Incidental Vocabulary Learning through Viewing Video: The Role of Vocabulary Knowledge and Working Memory
There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by partic...
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| Veröffentlicht in: | Studies in second language acquisition 2020-09, Vol.42 (4), p.749-773 |
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| creator | Montero Perez, Maribel |
| description | There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants' prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological short-term memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showing more incidental learning gains for learners with higher complex working memory. |
| doi_str_mv | 10.1017/S0272263119000706 |
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This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants' prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological short-term memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showing more incidental learning gains for learners with higher complex working memory.</description><identifier>ISSN: 0272-2631</identifier><identifier>EISSN: 1470-1545</identifier><identifier>DOI: 10.1017/S0272263119000706</identifier><language>eng</language><publisher>New York: Cambridge University Press</publisher><subject>Achievement Gains ; Complexity ; Documentaries ; French ; French language ; Incidental Learning ; Individual Differences ; Language Proficiency ; Language Tests ; Learning outcomes ; Listening ; Nonwords ; Phonological memory ; Phonology ; Prior Learning ; Reading comprehension ; Recognition ; Second Language Learning ; Second language tests ; Second language vocabulary learning ; Short Term Memory ; Television programs ; Video Technology ; Vocabulary Development ; Word meaning ; Word Recognition</subject><ispartof>Studies in second language acquisition, 2020-09, Vol.42 (4), p.749-773</ispartof><rights>Cambridge University Press 2020</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c177t-3d68d17a58185dde98b56543692c4fd538e2e036a51854352972a7c66a8aa5983</cites><orcidid>0000-0002-0868-588X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1268622$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Montero Perez, Maribel</creatorcontrib><title>Incidental Vocabulary Learning through Viewing Video: The Role of Vocabulary Knowledge and Working Memory</title><title>Studies in second language acquisition</title><description>There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants' prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological short-term memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showing more incidental learning gains for learners with higher complex working memory.</description><subject>Achievement Gains</subject><subject>Complexity</subject><subject>Documentaries</subject><subject>French</subject><subject>French language</subject><subject>Incidental Learning</subject><subject>Individual Differences</subject><subject>Language Proficiency</subject><subject>Language Tests</subject><subject>Learning outcomes</subject><subject>Listening</subject><subject>Nonwords</subject><subject>Phonological memory</subject><subject>Phonology</subject><subject>Prior Learning</subject><subject>Reading comprehension</subject><subject>Recognition</subject><subject>Second Language Learning</subject><subject>Second language tests</subject><subject>Second language vocabulary learning</subject><subject>Short Term Memory</subject><subject>Television programs</subject><subject>Video Technology</subject><subject>Vocabulary 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| ispartof | Studies in second language acquisition, 2020-09, Vol.42 (4), p.749-773 |
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| source | CUP_剑桥大学出版社现刊 |
| subjects | Achievement Gains Complexity Documentaries French French language Incidental Learning Individual Differences Language Proficiency Language Tests Learning outcomes Listening Nonwords Phonological memory Phonology Prior Learning Reading comprehension Recognition Second Language Learning Second language tests Second language vocabulary learning Short Term Memory Television programs Video Technology Vocabulary Development Word meaning Word Recognition |
| title | Incidental Vocabulary Learning through Viewing Video: The Role of Vocabulary Knowledge and Working Memory |
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