The Effect of Audiovisual Input on EFL Learners' Receptive and Productive Vocabulary Knowledge of Concrete and Abstract Words

Document Type : Original Article

Authors

1 Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom, Iran

2 English Department, University of Qom

Abstract

Not only is vocabulary a pivotal constituent of language learning, but also it does constitute an important part of the instructional process of a foreign language. Considering the undeniable role of vocabulary plays in language learning, this study explored the effects of audiovisual input on EFL learners' receptive and productive knowledge of concrete and abstract words. To this end, 24 upper-intermediate English language learners were selected from Iran Language institute in Qom, with an age range of 15 to 25. A 30–item pretest of concrete and abstract words was administered prior to the study. The words were selected from one movie and its corresponding book that included both receptive and productive vocabularies. During the eight-session treatment, the control group was instructed through the written input (the book) and the experimental group was taught via the audiovisual input (the movie). Results of the delayed posttest pointed to significant differences between the two groups in terms of vocabulary gains and the audiovisual group outscored the written input group regarding the vocabulary knowledge. More specifically, the study revealed that the audiovisual input significantly impacted learning concrete words. The study is a confirmation on the importance of audiovisual input in learning all different classifications of vocabulary in general and concrete words in particular. The study further implies that there would be a way for a more detailed scrutiny on the methods of acquiring various categories of vocabulary.

