Programa general, fitxa d'activitat

Dimecres 7 de setembre de 2016 Pòster
The role of bimodal input in L2 word recognition and vocabulary learning
Exposa: Sara Feijoo, Universitat de Barcelona

Autors: Ferran Gesa, Imma Miralpeix, Sara Feijóo, Elisabet Comelles, Mayya Levkina


Empirical research on second language learning has pointed out the benefits of multiple input modalities, given that learners have been shown to use different input modes in such a way that they reinforce one another (Bird & Williams, 2002; Winke, Gass & Sydorenko, 2010; Montero et al., 2014). This has been claimed to support Paivio’s (1986, 2007) Dual Coding Theory, according to which, oral and visual stimuli are processed by two different systems that are interconnected and interact with one another. The activation of both systems would increase processing depth and would enhance language development. The objective of the present study was to test the Dual Coding Theory in the context of a second language classroom. We tested the vocabulary gains obtained by L2 learners after viewing videos with within-language subtitles or captions, (i.e. input where text and sound, as well as images, were presented to the learners). Two groups participated in the study: an experimental group and a control group, with 15 Spanish high-school learners of English in each of the groups. Learners in the experimental condition were exposed to an undubbed American series every week for a total of 6 weeks. Both groups were given a vocabulary pre-test and post-test before and after the treatment. The results obtained from the study show that the experimental group outperformed the control group in terms of word recognition and vocabulary learning. Furthermore, such gains were shown to correlate with the participants’ level of English proficiency, since higher-proficiency learners benefitted more from the treatment than lower-proficiency learners. A further lexical analysis showed that both phonologically salient words as well as orthographically salient words were better learned. This indicates that participants attended to both oral and written stimuli, which provides support to the Dual Coding Theory.
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