The images in television programs and the potential for learning unknown words

2018 ◽  
Vol 169 (1) ◽  
pp. 191-211 ◽  
Author(s):  
Michael P. H. Rodgers
Keyword(s):  
Vocabulary Learning ◽  
Television Programs ◽  
Unfamiliar Word ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Unknown Words ◽  
Television Research ◽  
The Way ◽  
Target Words

Abstract Previous studies have indicated the potential for incidental vocabulary learning through viewing television. The assumption has been that the imagery in television helps learners acquire vocabulary because when they hear an unfamiliar word, the on-screen images provide semantic support. However, the extent to which imagery in authentic television supports learners in this way is unclear. This study examines 90 target words occurring in single seasons of television, and the degree to which their aural occurrence matched the presentation of a potentially supporting image. Results indicate differences in the way imagery supports potential vocabulary learning in documentary television compared with narrative television, and that this supporting imagery occurred concurrently with the aural form more often in documentary television. Research and pedagogical implications are discussed in detail.

scholarly journals ‘Incidental + Intentional’ vs ‘Intentional + Incidental’ Vocabulary Learning: Which is More Effective?

2020 ◽  
Vol 28 ◽  
pp. 81-96
Author(s):  
Ekaterina Sinyashina
Keyword(s):  
Vocabulary Learning ◽  
Statistical Evidence ◽  
Word Knowledge ◽  
Form Recognition ◽  
Learning Techniques ◽  
Incidental Vocabulary ◽  
Intentional Condition ◽  
Incidental Vocabulary Learning ◽  
Target Words ◽  
At Home

This study compares the effectiveness of two combinations of new vocabulary learning techniques: ‘incidental + intentional’ and ‘intentional + incidental’. For the incidental part, the participants viewed 3 hours of captioned authentic videos, whereas for the intentional one they were asked to do a set of tasks with the target vocabulary at home. Three aspects of the target words were tested: form recognition, meaning recall and written use in a sentence. The overall scores revealed better performance of the ‘incidental + intentional’ condition in the three tests. Nevertheless, a variety of scores in the sample for the three aspects of word knowledge and the lack of statistical evidence did not allow us to conclude with certainty which combination is more or less effective for new vocabulary learning.

scholarly journals The Role of Motivation in Incidental Vocabulary Learning through Academic Videos

2021 ◽  
Vol 36 (1) ◽  
pp. 135-153
Author(s):  
Arathi Jane Reddy ◽  
Mangeet Kaur Khera ◽  
Jessica McLaughlin ◽  
Csaba Zoltan Szabo
Keyword(s):  
Student Motivation ◽  
Vocabulary Learning ◽  
Vocabulary Size ◽  
Incidental Vocabulary ◽  
Before And After ◽  
High Motivation ◽  
Motivation Level ◽  
Incidental Vocabulary Learning ◽  
Esl Learners ◽  
Target Words

Recent studies suggest incidental vocabulary learning (IVL) through audio-visual input to be effective for ESL vocabulary development. However, no research has been conducted on IVL gains from academic videos, an accessible, cost- and time-efficient educational tool. Furthermore, as studies suggest that students tend to have high motivation when videos are used during teaching, it is suggested that IVL gains could vary according to student motivation levels. Therefore, this research intends to address the gap of potential IVL gains for ESL learners through academic videos and its possible relationship with motivation. A total of 56 ESL pre-university students in an English-medium university in Malaysia participated in this study. IVL gains were measured through a modified Vocabulary Size Test including a target words test before and after watching the 10-minute academic video. Students’ motivation level was measured using a video motivation questionnaire. The results indicated a significant IVL gain with 0.78 (3.9%) of the target words learned on an average. However, no correlation was found between student motivation level and IVL gains. Therefore, results from this study may give an insight on how TESOL educators can integrate academic videos into innovative, formal and informal teaching practices to develop the vocabulary of ESL students through IVL.

LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING

2019 ◽  
Vol 42 (3) ◽  
pp. 499-523 ◽  
Author(s):  
Yanxue Feng ◽  
Stuart Webb
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Frequency Of Occurrence ◽  
Television Programs ◽  
Multiple Choice Tests ◽  
Incidental Vocabulary ◽  
Choice Tests ◽  
Television Documentary ◽  
Incidental Vocabulary Learning

AbstractThis study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same television documentary in different modes: reading the printed transcript, listening to the documentary, viewing the documentary, and a nontreatment control condition. Checklist and multiple-choice tests were designed to measure knowledge of target words. The results showed that L2 incidental vocabulary learning occurred through reading, listening, and viewing, and that the gain was retained in all modes of input one week after encountering the input. However, no significant differences were found between the three modes on the posttests indicating that each mode of input yielded similar amounts of vocabulary gain and retention. A significant relationship was found between prior vocabulary knowledge and vocabulary learning, but not between frequency of occurrence and vocabulary learning. The study provides further support for the use of L2 television programs for language learning.

Incidental vocabulary learning through viewing television

2019 ◽  
Vol 171 (2) ◽  
pp. 191-220 ◽  
Author(s):  
Michael P. H. Rodgers ◽  
Stuart Webb
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Test Design ◽  
Television Programs ◽  
Japanese University ◽  
Word Families ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning

Abstract Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese university students viewed ten 42-minute episodes of an American drama. Two vocabulary tests at differing sensitivities were used in a pre- and post-test design measuring receptive knowledge of the form-meaning connection of 60 word-families. The results indicated that (a) viewing television contributed to significant gains in vocabulary knowledge and (b) there was a positive relationship between frequency of occurrence and vocabulary learning. Pedagogical implications are discussed in detail.

Incidental vocabulary learning and retention of EFL learners

2021 ◽  
Vol 34 (1) ◽  
pp. 31-52
Author(s):  
Marco Cancino
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Research Field ◽  
L2 Reading ◽  
Relevant Variable ◽  
Efl Learners ◽  
Topic Interest ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

scholarly journals Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

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