Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-18T19:11:14.963Z Has data issue: false hasContentIssue false
  • English
  • Français

INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS

THE ROLE OF REPETITION AND TYPOGRAPHIC ENHANCEMENT

Published online by Cambridge University Press:  15 March 2021

Elvenna Majuddin Open the ORCID record for Elvenna Majuddin [Opens in a new window] ,
Anna Siyanova-Chanturia  and
Frank Boers
Elvenna Majuddin*
Affiliation:
Te Herenga Waka—Victoria University of Wellington
Anna Siyanova-Chanturia
Affiliation:
Te Herenga Waka—Victoria University of Wellington and Ocean University of China
Frank Boers
Affiliation:
University of Western Ontario
*
*Correspondence concerning this article should be addressed to Elvenna Majuddin, School of Linguistics and Applied Language Studies, Victoria University of Wellington, Kelburn Parade, Wellington 6140, New Zealand. E-mail: elvenna.majuddin@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

There has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examines the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned to one of six conditions that differed in terms of caption condition (no captions, normal captions, enhanced captions) and the number of times they watched the same video (once, twice). The participants took a cued MWE form recall test before watching the video, immediately and 2 weeks after watching it. A content comprehension test was also administered. Compared to single viewing, repetition resulted in better content comprehension as well as better acquisition of MWEs. Both caption types positively influenced MWE recall relative to watching the video without captions, but typographic enhancement reduced the benefits of captions for content comprehension.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 43 , Issue 5 , December 2021 , pp. 985 - 1008
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This research was supported by Victoria Doctoral Scholarship and the Faculty of Humanities and Social Sciences Research Grant to Elvenna Majuddin. We are grateful to Dr. Lisa Woods, Statistical Consultant, School of Mathematics and Statistics, for her expert advice.

