Effects of Multimedia Annotations on Vocabulary Acquisition
Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types o...
Gespeichert in:
| Veröffentlicht in: | The Modern language journal (Boulder, Colo.) Colo.), 1996-07, Vol.80 (2), p.183-198 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 198 |
|---|---|
| container_issue | 2 |
| container_start_page | 183 |
| container_title | The Modern language journal (Boulder, Colo.) |
| container_volume | 80 |
| creator | CHUN, DOROTHY M. PLASS, JAN L. |
| description | Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types of information, such as pictures and videos. Thus, one of the fundamental research questions posed in the use of multimedia systems is: How effective are annotations with different media types for vocabulary acquisition? This article discusses the results of three studies done with 160 university German students using CyberBuch, a hypermedia application for reading German texts that contains a variety of annotations for words in the form of text, pictures, and video. The issues examined are related to (a) how well vocabulary is learned incidentally when the goal is reading comprehension, (b) the effectiveness of different types of annotations for vocabulary acquisition, and (c) the relationship between look-up behavior and performance on vocabulary tests. The results showed a higher rate of incidental learning than expected (25% accuracy on production tests, 77% on recognition tests), significantly higher scores for words that were annotated with pictures + text than for those with video + text or text only, and a correlation between looking up a certain annotation type and using this type as the retrieval cue for remembering words. |
| doi_str_mv | 10.1111/j.1540-4781.1996.tb01159.x |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85620956</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ527750</ericid><jstor_id>328635</jstor_id><sourcerecordid>328635</sourcerecordid><originalsourceid>FETCH-LOGICAL-a4969-2b612d6dbce0f5ce6cfe21d94a602dd3808f1b233b49a87464e3042c4e5199c63</originalsourceid><addsrcrecordid>eNqVkMtu1DAYhS0EEkPhDVhERWKX4PsFNozaoVymVBWlsLMcx5EcMnFrJ2L69jhKNSAkFnhjS-c7v_x_ABwjWKF8XnUVYhSWVEhUIaV4NdYQIaaq_QOwOkQPwQpCzEuhIH4MnqTUQZgxSVfgzaZtnR1TEdrifOpHv3ONN8V6GMJoRh-GnAzFdbCmnnoT74q1vZ188nP0FDxqTZ_cs_v7CHx9t7k6eV9uL84-nKy3paGKqxLXHOGGN7V1sGXWcds6jBpFDYe4aYiEskU1JqSmykhBOXUEUmypY3kly8kReLnMvYnhdnJp1DufrOt7M7gwJS0Zx1CxGTz-C-zCFIf8N42UwJIpjjP04p8Ql0RKSgXK1OuFsjGkFF2rb6LfZQEaQT2r152e_erZr57V63v1ep_Lz5eyi94eipuPDAvBYI7fLvFP37u7_xiszy9Ot_Pz9xJdGkP8cwQmUGiCJScsU-VC-TS6_YEy8Yfmggimv30-09-vv4hPl5dQX5Ffp7qtyQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1683884471</pqid></control><display><type>article</type><title>Effects of Multimedia Annotations on Vocabulary Acquisition</title><source>Periodicals Index Online</source><source>JSTOR Archive Collection A-Z Listing</source><creator>CHUN, DOROTHY M. ; PLASS, JAN L.</creator><creatorcontrib>CHUN, DOROTHY M. ; PLASS, JAN L.</creatorcontrib><description>Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types of information, such as pictures and videos. Thus, one of the fundamental research questions posed in the use of multimedia systems is: How effective are annotations with different media types for vocabulary acquisition? This article discusses the results of three studies done with 160 university German students using CyberBuch, a hypermedia application for reading German texts that contains a variety of annotations for words in the form of text, pictures, and video. The issues examined are related to (a) how well vocabulary is learned incidentally when the goal is reading comprehension, (b) the effectiveness of different types of annotations for vocabulary acquisition, and (c) the relationship between look-up behavior and performance on vocabulary tests. The results showed a higher rate of incidental learning than expected (25% accuracy on production tests, 77% on recognition tests), significantly higher scores for words that were annotated with pictures + text than for those with video + text or text only, and a correlation between looking up a certain annotation type and using this type as the retrieval cue for remembering words.