Mul$media presenta$on • Multimedia aids for foreign language instruction are known to promote intentional or explicit learning of L2 vocabulary (e.g., Chun & Plass, 1996). • Multimedia presentation is broadly supported by the dual-coding theory (Paivio, 1986): two symbolic systems (imagery system and verbal system) mediate cognitive activity. Rationale: Research has examined multimedia effects mostly on beginner/ intermediate level L2 vocabulary. The present study investigated video effects on high-level infrequent words: words tested on the GRE. Research ques$on Will the use of video clips in addition to traditional textual information facilitate L2 vocabulary acquisition of high-level, low-frequency English words among Korean learners of English? Methodology • Participants: 15 Korean learners of English preparing for the GRE • Test items: 40 vocabulary items (frequency beyond 14,000) • Treatments: Text-only (n = 7) vs. Text+Video (n = 8) • Tests: Pre-test, Immediate Post-test, 2 Delayed post-tests (meaning translation) Results • Higher mean scores for the Text+Video group, yet no statistical significance (ANOVA) • No significant relationships between English proficiency level/age of onset/word frequency and test results (Pearson’s correlation coefficient) Interpreta$ons • Trend towards significant difference between the Text-only and Text+Video groups • A vocabulary size test would be a more reliable indicator that may have an effect on learners’ progress in vocabulary learning. Euna Cho Linguis’cs, CUNY Graduate Center References Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198. Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press. Materials • Text-only: • Text+Video: Test items Contact Euna Cho: [email protected] (PhD candidate Linguistics, Graduate Center, CUNY) Followup research • In order to achieve a statistically significant result, more subjects will be tested (n = 100+). • More conditions will be tested: Text-only, Text+Audio, Audio+Video, Text+Audio+Video • Different types of video input (i.e., linguistic vs. visual features) will be examined to determine effectiveness. Source: www.wordcount.org Paivio’s dual coding theory (p. 67, Paivio, 1986)

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Mul$media presenta$on •  Multimedia aids for foreign language instruction are known to promote

intentional or explicit learning of L2 vocabulary (e.g., Chun & Plass, 1996).

•  Multimedia presentation is broadly supported by the dual-coding theory (Paivio, 1986): two symbolic systems (imagery system and verbal system) mediate cognitive activity.

Rationale: Research has examined multimedia effects mostly on beginner/intermediate level L2 vocabulary. The present study investigated video effects on high-level infrequent words: words tested on the GRE.

Research ques$on Will the use of video clips in addition to traditional textual information facilitate L2 vocabulary acquisition of high-level, low-frequency English words among Korean learners of English?

Methodology •  Participants: 15 Korean learners of English preparing for the GRE •  Test items: 40 vocabulary items (frequency beyond 14,000) •  Treatments: Text-only (n = 7) vs. Text+Video (n = 8) •  Tests: Pre-test, Immediate Post-test, 2 Delayed post-tests (meaning translation)

Results •  Higher mean scores for the Text+Video group, yet no statistical

significance (ANOVA)

•  No significant relationships between English proficiency level/age of onset/word frequency and test results (Pearson’s correlation coefficient)

Interpreta$ons

•  Trend towards significant difference between the Text-only and Text+Video groups

•  A vocabulary size test would be a more reliable indicator that may have an effect on learners’ progress in vocabulary learning.

Euna Cho Linguis'cs, CUNY Graduate Center

References "Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2),

183-198.

Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.

Materials •  Text-only:

•  Text+Video: Test items "