L2 Vocabulary Learning from Educational Media: Extending Dual-Coding Theory to Dual-Language Learners

Autor/inn/en	Wong, Kevin M.; Samudra, Preeti G.
Titel	L2 Vocabulary Learning from Educational Media: Extending Dual-Coding Theory to Dual-Language Learners
Quelle	(2019), (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0958-8221
Schlagwörter	Second Language Learning; Educational Media; English (Second Language); English Language Learners; Vocabulary Development; Preschool Children; Eye Movements; Attention; Visual Aids; Teaching Methods; Computer Assisted Instruction; Intelligence Tests; Verbal Ability; Preschool Education; Bilingualism; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bildungsmittel; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Augenbewegung; Aufmerksamkeit; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Intelligence test; Intelligenztest; Mündliche Leistung; Bilingualismus
Abstract	The purpose of this study was to examine whether technology- based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children's attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed. [This is the online version of an article published in "Computer Assisted Language Learning."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01