References

REFERENCES

Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48. http://CRAN.R-project.org/package5lme4.CrossRefGoogle Scholar
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23, 509–533. https://doi.org/10.1017/S0142716402004022.CrossRefGoogle Scholar
Bishop, H. (2004). The effect of typographic salience on the look up and comprehension of unknown formulaic sequences. In Schmitt, N. (Ed.), Formulaic sequences: Acquisition, processing, and use (pp. 227–248). John Benjamins.CrossRefGoogle Scholar
Boers, F. (2020). Factors affecting the learning of multiword items. In Webb, S. (Ed.), The Routledge handbook of vocabulary studies (pp. 143–157). Routledge.Google Scholar
Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effects of exercises on verb–noun collocations. Language Teaching Research, 18, 54–74. https://doi.org/10.1177/1362168813505389.CrossRefGoogle Scholar
Boers, F., Demecheleer, M., He, L., Deconinck, J., Stengers, H., & Eyckmans, J. (2017). Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics, 27, 448–469. https://doi.org/10.1111/ijal.12141.CrossRefGoogle Scholar
Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10, 245–261. https://doi.org/10.1191/1362168806lr195oa.CrossRefGoogle Scholar
Buck, G., & Tatsuoka, K. (1998). Application of the rule-space procedure to language testing: Examining attributes of a free response listening test. Language Testing, 15, 119–157. https://doi.org/10.1177/026553229801500201.CrossRefGoogle Scholar
Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375–397. https://doi.org/10.2307/40264527.CrossRefGoogle Scholar
Choi, S. (2018). Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research, 21, 403–426. https://doi.org/10.1177/1362168816653271.CrossRefGoogle Scholar
Christensen, R. H. B. (2019). Ordinal–regression models for ordinal data. R package version 2019.12-10. http://www.cran.r-project.org/package=ordinal/ Google Scholar
Cintrón-Valentín, M., García-Amaya, L., & Ellis, N. C. (2019). Captioning and grammar learning in the L2 Spanish classroom. The Language Learning Journal, 47, 439–459. https://doi.org/10.1080/09571736.2019.1615978.CrossRefGoogle Scholar
Columbus, G. (2010). Processing MWU: Are MWU subtypes psycholinguistically real. In Wood, D. (Ed.), Perspectives on formulaic language: Acquisition and communication (pp. 194–210). Continuum.Google Scholar
Davies, M. (2008). Corpus of contemporary American English (COCA). https://corpus.byu.edu/coca/ Google Scholar
Durbahn, M., Rodgers, M., & Peters, E. (2020). The relationship between vocabulary and viewing comprehension. System, 88. https://doi.org/10.1016/j.system.2019.102166.CrossRefGoogle Scholar
Durrant, P., & Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research, 26, 163–188. https://doi.org/10.1177/0267658309349431.CrossRefGoogle Scholar
Elgort, I., Perfetti, C. A., Rickles, B., & Stafura, J. Z. (2015). Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and event-related brain potential (ERP) indicators of learning. Language, Cognition and Neuroscience, 30, 506–528. https://doi.org/10.1080/23273798.2014.942673.CrossRefGoogle Scholar
Elgort, I., & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64, 365–414. https://doi.org/10.1111/lang.12052.CrossRefGoogle Scholar
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text, 20, 29–62. https://doi.org/10.1515/text.1.2000.20.1.29.Google Scholar
Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition, 42, 499–523.CrossRefGoogle Scholar
Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Sage.Google Scholar
Gass, S., Winke, P., Isbell, D. R., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language, Learning & Technology, 23, 84–104.Google Scholar
Hildyard, A., & Olson, D. R. (1978). Memory and inference in the comprehension of oral and written discourse. Discourse Processes, 1, 91–117.CrossRefGoogle Scholar
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In Lewis, M. (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 47–69). Language Teaching Publications.Google Scholar
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–223.Google Scholar
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 258–286). Cambridge University Press.CrossRefGoogle Scholar
Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87–118.CrossRefGoogle Scholar
Lenth, R. (2018). emmeans: Estimated marginal means, aka least-squares means. R package. http://CRAN.R-project.org/package=emmeans Google Scholar
Lin, P. M. S. (2014). Investigating the validity of internet television as a resource for acquiring L2 formulaic sequences. System, 42, 164–176. https://doi.org/10.1016/j.system.2013.11.010.CrossRefGoogle Scholar
Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10, 105–129. https://doi.org/10.1080/14790718.2012.679275.CrossRefGoogle Scholar
Lotto, L., & de Groot, A. M. B. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48, 31–69. https://doi.org/10.1111/1467-9922.00032.CrossRefGoogle Scholar
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75, 196–204. https://doi.org/10.1111/j.1540-4781.1991.tb05350.x.CrossRefGoogle Scholar
Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32, 321–328.CrossRefGoogle Scholar
Montero Perez, M. (2020). Incidental vocabulary learning through viewing video: The role of vocabulary knowledge and working memory. Studies in Second Language Acquisition, 42, 749–773. https://doi.org/10.1017/S0272263119000706.CrossRefGoogle Scholar
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18, 118–141.Google Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. Modern Language Journal, 99, 308–328. https://doi.org/10.1111/modl.12215.CrossRefGoogle Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31, 1–26. https://doi.org/10.1080/09588221.2017.1375960.CrossRefGoogle Scholar
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41, 720–739. https://doi.org/10.1016/j.system.2013.07.013.CrossRefGoogle Scholar
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31, 9–13.Google Scholar
Nation, I. S. P., & Heatley, A. (2002). Range: A program for the analysis of vocabulary in texts. http://www.vuw.ac.nz/lals/staff/paulnation/nation.aspx.Google Scholar
Neuman, S., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 95–106. https://doi.org/10.2307/747835.CrossRefGoogle Scholar
Nguyễn, C. Đ. (2017). Fostering incidental vocabulary uptake from audio–visual materials: The role of text comprehension. (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.Google Scholar
Noreillie, A., Kestemont, B., Heylen, K., Desmet, P., & Peters, E. (2018). Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009). ITL—International Journal of Applied Linguistics, 169, 214–233.CrossRefGoogle Scholar
