Modality of Input and Vocabulary Learning
More and more, the modality
of input in language learning is becoming important due to the
increased use of multimedia materials. Multimedia is represented by a
combination of print, audio, and imagery, has been argued to enhance input by making
it more comprehensible.
Research on modality of input focuses on the influence of several key areas:
- Dual Coding Theory - Based largely on Pavio's work, dual coding theory emphasizes that a combination of imagery and verbal information improves information processing and possibly also retention.
- Authenticity - Multimedia allows for authentic input and increased exposure to target culture and language.
- Motivation - Multimedia motivates learners, impacting attentiveness.
- Learning Styles - Multimedia helps account for different learning styles.
In the focus article Modality of Input and Vocabulary Learning, Sydorenko's research explored the effect that visual images, audio, and captions had on the acquisition of vocabulary and learner attention to it. The research considered learning in three video scenarios, using video, audio and captions (VAC) or using only video and audio (VA) or video and captions (VC). Although more research is needed, especially in the distinction between word form recognition and word learning, three findings can be summarized:
- VAC and VC participants scored higher on written than on aural recognition of word forms although not necessarily learning, but the VA group reversed.
- VAC learned more word meanings than VA.
- Reported "attentiveness to" in priority order was 1) captions 2) video and then 3) audio.