What Kind of Images Facilitate What Kind of Images Facilitate Successful Vocabulary Learning? Successful Vocabulary Learning?

The Effectiveness of Multimedia-Oriented Schematic Images of The Effectiveness of Multimedia-Oriented Schematic Images of Spatial Prepositions in Comprehending a DiscourseSpatial Prepositions in Comprehending a Discourse

11Takeshi SATOTakeshi SATO 2 2Akio SUZUKI Akio SUZUKI 33Mitsuyasu MATSUNUMAMitsuyasu MATSUNUMA

11Tokyo University of Agriculture and Technology, JapanTokyo University of Agriculture and Technology, Japan2.2. Toyo University, Japan Toyo University, Japan

3. 3. Shizuoka University, JapanShizuoka University, Japan

The 15th International CALL Research Conference The 15th International CALL Research Conference on 26on 26thth of May, 2012 at Province University, Taichung, Taiwan of May, 2012 at Province University, Taichung, Taiwan

PreviewPreview

1.1. BackgroundBackground

2.2. Research procedureResearch procedure

3.3. FindingsFindings

4.4. Conclusion & DiscussionConclusion & Discussion

What do you feel about learning materials with multimedia?

Various multimedia glossesVarious multimedia glosses

from BBC learning English from BBC learning English

((http://www.bbc.co.uk/worldservice/learningenglish/http://www.bbc.co.uk/worldservice/learningenglish/))

SoundSound

PicturePictureImageImage

AnimationAnimation

from COCONEfrom COCONE

(http://www.cocone.jp)(http://www.cocone.jp)

The more The more technologically technologically

advanced advanced functions the functions the

materials have, materials have, the better result the better result

will be givenwill be given

Does multimedia-Does multimedia-oriented materials oriented materials

always bring L2 always bring L2 learners a good result?learners a good result?

BackgroundBackground

• Many studies on the verification of Many studies on the verification of multimedia glosses in L2 vocabulary multimedia glosses in L2 vocabulary learning. learning. (Al-Seghayer, 2001; Chun & Plass, (Al-Seghayer, 2001; Chun & Plass, 1996; Yeh & Wang, 2003; Yoshii & Flaitz, 2002; 1996; Yeh & Wang, 2003; Yoshii & Flaitz, 2002; Yoshii 2006 etc.) Yoshii 2006 etc.)

• Al-Seghayer (2001) Al-Seghayer (2001)

VideoVideo > Still picture> Still picture

• Yoshii & Flaitz (2002)Yoshii & Flaitz (2002)

Text and picture Text and picture > Text only and picture only> Text only and picture only

Our concernsOur concerns

Previous studiesPrevious studies•L2 vocabulary learning L2 vocabulary learning

as an incidental as an incidental learninglearning

•Less discussion about Less discussion about the relationship the relationship between a certain type between a certain type of vocabulary and of vocabulary and glossesglosses

• longer retention of longer retention of words as a successful words as a successful learninglearning

Our studyOur study

•Multimedia gloss as an Multimedia gloss as an intentional learning intentional learning devicedevice

•More focus on the More focus on the relationship between relationship between prepositions and prepositions and imagesimages..

•comprehension of the comprehension of the meaning meaning as a as a successful learnincgsuccessful learnincg

Our studyOur study

✓prepositionsprepositions as polysemous words as polysemous words

(in, on, across, over etc.)(in, on, across, over etc.)

✓schematic imageschematic image as a visual gloss as a visual gloss

✓pictorialpictorial image and image and live-actionlive-action image image

Why spatial Why spatial prepositions?prepositions?

Learning English Learning English prepositions is prepositions is difficult to difficult to

learn.learn.

Why are prepositions difficult?• They appear very frequently but learners do

not always understand their meanings. (Lingstromberg 2001a)

• Learners cannot use them according to contexts if only by memorization. (Lingstromberg 2001b)

• Translation makes L2 learning more difficult.(Tanaka, 1990)

Why Why ““image schemaimage schema ”” as a as a visual gloss?visual gloss?

(I)mage schemata are (I)mage schemata are abstract patterns in abstract patterns in our experience and our experience and understandingunderstanding... ... (Johnson 1987, p.2)(Johnson 1987, p.2)

prototypprototypee

Extended Extended ExamplesExamples

ExtensionExtension

Schematic pictorial

information of basic

prepositional senses should

be used. (Brala, 2002)

Why pictorical or live-motion?

Research on CALL

• Computer-mediated annotation has a positive impact on L2 vocabulary laearning.

• Animation or video facilitates L2 vocabulary learning (Al-Seghayer 2001; Mayer and Moreno 2002)

Cognitive Linguistics

• Schematic images have flexibility and changeability (Langacker, 1987). (foregrounding, rotation and focusing)

• live-motion images might disturb learners’ transformations of the images.

Our research questionOur research question

Which image of the pictorial and Which image of the pictorial and live-action images can serve a live-action images can serve a

better facilitator to learn the better facilitator to learn the meanings of prepositions?meanings of prepositions?

ProcedureProcedureJapanese university students (n=52)Japanese university students (n=52)

Two groups at randomTwo groups at random

Pre vocabulary test (45 qestions with no Pre vocabulary test (45 qestions with no feedback)feedback)

Learning with the dictionary with the Learning with the dictionary with the imagesimages

Post vocabulary test Post vocabulary test

ANOVA with between- and within- subject ANOVA with between- and within- subject variablesvariables

Dictionary with pictorial imageDictionary with pictorial image

IndexIndex

Visual grossVisual gross

Examples and Examples and translationstranslations

Dictionary with animationDictionary with animation

IndexIndex

Visual grossVisual gross

Examples and Examples and translationstranslations

Results

• Images: (F(1,50)=0.018 p>.05)

• Tests: (F(1,50)=112,5 p<.05)

M SD

Picture× Pretest 19.231 4.405

Picture× Posttest 24.577 3.992

Animation× Pretest 19.231 19.231

Animation× Posttest 24.308 24.308

ResultsResults

• No significant difference No significant difference between the visual between the visual glosses.glosses.

• Significant differenceSignificant difference between pretest and between pretest and post test after the treatments.post test after the treatments.

• No interactionNo interaction between two between the between two between the image and the test. image and the test.

� Pictorial glosses facilitate learning of Pictorial glosses facilitate learning of prepositions even they are still images or prepositions even they are still images or animations. animations.

ConclusionConclusion

• Images as effective glosses Images as effective glosses regardless of regardless of their configurationstheir configurations

• Our relevant studies (Sato & Suzuki 2010; Our relevant studies (Sato & Suzuki 2010; Sato & Suzuki 2011) show the same result. Sato & Suzuki 2011) show the same result.

• In terms of intentional L2 vocabulary In terms of intentional L2 vocabulary learning, learning, technologically advanced glosses technologically advanced glosses do not always bring about a better resultdo not always bring about a better result. .

• Optimization of glosses is required. Optimization of glosses is required.

ReferencesAl-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.

Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.

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. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172.

Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English. Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning, 285-293.

Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo.

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.