i-manager Publications

Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research

Amirreza Karami*

Department of Curriculum and Instruction, University of Arkansas, USA.

Periodicity:April - June'2019
DOI : https://doi.org/10.26634/jelt.9.2.15519

Abstract

Vocabulary teaching and learning has always been a difficult task for both language teachers and learners since every language learner needs to learn a large number of words for successful communication in the target language. To alleviate the vocabulary learning process, teachers and researchers are looking for new vocabulary learning strategies not only to teach vocabulary easily but also to enhance language learners' vocabulary knowledge as well. Audio-visual materials, as an incidental vocabulary learning strategy, seem to be beneficial in second/foreign language classrooms. The current literature review focuses on audio-visual materials and their effects on vocabulary learning by reviewing the most recent research studies carried out to investigate the effects of this strategy on the enhancement of vocabulary knowledge of the second/foreign language learners. To do this, three 2018 research studies from different international, peer-reviewed journals - Computer Assisted Language Learning, Language Learning & Technology, and Studies in Second Language Acquisition - were selected and discussed. The results of this literature review highlighted the positive effects of implementing audio-visual materials on vocabulary learning. The results also showed that audio-visual materials can help language learners to improve their vocabulary knowledge of the target language. The vocabulary knowledge of the second/foreign language learner can be enhanced incidentally through watching videos and hearing words in meaningful contexts and communication. A brief summary of each research study as well as some guidelines for future research were provided.

Keywords

Successful Communication, Vocabulary Learning Strategies, Vocabulary Knowledge, Incidental Vocabulary Learning Strategy, Audio-visual Materials, Meaningful Contexts

How to Cite this Article?

Karami, A. (2019). Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research. i-manager’s Journal on English Language Teaching, 9(2), 60-70. https://doi.org/10.26634/jelt.9.2.15519

References

[1]. Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3), 124-142.

[2]. Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences, 6, 100-110.

[3]. Bruton, A., Lopez, M. G., & Mesa, R. E. (2011). Incidental vocabulary learning: An impracticable term? TESOL Quarterly, 45(4), 759-768. https://doi.org/10.5054/tq. 2011.268061

[4]. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X

[5]. Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527. https://doi.org/ 10.1111/j.1467-1770.1992.tb01042.x

[6]. Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67-77. https://doi.org/10.7202/009021ar

[7]. Egbert, J., Hanson-Smith, E., & Chao, C. C. (2007). Introduction: Foundations for teaching and learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: Research, Practice, and Critical Issues (2^nd Ed., pp. 1-18). Alexandria, VA: TESOL.

[8]. Ellis, R. (1999). Factors in the incidental acquisition of second language vocabulary from oral input. In Ellis, R. (Ed.), Learning a second language through interaction (pp. 35-62). Amsterdam, Netherlands: John Benjamins. https://doi.org/10.1075/sibil.17.06ell

[9]. Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258. https://doi.org/ 10.1111/j.1944-9720.1991.tb00469.x

[10]. Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1), 73-84.

[11]. Harmon, J. M., Wood, K. D., & Keser, K. (2009). Promoting vocabulary learning with interactive word wall. Middle School Journal, 40(3), 58-63. https://doi.org/10. 1080/00940771.2009.11495588

[12]. Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (Ed.), Cognition and second language instruction. Cambridge, UK: Cambridge University Press.

[13]. Hulstijn, J. H. (2003). Incidental and intentional learning. In Doughty, C., & Long, M. H. (Eds). The Handbook of Second Language Acquisition (349-381). Oxford, UK: Blackwell.

[14]. Kacetl, J., & Frydrychova-Klimova, B. (2015). English vocabulary in video clips on travel and tourism. Procedia Social and Behavioral Sciences, 182, 364-368. https://doi.org/10.1016/j.sbspro.2015.04.788

[15]. Karami, A. (2016). What makes a good teacher? Needs and necessities. A survey of recent literature on teacher's subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge, Journal of Studies in Education, 6(2), 241-250. https://doi.org/10.5296/jse.v6i2.8826

[16]. Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205- 218. https://doi.org/10.1111/flan.12318

[17]. Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. Modern Language Journal, 73(4), 440-462. https://doi.org/10.1111/j.1540-4781.1989.tb05325.x

[18]. Laufer, B., & Nation, I. S. P. (2012). Vocabulary. In S. M. Gass & A. Mackey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 163-176). New York, NY: Routledge.

[19]. Linse, C. T. (2005). Practical English language teaching: Young learners. New York, US: McGraw-Hill.

[20]. McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572-616. https://doi.org/10.3102/0002831217744 181

[21]. Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13(3-4), 221-246. https://doi.org/ 10.1017/S0261444800008879

[22]. Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. Procedia – Social and Behavioral Sciences, 98, 1273-1281. https://doi.org/10. 1016/j.sbspro.2014.03.543

[23]. Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529-539. https://doi.org/10.1017/S0261444811000267

[24]. Nation, I. S. P., & Chung, M. (2009). Teaching and testing vocabulary. In M. H. Long & C. J. Doughty (Eds.), Handbook of Language Teaching (pp. 543-559). Malden, MA: Wiley-Blackwell.

[25]. Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27 (1), 94-106. https://doi.org/10.2307/747835

[26]. Ohta, A. S. (2005). Interlanguage pragmatics in the zone of proximal development. System, 33(3), 503-517. https://doi.org/10.1016/j.system.2005.06.001

[27]. Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26. https://doi.org/10.1080/0958 8221.2017.1375960

[28]. Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning video comprehension and incidental vocabulary learning. Language Learning and Technology, 18(1), 118-141. https://doi.org/10125/44357

[29]. Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577. https://doi.org/10.1017/S027226311 7000407

[30]. Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238. https://doi.org/10.1080/10573560590949359

[31]. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129- 158. https://doi.org/10.1093/applin/11.2.129

[32]. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

[33]. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177%2F1362168808089921

[34]. Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth it? ELT Journal, 64(3), 253-260. https://doi.org/10.1093/elt/ccp059

[35]. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

[36]. Webb, S. (2015). Extensive viewing: Language learning through watching television. In Nunan, D., & Richards, J. C. (Eds.), Language learning beyond the classroom (pp. 159-168). New York, NY: Routledge.

[37]. Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366. https://doi.org/10.1111/j.1467- 9922.2009.00509.x

Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research

Abstract

Keywords

How to Cite this Article?

References

If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Options for accessing this content:

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Pdf	35	35	200	20
Online	35	35	200	15
Pdf & Online	35	35	400	25