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Are multimedia-oriented images
effective in EFL vocabulary learning? as compared to planner images
with three-dimensional images
Takeshi SATO1 & Akio SUZUKI2
1Tokyo University of Agriculture and Technology, Japan2. Toyo University, Japan
Asian EFL Journal International Conference 2010,
on 23rd of April, 2010 at Province University, Taichung, Taiwan.
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1. Background & research
questions
2. Methodologies, data analysis
and results
3. Discussion
4. Conclusion
Various ELT websites with
multimedia
Various websites with multimedia-
oriented annotations
from BBC learning English
(http://www.bbc.co.uk/worldservice/learningenglish/)
from COCONE ( http://www.cocone.jp )
1. Background
• Many studies on the verification of
multimedia *glosses in second vocabulary
learning.
* Explanations of a word or phrase in a
text.(from Cambridge Academic Content
Dictionary)
Studies on multimedia glosses in second
vocabulary acquisition
1. Chun & Plass (1996)
Text & Picture > Text only and Text & Video
2. Al-Seghayer (2001)
Video > Motionless picture
3. Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
4. Yeh & Wang (2003)
Text and picture > Text only or text, picture & sound
Our concerns
• focus on a certain language item
• show theoretical evidence
• focus on the impact of multimedia
Our study deals with...
• spatial prepositions as polysemous
words (in, on, above, over etc.)
• “image-schema (Lakoff, 1987)” as
visual (pictorial) glosses
• planner (2D) and 3D image
Why spatial prepositions?
Learning prepositions is regarded as
important but difficult.
Prepositions appear very frequently but
learners do not always understand their
meanings. (Lindstromberg 2001a)
Learners tend to learn prepositions as
idioms but cannot use them according to
context if only by memorization.
(Lindstromberg 2001b)
Why “image schema”
as a visual gloss?
(I)mage schemata are
abstract patterns in
our experience and
understanding that
are not
propositional…
(Johnson 1987, p.2)
Extension from image schema
（Langacker 1987）
Image schema
prototype Extended ExamplesExtension
eraboration eraboration
schematizationImage schema can be
involved in extended
examples
prototype Extended Examples
Extension
The
couds
are
above
the
The amount
is above
$ 100.
A fat high
above the
river.
Our previous research
In terms of the display of image schemata to understand
the meanings of spatial polysemous words:
visual gloss > verbal gloss
（p= 0.003）
(Sato & Suzuki, forthcoming)
Our research question
Is 3D visual gloss more
effective than 2D gloss in
terms of understanding the
meanings of spatial
polysemous words?
Experimental Procedure
1. 24 participants (16 men and 8 women ) were randomly
divided into a control (n=12) and experimental group
(n=12)
2. Pre vocabulary test (20 fill-in-the-blank about prototypical
meanings of spatial prepositions)
3. Learn the vocabulary with reference to 2D (planner image)
or 3D English-Japanese dictionary
4. Post vocabulary test (45 fill-in-the blank questions about
14 physical and 31 metaphorical meanings)
5. The scores are analyzed by t test and two-way ANOVA.
2D Dictionary
Index
Visual gross
Examples and
translations
3D Dictionary
Index
Visual gross
Examples and
translations
Result1 (t test)
• There is no statistical significance between
the dictionaries.
Control Group (2D) (n=12) Experimental Group (3D) (n=12)
M SD M SD P (Two-sided)
Pre Test 0.592 0.093 0.596 0.089 0.9115
Post Test 0.504 0.067 0.519 0.057 0.5575
Two-way ANOVAMetaphotical（抽象的）vs Physical（具体的）Planner image （平面） vs 3D image（立体）
平均=M
Result 2
Main effect (within-subject) F(1, 22)=94.35, P<.01
Interaction F(1, 22)=2.74, P>.05
Main effect (between-subject) F(1, 22)=0.01, P>.05
No statistical significance between 2D and 3D image
Discussion
• Why multimedia-oriented image
schema cannot be effective glosses?
Schematic images have flexibility
and changeability (Langacker, 1987).
(foregrounding, rotation and
focusing)
3D images might disturb learners’
transformations of the images.
Conclusion
• Multimedia-oriented images might not
necessarily become effective glosses
in EFL vocabulary learning.
• Deliberate and critical use of
multimedia in CALL is needed.
References• Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary
acquisition: a comparative study. Language Learning and Technology, 5(1), 202-232
• Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80(2), 183-198.
• Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.
• Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford, California: Stanford University Press.
• Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible Solutions." Applied Linguistics 22(1),pp79-103.
• Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm
• Sato, T., & Suzuki, A. (forthcoming) The verification of the shape of computer-based imaginary glosses in a multimedia dictionary: In the settings of English polysemous words. Proceeding of Eurocall Conference 2009.
• Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal, 20(1), 33-58.
• Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1). 131-144.
