EUROCALL 2009 Conference11th of September, 2009

1. Background & research

questions

2. Methodologies, data analysis

and results

› 1st study

› 2nd study

3. Discussion

4. Conclusion

Many studies on the verification of

multimedia *glosses in second

vocabulary learning.

(Al-Seghayer, 2001; Chun & Plass, 1996;

Yeh

& Wang, 2003; Yoshii & Flaitz, 2002 etc.)

* explanations of a word or phrase in a

text.(from Cambridge Academic Content

Dictionary)

• Chun & Plass (1996)

Text & Picture > Text only and Text & Video

• Al-Seghayer (2001)

Video > Motionless picture

• Yoshii & Flaitz (2002)

Text and picture > Text only and picture only

• Yeh & Wang (2003)

Text and picture > Text only or text, picture &

sound

In what language item is a

visual gloss more effective?

› language items which

appear simple in term of

forms but whose meaning are

difficult to understand.

In what sense is a visual gloss

more effective?

• the verification should be

examined in other aspects

What kind of image is more

effective as a gloss?

Focuses on

Spatial prepositions as polysemous

words (in, on, across, over etc.)

On the basis of

Image schema theory (Langacker

1987; Lakoff 1987) in Cognitive

Semantics, a field of Cognitive

Linguistics

Learning prepositions is regarded as

important and difficult

Prepositions appear very frequently but

learners do not always understand their

meanings. (Lingstromberg 2001a)

Learners tend to learn prepositions as

idioms but cannot use them according

to context if only by memorization.

(Lingstromberg 2001b)

(I)mage schemata are abstract

patterns in our experience and

understanding that are not

propositional…

(Johnson 1987, p.2)

Image schema

prototype Extended ExamplesExtension

eraboration eraboration

12

schematization

prototype Extended Examples

Extension

13

The clouds are above the mountain.

The amount is above $ 100. A flat high above the river.

? A flat high on the river.

above

over

on

Image Schema

Image Schema Image schema

Are visual glosses of image

schemata effective in terms of

comprehending senses of spatial

prepositions?

→study 1

What kinds of image schemata

are more effective as multimedia

glosses?

→study 2

Are visual glosses of image

schemata effective in terms

of comprehending senses

of spatial prepositions?

Ima

ge

sc

he

ma

as

a g

loss

ve

rba

l e

xp

laå

na

tio

n

at or to a higher place or position

than something or somebody(from Oxford Advanced Learner’s dictionary)

45 university students

divided into two groups

Instruction of a vocabulary test

Choose an appropriate preposition (40

questions within 20 min)

provided with verbal explanation of image

schema

provided with picture as a image

schema

Study 1

Null hypothesis

There is no difference between the

visual and verbal representation of

image schema of spatial

prepositions.

Significant difference between

the two groups

( t(43)=3.10, p=0.003 )

→Image schema can be more

effective visual gloss in helping

learners comprehend the

meanings of spatial prepositions.

What kinds of image

schemata are more

effective as multimedia

glosses?

two-dimensional static gloss

two-dimensional animation

gloss

three-dimensional animation

gloss

58 university students

Divided into 3 groups

Instruction how to use the glosses for the vocabulary test

Fill in an appropriate preposition (the same test as in study 1)

1. with two-dimensional

gloss

2. with two-dimensional with motion

3. with three-dimensional with motion

Study 2

Null hypothesis

There is no significant difference

between the 3 multimedia glosses

that can help learners comprehend

the meanings of spatial prepositions.

Both words (above & on) are translated into “-no ue ni”, which stands for “located uppoer side of -”

Effectiveness of the image schema

of visual gloss

No significant difference between

the three multimedia glosses

However, significant difference

between spatial prepositions

Difference of effectiveness of

visual glosses according to the

types of prepositions.

Further studies should focus

more on other language items

such as verbs.

Further studies should be carried

out considering language

transfer between L1 and L2

(ex. Japanese and English).

Al-Seghayer, K. (2001) The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning and Technology, 5(1), pp. 202-232

Chun,D.L., and Plass, J.L. (1996) Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80(2), 183-198.

Johnson,M.(1987) Body in the Mind. Chicago: Chicago University Press.

Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.

Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford, California: Stanford University Press.

Lindstromberg, S.(2001a) Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible Solutions. Applied Linguistics, 22(1),pp79-103.

Lindstromberg, S. (2001b) Are English prepositions really incredibly idiomatic? HumanisingLanguage Teaching Magazine 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm

Yoshii,M., and Fraitz, J.(2002) Second LanguageIncidental Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal, 20(1), pp.33-58.

Yeh, Y., and Wang, C. (2003) Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), pp.131-144.