Keywords

References

Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon. Blackwell.
Alharthi, T.  (2020). Can adults learn vocabulary through watching subtitled movies? An experimental corpus-based approach. International Journal of English Language and Literature Studies, 9(3), 219-230.
Bacon, S. M. & Finneman M. (1990). A study of the attitudes, motives and strategies of university foreign-language students and their disposition to authentic oral and written input. Modern Language Journal, 74, 459-73.
Barón, J., & Celaya, M. L. (2022). ‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Language Teaching Research, 26(2), 238-255.
Barsalou, L. W., Simmons, W. K., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), 84–91.
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
Bisson, M. J., Van Heuven, W. J., Conklin, K., & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399–418.
Bleasdale, F. A. (1987). Concreteness dependent associative priming: Separate lexical organization for concrete and abstract words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(4), 582–594.
Bogaards, P. (2000). Testing L2 vocabulary knowledge at a high level: The case of the Euralex French tests. Applied Linguistics, 21(4), 490–516.
Bogaars, P., & Laufer-Dvorkin, B. (2004). Vocabulary in a Second Language. John Benjamins.
Čepon, S. (2011). Interlingual subtitling as a mode of facilitating incidental foreign language acquisition. English for Specific Purposes World, 33(11), 1-37.
Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge University Press.
Edmonds, A., & Clenton, J., & Elmetaher. H. (2022). Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge. An International Journal of Educational Technology and Applied Linguistics. 108(2), 102-108.
Erbaggio, P., Gopalakrishnan, S., Hobbs, S., & Liu, H. (2012). Enhancing student engagement through online authentic materials. International Association for Language Learning, 42(2), 1-13.
Fang, F., Zhang, Y., & Fang, Y. (2019). A comparative study of the effect of bilingual subtitles and English subtitles on college English,
Revista de Cercetare si Interventie Sociala, 66, 59-74.
Gilsang, J. (2018). English vocabulary learning with wordlists vs. flashcards; L1 definitions vs. L2 definitions; abstract words vs. concrete words. Projects in English Department of English, 7(1), 320-343.
Griffn, G. & Harley, T. A. (1996). List learning of second language vocabulary. Applied Psycholinguistics, 17(4), 443-460.
Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767-787.
Koolstra, C., & Beentjes, W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research & Development, 47, 51-60.
Kroll, J. F., & Merves, J. S. (1986). Lexical access for concrete and abstract words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12(1), 92-107.
Laufer, B. (1998). The development of passive and active vocabulary: Same or different.  Applied Linguistics, 19(2), 255–271.
Laufer, B. & Nation, I. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1): 33–51.
Laufer, B., & Paribakht, T. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391.
Lertola, J. (2012). The effect of the subtitling task on vocabulary learning. In A. Pym & D. Orrego-Carmona (Eds.), Translation research projects (pp. 61-70). Intercultural Studies Group.
Li, Y., & Hafner, A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. The Journal of the European Association for Computer Assisted Language Learning, 34(1), 66-80.
Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In R. E. Mayer (Ed.). The Cambridge handbook of multimedia learning (pp. 227-246). Cambridge University Press.
Mahmoudzadeh, S. (2014). The effect of using PowerPoint on Iranian EFL learners’ knowledge of abstract vocabulary. Social and Behavioral Sciences Journal, 98(1), 1077-1084.
Majuddin, E., Siyanova-Chanturia, A., & Boers, F. (2021). Incidental acquisition of multiword expressions through audiovisual materials: The role of repetition and typographic enhancement. Studies in Second Language Acquisition.
Markman, E. M. (1994). Constraints on word meaning in early language acquisition. Lingua: International Review of General Linguistics, 92(4), 199–227.
Mayer, R. (2014). The Cambridge handbook of multimedia learning. Cambridge University Press.
McFalls, E. L., Schwanenflugel, P. J. & Stahl, S. A. (1996). Influence of word meaning on the acquisition of a reading vocabulary in second-grade children. Reading and Writing Journal, 8(1), 235–250.
Melka, F. (1997). Receptive versus productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 84-102). Cambridge University Press.
Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.
Moeller, A. J. Ketsman, O., & Masmaliyeva. J. (2009). The essentials of vocabulary teaching: from theory to practice. Mayowa Akinlotan Press.
Muñoz, C., Pujadas, G., & Pattemore, A. (2021). Audiovisual input for learning L2 vocabulary and grammatical constructions. Second Language Research, 39(1), 54-73.
Muñoz, C. (2022). Captions and learnability factors in learning grammar from audiovisual input. The JALT CALL Journal ISSN, 18(1), 83–109.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Erlbaum.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237–270.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 94-106.
Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38(2), 434-445.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287.
Paivio, A., Yuille, J. C., & Madigan, S. A. (1986). Concreteness, imagery and meaningfulness values for 925 nouns. Journal of Experimental Psychology, 76(l), 1–25.
Perego, E., del Missier, F., Porta, M., & Mosconi, M. (2010). The cognitive effectiveness of subtitle processing. Media Psychology, 13(3), 243-272.
Perez, M. M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary. Language Learning & Technology, 18(1),118-141.
Peters, E. (2019). The effect of imagery and on-screen text on foreign language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008–1032.
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577.
Reggin, D., Muraki, E., & Pexman, P. (2021). Development of abstract word knowledge. Frontiers in Psychology Journal, 12(1), 33-89.
Schmitt, N. (2010). Researching vocabulary. A vocabulary research manual. Palgrave Macmillan.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: what the research shows. Conceptual Review Article, 64(4), 913-951.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73.
Talaván, N. (2007). Learning vocabulary through authentic video and subtitles. TESOL-Spain Newsletter, 31, 5-8.
Uchihara, T. (2022). The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach. Language Teaching Research Journal, 16(3), 121-132.
Vanderplank, R. (1988). The value of teletext subtitling in language learning. ELT Journal, 42(4), 272-281.
Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: Subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan.
Waring, R., & Nation, P. (2004). Second language reading and incidental vocabulary learning. Angles on the English-speaking World, 4(4), 11-23.
Webb, S. (2014). Extensive viewing: Language learning through watching television. In D. Nunan, & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 159–168). Routledge.
Webb, S. (2020). How Effective Are intentional vocabulary-learning activities? A meta-analysis. The Modern Language Journal,104(4), 715-738.
Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366.
Zanón, N. T. (2006). Using subtitles to enhance foreign language learning. Porta Linguarum, 6(4), 41-52.
Zhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Journal of Asian Social Science, 6(10), 240-257.
Teaching English Language
Volume 17, Issue 2
July 2023
Pages 325-360

Files

History

  • Receive Date: 01 September 2023
  • Revise Date: 10 November 2023
  • Accept Date: 01 December 2023

Share

How to cite

Statistics