contre, on sait peu de choses sur l'additivité d'images ou de mots prononcés dans des conditions de lecture où les sujets ont le temps de se créer des images mentales et de la parole interne. La présente étude se penche sur l'existence de l'additivité pour l'apprentissage du vocabulaire concret en langue seconde en présentant simultanément jusqu'à trois types de stimuli. Les sujets sont 50 étudiants anglophones de niveau universitaire apprenant l'espagnol comme langue seconde. Les résultats obtenus suggèrent que quand le langage intérieur et l'imagerie mentale surviennent, l'ajout de stimuli supplémentaires n'améliore pas le rappel. Dans ces circonstances, le rappel semble dépendre davantage de la longueur du mot et des stratégies d'apprentissage individuelles qui consistent probablement en des répétitions mentales et en l'association des nouveaux items aux connaissances déjà acquises.
URL:
https://journals.lib.unb.ca/index.php/CJAL/article/view/19842
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