Measuring the visual in audio-visual input: The effects of imagery in vocabulary learning through TV viewing
This exploratory study investigates the effects of imagery on word learning through audio-visual input. A total of 82 adolescent EFL learners were exposed to 8 episodes of a TV series under four conditions, depending on the language of the on-screen text (L1 or L2) and whether they were pretaught ta...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/208565 |
| Acceso en línea: | http://hdl.handle.net/2445/208565 |
| Access Level: | acceso abierto |
| Palabra clave: | Adolescents Sèries de televisió Teenagers Television serials |
| Sumario: | This exploratory study investigates the effects of imagery on word learning through audio-visual input. A total of 82 adolescent EFL learners were exposed to 8 episodes of a TV series under four conditions, depending on the language of the on-screen text (L1 or L2) and whether they were pretaught target words or not. The effects of co-occurrence of the word with its image, and the image time on screen (ITOS) were explored, alongside frequency, proficiency, and learning condition variables. Results showed that both image-related variables and frequency predicted word-form learning, while only ITOS predicted word-meaning recall, with a longer exposure to image associated to higher gains, suggesting that, at this age and proficiency level, the images associated with the words can be conducive to learning. |
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