The potential of audio-visual input for language learning

VENDREDI 26 OCTOBRE 2018 | 12h45 – 15h15 |

The potential of audio-visual input for language learning

Organisatrice: professeure Elke Peters, KU Leuven

Recently, there has been an increase in the number of studies investigating the potential of audio- visual input (TV shows, documentaries, movies) for language learning (Peters & Webb, 2018; Rodgers, 2013). The colloquium aims at providing an up-to-date account of research in this area with a view to include innovative work and a range of approaches. The five papers in the colloquium explore different aspects of learning (single words, formulaic sequences, comprehension) and different mediating learner- and i?tem-related factors (prior vocabulary knowledge, frequency of occurrence, part-of-speech, salience, imagery), under different learning conditions (incidental learning, intentional learning, audio-visual input with and without captions, experimental and classroom-based) and time conditions (short video clips, full-length TV programs, extensive viewing), with participants of different ages (children, adults), and different research tools (eye-tracking, productive and receptive vocabulary tests, comprehension tests). The colloquium also addresses how the effects of audio-visual input might differ from other types of input. The colloquium will show how research into the potential of audio-visual input can contribute to our understanding of L2 vocabulary learning and L2 comprehension. Finally, the colloquium will show how audio-visual materials can be used to increase learner exposure to language.

Contributions individuelles :

  • What words do we learn better through TV series? The effects of type of instruction, proficiency and age, Georgia Pujadas & Carmen Mun?oz, University of Barcelona
  • Learning formulaic sequences from audio-visual input, Elke Peters & Eva Puime?ge, KU Leuven
  • Observations of the “Attention Spike” during Arabic learners’ Captioned-video Watching: An Eye-Tracking Study on Vocabulary Learning, Paula Winke, Susan Gass, & Lizz Huntley, Michigan State University
  • The effects of captions on facets of viewing comprehension of an authentic television program, Michael P. H. Rodgers, Carleton University
  • To what extent do reading, listening, and viewing contribute to incidental vocabulary learning? Stuart Webb & Yanxue Feng, University of Western Ontario