Abstract:
Reports of positive effect of using images, induced imagery, and self-
generated verbal cues on vocabulary recall and positive results of
multimedia-materials authoring inspired this researcher to compare
experimentally two modes of practicing concrete vocabulary items at
elementary level— presenting the target vocabulary item along with its
mother-tongue equivalent and the related picture/drawing and presenting
the item along with its mother-tongue meaning while the learner is
producing a picture of it. 40 students practiced 10 vocabulary items in
the production mode and 10 vocabulary items in the perception mode,
for 59 seconds each. The participants were tested for their memory of
the target items twice, three minutes, and 24 hours after practice. The
analysis of the results showed that, contrary to previous research, which
was usually grounded on comparatively higher level tasks, with lower-
level tasks like memorizing concrete vocabulary items out of context,
associated pictures helps more than pictures produced by the learners
themselves.
Machine summary:
Farjami Semnan Untversity Reports of positive effect of using images, induced imagery, and self-generated verbal cues on vocabulary recall and positive results of multimedia-materials authoring inspired this researcher to compare experimentally two modes of practicing concrete vocabulary items at elementary level— presenting the target vocabulary item along with its mother-tongue equivalent and the related picture/drawing and presenting the item along with its mother-tongue meaning while the learner is producing a picture of it.
Key Words: Concrete Vocabulary, Dual Coding, Picture Perception, Picture Production, Practice Mode, Processing Depth Introduction One of the pressing questions almost all foreign language researchers and practitioners are interested in knowing the answers to concerns the optimal ways in which students can be helped with unfamiliar vocabulary items presented either in context or out of context.
e. , both utilize analogies, while verbal information is symbolic (Chun and Plass, 1997), Oxford and Crookall (1990) comment on the positive effects of visual images on L2 vocabulary recognition and learning by saying that: Most learners are capable of associating new information to concepts in memory by means of meaningful visual images, and that visual images make learning more efficient—.
72), this study, as a new ramification of research on vocabulary annotation and gloss, explored the relative effectiveness of picture production/authoring and picture perception in contiguity with vocabulary items targeted for learning.
Given the findings of this experiment, the practitioners involved in the practice of foreign language vocabulary teaching are suggested to take the results of authoring research with caution and arrange their materials and activities so that concrete items at the beginning stages may be presented based on the perception of relevant images.