The Imagination Effect When Using Textual or Diagrammatic Material to Learn a Second Language

Autor/inn/en	Ignatova, Olga; Kalyuga, Slava; Sweller, John
Titel	The Imagination Effect When Using Textual or Diagrammatic Material to Learn a Second Language
Quelle	In: Language Teaching Research, 27 (2023) 4, S.995-1015 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalyuga, Slava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820971785
Schlagwörter	Imagination; Second Language Learning; Second Language Instruction; Teaching Methods; Visual Aids; Concept Formation; Short Term Memory; Cognitive Ability; Verbal Communication; Learning Processes; Instructional Design; Spanish; Foreign Countries; Morphemes; Comparative Analysis; Instructional Materials; Grammar; Russia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Concept learning; Begriffsbildung; Kurzzeitgedächtnis; Denkfähigkeit; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Spanisch; Ausland; Morphem; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Grammatik; Russland
Abstract	The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01