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Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading, reading-while-listening, and viewing captioned videos

Year: 2024

Type: article

Abstract: This study explores how certain input modes (i.e., listening, reading, reading while listening, andviewing captioned videos) affect incidental vocabulary learning in a foreign language context. Italso examines the roles of learners’ prior vocabulary knowledge and working memory in incidentalvocabulary learning using the examined input modes. A total of 150 EFL students at aChinese university were randomly and equally assigned to the four input modes, as well as acontrol group only took tests. Forty-eight words were chosen as target words. Participants eitherlistened, read, read while listening to, or watched transcripts during viewing a documentaryvideo. Incidental vocabulary learning outcomes were assessed through a two-part vocabulary test(i.e., form and meaning recognition). Mixed effects model results showed that incidental learningand retention of form and meaning recognition were superior under the caption-viewing conditionfollowed by the reading-while-listening, reading, and listening conditions. Findings alsorevealed that prior vocabulary knowledge and working memory play distinct roles in incidentallearning and retention of form and meaning recognition for each input mode. Relevant implicationsfor vocabulary instruction are provided.

Source: System

DOI: 10.1016/j.system.2024.103381

Author: Mark Feng Teng

Institution: Macao Polytechnic University

Language: English

Topic: Second Language Acquisition and Learning

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: National Office for Philosophy and Social Sciences, National Social Science Fund Youth Project