From Glosses to Visual Tools:Do visual aids enhance listening
comprehension?
Takeshi SATO1Tokyo University of Agriculture and Technology, Japan
GLoCALL 2013 Conference
on 30th of Nobember 2013 at University of Danang, Da Nang, Vietnam
Does visual glosses help L2
vocabulary learning?
Yes, they do.
(e.g. Chun & Plass 1996; Al-Seghayer 2001;
Yoshii & Flaiz 2002; Sato & Suzuki 2010, 2012)
Various multimedia glosses
from BBC learning English
(http://www.bbc.co.uk/worldservice/learningenglish/)
Sound
PictureImage
Animation
from COCONE
(http://www.cocone.jp)
The more
technologically
advanced
functions the
materials are, the
better outcome
will be given
Background
• Multimedia glosses are effective in L2
vocabulary learning
• Al-Seghayer (2001)
Video > Still picture
• Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
My concerns
Previous studies
• Effective in an incidental
learning
• Effective to learn any
L2 vocabulary
• Effective for longer
retention of the
vocabulary
Our study
• Effective in intentional learning?
• Effective to learn a certain type of L2 vocabulary?
• Effective for better L2 sentence comprehension and production?
Incidental vs Intentional
• Reading
• Writing etc.
• visual glosses
• longer retention
• visual glosses
• Reading and writing
• better text comprehension and production
My study
✓Effectiveness of visual glosses in
intentional (explicit) learning
✓spatial prepositions as target words
✓pictorial image and live-action image
Why are prepositions
difficult?• They appear very frequently but learners do
not always understand their meanings.
(Lingstromberg 2001a)
• Learners cannot use them according to
contexts if only by memorization.
(Lingstromberg 2001b)
• Translation makes L2 learning more
difficult.(Tanaka, 1990)
Why “image schema” as a
visual gloss?
(I)mage schemata are
abstract patterns in
our experience and
understanding...
(Johnson 1987, p.2)
prototype Extended
Examples
Extension
The clouds are above the mountain.
The amount is above $ 100. A flat high above the river.
? A flat high on the river.
Schematic
pictorial
information of
basic
prepositional
senses should
be used. (Brala,
2002)
Why pictorial or live-motion?
Research on CALL
• Computer-mediated
annotation has a positive
impact on L2 vocabulary
laearning.
• Animation or video
facilitates L2 vocabulary
learning (Al-Seghayer
2001; Mayer and Moreno
2002)
Cognitive Linguistics
• Schematic images have
flexibility and changeability
(Langacker, 1987).
(foregrounding, rotation
and focusing)
• live-motion images might
prevent learners from
modifying the images.
Our research question
Which image of the pictorial and
live-action images can serve a
better facilitator to learn the
meanings of prepositions?
Procedure
1.Japanese university students (n=52)
2.Two groups at random
3.Pre vocabulary test (45 qestions with no feedback)
4.Learning with web-based dictionaries with the images
5.Post vocabulary test
6.ANOVA with between- and within-subject variables
Dictionary with pictorial image
Index
Visual gross
Examples and
translations
Dictionary with animation
Index
Visual gross
Examples and
translations
Results
• Images: (F(1,50)=0.018
p>.05)
• Tests: (F(1,50)=112.5
p<.05)
M SD
Picture×
Pretest19.231 4.405
Picture×
Posttest24.577 3.992
Animation×
Pretest19.231 19.231
Animation×
Posttest24.308 24.308
Findings
• No significant difference between the visual
glosses.
• Significant difference between pretest and
post test after the treatments.
• No interaction between the visual gloss and
the tests.
➡Pictorial glosses facilitate learning of
prepositions even though they are still
images or animations.
Conclusion
• Images as effective glosses regardless of their configurations
• Our relevant studies (Sato & Suzuki 2010; Sato & Suzuki 2011) show the same result.
• In terms of intentional L2 vocabulary learning, technologically advanced glosses do not always bring about a better result.
• Optimization of glosses should be required.
ReferencesAl-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning and Technology, 5(1), 202-232
Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80(2), 183-198.
Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.
Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.
Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford, California: Stanford University Press.
Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible Solutions." Applied Linguistics 22(1),pp79-103.
Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm
Sato, T., & Suzuki, A. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172.
Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English. Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning, 285-293.
Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo.
Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal, 20(1), 33-58.
Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1). 131-144.
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