- 1. GLoCALL 2013 Conference on 30th of November 2013 at
University of Da Nang, Da Nang, VietnamExplicit vocabulary learning
with multimedia glosses Can visual annotations enhance L2 text
comprehension? Takeshi SATO Tokyo University of Agriculture and
Technology, Japan [email protected]
2. Can visual *glosses help L2 vocabulary learning?Yes (e.g.
Chun & Plass 1996; Al-Seghayer 2001; Yoshii & Flaiz 2002;
Sato & Suzuki 2010, 2012)* explanations of a word or phrase in
a text from Cambridge Academic Content Dictionary 3. Learning tools
with multimedia glosses AnimationImageSoundPicture From BBC
learning
English(http://www.bbc.co.uk/worldservice/learningenglish/) 4. The
more technologically advanced, the better From COCONE
(http://www.cocone.jp) 5. Which visual gloss could be more
effective? 6. Overview 1. Theoretical background2. Research
questions & procedures 3. Findings4. Conclusion 7. Background
Multimedia glosses are effective in L2 vocabulary learning
Al-Seghayer (2001) Mayer and Moreno (2002) Video > Still picture
Yoshii & Flaitz (2002)Text and picture > Text only and
picture only 8. My concerns Effective in learning any L2
vocabulary?Effective only in incidental L2 vocabulary learning? Is
any visual gloss effective? 9. Effective in learning any L2
vocabulary? Easier to learnMore difficult to learnSense 2
FormSenseSense 1Sense 3Form 10. Effective only in an incidental
vocabulary learning? Incidental / implicit leaning Intentional /
explicit learning Reading and writing etc. Learning Gloss
incidentally Longer retention Learning Gloss explicitly Reading and
writing etc. Better text comprehension and production 11. Is any
visual gloss effective? 12. This study focuses on Effectiveness of
visual glosses in intentional (explicit) learning English spatial
prepositions as target words Pictorial schematic image and animated
schematic image as a visual gloss 13. Why prepositions?English
prepositions are difficult to learn. 14. 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 only by memorization. (Lingstromberg
2001b) Translation makes L2 learning more difficult.(Tanaka, 1990)
15. L1 translations make learning English prepositions more
difficultabove -no ue ni located at higher level than
somethingonover 16. image schema as a visual gloss(I)mage schemata
are abstract patterns in our experience and understanding...
(Johnson 1987, p.2) 17. Schematic pictorial information of
Extension prototypebasic prepositional Extended Examples senses
should be The clouds are The amount is used. (Brala, 2002)above $
100. above the mountain. A flat high above the river. ? A flat high
on the river. ? A flat high over the river. 18. Schematic image can
mediate several senses The balloon is frying over the mountainI got
over my coldLets talk over a beer! 19. How about an animated image?
The balloon is flying over the mountainI got over my coldLets talk
over a beer! 20. Research question Can technologically advanced
animated images be more effective glosses to comprehend and produce
L2 texts? 21. Procedures 1. Japanese university students (n=57) 2.
Divided into 2 groups at random3. Pre comprehension test (19
questions with no feedback) 4. Displaying 3 schematic visual
glosses5. Post comprehension test 6. Free composition test 7.
Delayed comprehension test8. Delayed free composition test 9.
t-test in every test 22. Procedures Pre test (19 fill-in-the-blank
questions about above, on, over)Experimental (N=27)Control
(N=30)Treatment live-motion imagespictorial imagesPost test (the
same as pretest) Free composition Delayed test & Free
composition (1 week after) 23. Treatment 1: Above Tanaka et al.
(eds.) 2002coconejp from
YouTubehttp://www.youtube.com/watch?v=by2BIcd4AIQ 24. Treatment 2:
On Tanaka et al. (eds.) 2002coconejp from
YouTubehttp://www.youtube.com/watch?v=Fzk8kibGX2Y&feat
ure=c4-overview&list=UUrtW7B-57zAIz_1rpPiQ8Ew 25. Treatment 3:
Over Tanaka et al. (eds.) 2002coconejp from
YouTubehttp://www.youtube.com/watch?v=8ZGf2FF01pQ 26. Results
(pre/post/delayed) PictorialAnimated12 11.1851011.222 11.000 10.346
9.9339.8678PretestPosttestDelayed test 27. t-testPretest:t(55)=
-2.41, p < 0.05Posttest:t(55) = -0,39, p > 0.05Delayed test:
t(54)= 0.61, p > 0.05 28. Results (Free composition) Pictorial
5Animated4.85 4.334.464.17 43postdelayed 29. t-testPost test:
t(54)= 1.42, p > 0.05Delayed test: t(54)= 0.26, p > 0.05 30.
t-test for the differences between the comprehension tests Pre and
post test t(54)= -1.86, p > 0.05Pre and delayed test t(54)=
-1.24, p > 0.05 Post and delayed test t(54)= -0.21, p > 0.05
31. t-test for the differences between the production testsPost and
delayed free composition t(54)= 1.16, p > 0.05 32. Findings No
significant differences between the visual glosses. Animated
glosses do not always become more effective tools in L2 explicit
vocabulary learning than pictorial glosses 33. Conclusion The same
results from my previous studies (Sato & Suzuki 2010, 2012)
Other factors might be influenced (e.g. cognitive learning styles)
it would be important to consider how multimedia glosses should be
used 34. Which visual gloss could be more effective?No clear
difference 35. References Al-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,
107119. 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 Learners 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.