Dang, TNY orcid.org/0000-0002-3189-7776, Lu, C and Webb, S (2022) Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes. Language Learning, 72 (3). pp. 728-764. ISSN 0023-8333
Abstract
In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Language Learning Research Club, University of Michigan. This is the peer reviewed version of the following article: Dang, T.N.Y., Lu, C. and Webb, S. (2022), Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes. Language Learning, 72: 728-764, which has been published in final form at https://doi.org/10.1111/lang.12499. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. |
Keywords: | incidental vocabulary learning, academic lecture, multimedia learning theory, viewing, collocation |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 22 Feb 2022 15:48 |
Last Modified: | 20 Apr 2023 00:13 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/lang.12499 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:183894 |