</description><identifier>ISSN: 0026-7902</identifier><identifier>EISSN: 1540-4781</identifier><identifier>DOI: 10.1111/j.1540-4781.1996.tb01159.x</identifier><identifier>CODEN: MOLJA8</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Abstracts ; Bilingual education ; College Students ; Courseware ; Cyberbuch ; Dictionaries ; German ; Hypermedia ; Incidental learning ; Language acquisition ; Multimedia computer applications ; Multimedia Materials ; Reading Comprehension ; Recall (Psychology) ; Second Language Learning ; Speech skills ; Visual learning ; Vocabulary ; Vocabulary Development ; Word Recognition ; Words</subject><ispartof>The Modern language journal (Boulder, Colo.), 1996-07, Vol.80 (2), p.183-198</ispartof><rights>Copyright 1996 The Modern Language Journal</rights><rights>1996 The Modern Language Journal</rights><rights>Copyright Blackwell Publishers Inc. Summer 1996</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a4969-2b612d6dbce0f5ce6cfe21d94a602dd3808f1b233b49a87464e3042c4e5199c63</citedby><cites>FETCH-LOGICAL-a4969-2b612d6dbce0f5ce6cfe21d94a602dd3808f1b233b49a87464e3042c4e5199c63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/328635$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/328635$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27868,27923,27924,58016,58249</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ527750$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>CHUN, DOROTHY M.</creatorcontrib><creatorcontrib>PLASS, JAN L.</creatorcontrib><title>Effects of Multimedia Annotations on Vocabulary Acquisition</title><title>The Modern language journal (Boulder, Colo.)</title><description>Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types of information, such as pictures and videos. Thus, one of the fundamental research questions posed in the use of multimedia systems is: How effective are annotations with different media types for vocabulary acquisition? This article discusses the results of three studies done with 160 university German students using CyberBuch, a hypermedia application for reading German texts that contains a variety of annotations for words in the form of text, pictures, and video. The issues examined are related to (a) how well vocabulary is learned incidentally when the goal is reading comprehension, (b) the effectiveness of different types of annotations for vocabulary acquisition, and (c) the relationship between look-up behavior and performance on vocabulary tests. The results showed a higher rate of incidental learning than expected (25% accuracy on production tests, 77% on recognition tests), significantly higher scores for words that were annotated with pictures + text than for those with video + text or text only, and a correlation between looking up a certain annotation type and using this type as the retrieval cue for remembering words.</description><subject>Abstracts</subject><subject>Bilingual education</subject><subject>College Students</subject><subject>Courseware</subject><subject>Cyberbuch</subject><subject>Dictionaries</subject><subject>German</subject><subject>Hypermedia</subject><subject>Incidental learning</subject><subject>Language acquisition</subject><subject>Multimedia computer applications</subject><subject>Multimedia Materials</subject><subject>Reading Comprehension</subject><subject>Recall (Psychology)</subject><subject>Second Language Learning</subject><subject>Speech skills</subject><subject>Visual learning</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><subject>Word Recognition</subject><subject>Words</subject><issn>0026-7902</issn><issn>1540-4781</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1996</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNqVkMtu1DAYhS0EEkPhDVhERWKX4PsFNozaoVymVBWlsLMcx5EcMnFrJ2L69jhKNSAkFnhjS-c7v_x_ABwjWKF8XnUVYhSWVEhUIaV4NdYQIaaq_QOwOkQPwQpCzEuhIH4MnqTUQZgxSVfgzaZtnR1TEdrifOpHv3ONN8V6GMJoRh-GnAzFdbCmnnoT74q1vZ188nP0FDxqTZ_cs_v7CHx9t7k6eV9uL84-nKy3paGKqxLXHOGGN7V1sGXWcds6jBpFDYe4aYiEskU1JqSmykhBOXUEUmypY3kly8kReLnMvYnhdnJp1DufrOt7M7gwJS0Zx1CxGTz-C-zCFIf8N42UwJIpjjP04p8Ql0RKSgXK1OuFsjGkFF2rb6LfZQEaQT2r152e_erZr57V63v1ep_Lz5eyi94eipuPDAvBYI7fLvFP37u7_xiszy9Ot_Pz9xJdGkP8cwQmUGiCJScsU-VC-TS6_YEy8Yfmggimv30-09-vv4hPl5dQX5Ffp7qtyQ</recordid><startdate>19960701</startdate><enddate>19960701</enddate><creator>CHUN, DOROTHY M.</creator><creator>PLASS, JAN L.