Pellicer-Sánchez, A. (2017). Learning L2 collocations incidentally from reading. Language Teaching Research, 21, 381–402. https://doi.org/10.1177/1362168815618428.CrossRefGoogle Scholar
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. International Journal of Applied Linguistics, 169, 142–168.CrossRefGoogle Scholar
Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audio-visual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. https://doi.org/10.1016/j.system.2016.10.002.CrossRefGoogle Scholar
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40, 551–577. https://doi.org/10.1017/S0272263117000407.CrossRefGoogle Scholar
Puimège, E., & Peters, E. (2019). Learning L2 vocabulary from audio-visual input: An exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal, 47, 424–438. https://doi.org/10.1080/09571736.2019.1638630.CrossRefGoogle Scholar
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47, 479–496. https://doi.org/10.1080/09571736.2019.1616806.CrossRefGoogle Scholar
R Core Team. (2018). R: A Language and environment for statistical computing (Version 3.4.4) [Computer software]. Vienna, Austria: R Foundation for Statistical Computing. https://www.R-project.org.Google Scholar
Rodgers, M. P. H. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions. (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.Google Scholar
Rodgers, M. P. H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45, 689–717. https://doi.org/10.5054/tq.2011.268062.CrossRefGoogle Scholar
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589–619.CrossRefGoogle Scholar
Roy Morgan Research. (2015). Delhi to Dunedin, Beijing to Ballarat: The time spent with TV, internet, newspapers and radio across Asia. http://www.roymorgan.com/findings/6277-time-spent-with-television-radio-internet-newspapers-across-asia-december-2014-201506090624.Google Scholar
Sakai, H. (2009). Effect of repetition of exposure and proficiency level in L2 listening tests. TESOL Quarterly, 43, 360–372. https://doi.org/10.1002/j.1545-7249.2009.tb00179.x.CrossRefGoogle Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.CrossRefGoogle Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.CrossRefGoogle Scholar
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in text and reading comprehension. Modern Language Journal, 95, 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x.CrossRefGoogle Scholar
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the vocabulary levels test. Language Testing, 18, 55–88. https://doi.org/10.1177/026553220101800103.CrossRefGoogle Scholar
Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165–179. https://doi.org/10.1017/S0272263100011943.CrossRefGoogle Scholar
Siyanova-Chanturia, A. (2015). On the “holistic” nature of formulaic language. Corpus Linguistics and Linguistic Theory, 11, 285–301. https://doi.org/10.1515/cllt-2014-0016.CrossRefGoogle Scholar
Siyanova-Chanturia, A., & Omidian, T. (2020). Key issues in researching multiword items. In Webb, S. (Ed.),The Routledge handbook of vocabulary studies (1st ed., pp. 529–544). Routledge.Google Scholar
Siyanova-Chanturia, A., & Pellicer-Sánchez, A. (2019). Formulaic language: Setting the scene. In Siyanova-Chanturia, A. & Pellicer-Sánchez, A. (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 1–15). Routledge.Google Scholar
Siyanova-Chanturia, A., & Van Lancker Sidtis, D. (2019). What online processing tells us about formulaic language. In Siyanova-Chanturia, A. & Pellicer-Sánchez, A. (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 31–61). Routledge.Google Scholar
Sonbul, S., & Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63, 121–159. https://doi.org/10.1111/j.1467-9922.2012.00730.x.CrossRefGoogle Scholar
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31, 577–607. https://doi.org/10.1017/S0272263109990039.CrossRefGoogle Scholar
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407. https://doi.org/10.1598/RRQ.21.4.1.CrossRefGoogle Scholar
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14, 50–73.Google Scholar
Szudarski, P., & Carter, R. (2016). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, 26, 245–265. https://doi.org/10.1111/ijal.12092.CrossRefGoogle Scholar
Tavakoli, P., & Uchihara, T. (2019). To what extent are multiword sequences associated with oral fluency? Language Learning, 70, 506–547. https://doi.org/10.1111/lang.12384.CrossRefGoogle Scholar
Teng, F. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 142. https://doi.org/10.1016/j.compedu.2019.103655.CrossRefGoogle Scholar
Toomer, M., & Elgort, I. (2019). The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, 69, 405–439. https://doi.org/10.1111/lang.12335.CrossRefGoogle Scholar
Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta‐analysis of correlational studies. Language Learning, 69, 559–599. https://doi.org/10.1111/lang.12343.CrossRefGoogle Scholar
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28, 45–65. https://doi.org/10.1093/applin/aml048.CrossRefGoogle Scholar
Webb, S. (2015). Extensive viewing: Language learning through watching television. In Nunan, D. & Richards, J. C. (Eds.), Language learning beyond the classroom (pp. 175–184). Routledge.Google Scholar
Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43, 55–77. https://doi.org/10.5054/tj.2010.215611.CrossRefGoogle Scholar
Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning? Applied Linguistics, 32, 259–276. https://doi.org/10.1093/applin/amq051.CrossRefGoogle Scholar
Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press.Google Scholar
Webb, S., Newton, J., & Chang, A. (2013). Incidental learning of collocation. Language Learning, 63, 91–120. https://doi.org/10.1111/j.1467-9922.2012.00729.x.CrossRefGoogle Scholar
Webb, S., & Rodgers, M. P. H. (2009a). The lexical coverage of movies. Applied Linguistics, 30, 407–427. https://doi.org/10.1093/applin/amp010.CrossRefGoogle Scholar
Webb, S., & Rodgers, M. P. H. (2009b). Vocabulary demands of television programs. Language Learning, 59, 335–366. https://doi.org/10.1111/j.1467-9922.2009.00509.x.CrossRefGoogle Scholar
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14, 65–86.Google Scholar
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. Modern Language Journal, 97, 254–275. https://doi.org/10.1111/j.1540-4781.2013.01432.x.CrossRefGoogle Scholar
Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press.CrossRefGoogle Scholar
Supplementary material: File

Majuddin et al. supplementary material

Majuddin et al. supplementary material

Download Majuddin et al. supplementary material(File)
File 71.4 KB