Learning Formulaic Sequences through Viewing L2 Television and Factors That Affect Learning

Autor/inn/en	Puimège, Eva; Peters, Elke
Titel	Learning Formulaic Sequences through Viewing L2 Television and Factors That Affect Learning
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 3, S.525-549 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puimège, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S027226311900055X
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Correlation; Prior Learning; Vocabulary Development; Television Viewing; Predictor Variables; Recall (Psychology); Pretests Posttests; Language Tests; Linguistic Input; Audiovisual Instruction; Visual Aids; Learning Processes; Test Items; Indo European Languages; Native Language; Phrase Structure; Incidental Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Vorkenntnisse; Wortschatzarbeit; Fernsehkonsum; Prädiktor; Abberufung; Language test; Sprachtest; Sprachbildung; Anschauungsmaterial; Learning process; Lernprozess; Test content; Testaufgabe; Indoeuropäisch; Phrasenstruktur; Inzidentelles Lernen
Abstract	The present study explores the incidental learning of formulaic sequences (FS) from audio-visual input and factors affecting the learning of FS. A pretest-posttest, within-participant design was adopted. English-as-a-foreign-language learners (L1 = Dutch; n = 42) watched a one-hour English-language documentary without subtitles. Learning gains were measured at the level of form recall and meaning recall. Significant learning gains were found in both the form recall and meaning recall tests, indicating that several knowledge aspects of FS can be learned incidentally from audio-visual input. The findings also revealed a positive relationship between learners' prior vocabulary knowledge and the learning gains. Further, several item-related factors affected the learning gains (e.g., collocate-node relationship, frequency). Finally, the findings showed the incremental nature of learning FS, as preknowledge of the meaning of the FS prior to the TV viewing was the strongest predictor of learning the form of FS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01