</creator><general>Blackwell Publishing Ltd</general><general>National Federation of Modern Language Teachers</general><general>National Federation of Modern Language Teachers Associations</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope></search><sort><creationdate>19960701</creationdate><title>Effects of Multimedia Annotations on Vocabulary Acquisition</title><author>CHUN, DOROTHY M. ; PLASS, JAN L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a4969-2b612d6dbce0f5ce6cfe21d94a602dd3808f1b233b49a87464e3042c4e5199c63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1996</creationdate><topic>Abstracts</topic><topic>Bilingual education</topic><topic>College Students</topic><topic>Courseware</topic><topic>Cyberbuch</topic><topic>Dictionaries</topic><topic>German</topic><topic>Hypermedia</topic><topic>Incidental learning</topic><topic>Language acquisition</topic><topic>Multimedia computer applications</topic><topic>Multimedia Materials</topic><topic>Reading Comprehension</topic><topic>Recall (Psychology)</topic><topic>Second Language Learning</topic><topic>Speech skills</topic><topic>Visual learning</topic><topic>Vocabulary</topic><topic>Vocabulary Development</topic><topic>Word Recognition</topic><topic>Words</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>CHUN, DOROTHY M.</creatorcontrib><creatorcontrib>PLASS, JAN L.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>The Modern language journal (Boulder, Colo.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>CHUN, DOROTHY M.</au><au>PLASS, JAN L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ527750</ericid><atitle>Effects of Multimedia Annotations on Vocabulary Acquisition</atitle><jtitle>The Modern language journal (Boulder, Colo.)</jtitle><date>1996-07-01</date><risdate>1996</risdate><volume>80</volume><issue>2</issue><spage>183</spage><epage>198</epage><pages>183-198</pages><issn>0026-7902</issn><eissn>1540-4781</eissn><coden>MOLJA8</coden><abstract>Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types of information, such as pictures and videos. Thus, one of the fundamental research questions posed in the use of multimedia systems is: How effective are annotations with different media types for vocabulary acquisition? This article discusses the results of three studies done with 160 university German students using CyberBuch, a hypermedia application for reading German texts that contains a variety of annotations for words in the form of text, pictures, and video. The issues examined are related to (a) how well vocabulary is learned incidentally when the goal is reading comprehension, (b) the effectiveness of different types of annotations for vocabulary acquisition, and (c) the relationship between look-up behavior and performance on vocabulary tests. The results showed a higher rate of incidental learning than expected (25% accuracy on production tests, 77% on recognition tests), significantly higher scores for words that were annotated with pictures + text than for those with video + text or text only, and a correlation between looking up a certain annotation type and using this type as the retrieval cue for remembering words.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1111/j.1540-4781.1996.tb01159.x</doi><tpages>16</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0026-7902 |
| ispartof | The Modern language journal (Boulder, Colo.), 1996-07, Vol.80 (2), p.183-198 |
| issn | 0026-7902 1540-4781 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85620956 |
| source | Periodicals Index Online; JSTOR Archive Collection A-Z Listing |
| subjects | Abstracts Bilingual education College Students Courseware Cyberbuch Dictionaries German Hypermedia Incidental learning Language acquisition Multimedia computer applications Multimedia Materials Reading Comprehension Recall (Psychology) Second Language Learning Speech skills Visual learning Vocabulary Vocabulary Development Word Recognition Words |
| title | Effects of Multimedia Annotations on Vocabulary Acquisition |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-13T05%3A47%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Effects%20of%20Multimedia%20Annotations%20on%20Vocabulary%20Acquisition&rft.jtitle=The%20Modern%20language%20journal%20(Boulder,%20Colo.)&rft.au=CHUN,%20DOROTHY%20M.&rft.date=1996-07-01&rft.volume=80&rft.issue=2&rft.spage=183&rft.epage=198&rft.pages=183-198&rft.issn=0026-7902&rft.eissn=1540-4781&rft.coden=MOLJA8&rft_id=info:doi/10.1111/j.1540-4781.1996.tb01159.x&rft_dat=%3Cjstor_proqu%3E328635%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1683884471&rft_id=info:pmid/&rft_ericid=EJ527750&rft_jstor_id=328635&rfr_iscdi=true |