TeaP Conference, Marburg, 2018
The effect of event photographs on second-language learning of Vietnamese collocations Huong Thi Thu Nguyen, Katja Münster, Carsten Schliewe, Pia Knoeferle Humboldt-Universität zu Berlin -
[email protected] Motivation
Methods – 2 Studies
Research question
Ø Second language (L2) collocation learning and testing ➢ Learning: focus on how L2 learners (with previous English knowledge) can improve English collocation competence in longitudinal studies (not short-term) or using visual materials in L2 classroom settings (Barfield & Gyllstad, 2009) ➢ Testing: different methods ➢ Lexical decision task (Wolter & Gyllstad, 2013) ➢ Phrasal decision task (Jiang & Nekrasova, 2007; Yamashita & Jiang, 2010) ➢ Eye tracking (Siyanova-Chanturia et al., 2011; Underwood et al., 2004) ➢ Self-paced reading (Conklin & Schmitt, 2008; Kim & Kim, 2012; Schmitt & Underwood, 2004) ➡ Photographs have not been used in L2 collocation learning assessment
ØThe role of visual context in language learning & comprehesion ➢ Visual context can enhance L2 learning and teaching (Bafmord, 2003; Brinton, 2000; Mannan, 2005; Santas, 2009)
How do visual contexts, (e.g., event photograph presence) and language context affect accuracy and reaction time in testing collocation learning success in adults' second language acquisition?
➢ Cross-situational word learning in infants: word-referent mappings (Smith & Yu, 2008) ➢ Cross-situational word learning and sentence-level constraints (Koehne & Crocker, 2014) ➢ Visual context effects in language comprehension in children and in adults (Knoeferle, 2015)
Procedure
Ø Visual context collocation learning and testing Ø 2x2 Design: event photograph presence (present vs. absent) x collocation mapping (similar vs. different) Ø 32 adults per experiment, L1=German, no L2 < age 6, ages 18-31, no prior knowledge of Vietnamese) Ø 32 experimental items (basic Vietnamese verb-noun collocations)
Testing
Training conditions
Experiment 1 q Binary forcedchoice decision task: decide which one of two object photographs (press Q or P on the keyboard) completes the presented verb sound, creating a collocation.
Different mapping Event-present
Event-absent
Q
P
- Exp1: Testing with feedback for each trial and an extra chance to redo the trial - Exp2: Testing without feedback + testing using new materials in posttraining test
Experiment 2
Similar mapping Event-present
Part 1
Part 3
Event-absent
q Binary forced-choice decision task: decide which one of two event photographs refers to the presented collocation sound.
Accuracy Results Ø Exp1. no significant effects of event presence or collocation mapping Ø Exp2. significant effects of event presence both in part 1 and part 3 (p﹤.001)
Reaction Time Results Ø Exp1. a significant effect of part (p< .001) Ø Exp2. § significant effects of event presence in part 1 and part 3 (p﹤.001) § a significant event presence x collocation mapping interaction in part 3 (p= .016) § a marginal effect of collocation mapping in part 1 (p= .074)
Predictions Ø Experiment 1 If event presence is helpful, then (a) participants should make more accurate and faster responses in total in the “event-present” condition compared with the “event-absent” one (b) participants should respond slower in the “different collocation mapping” condition in comparison with the “similar mapping” one (c) in the second part, participants could also give more accurate and quicker responses than they would do in the first part. Ø Experiment 2 ü Predictions (a) and (b) as in experiment 1 ü Participants should give less accurate and slower responses in the second testing part than the first testing because they are tested on new photographs.
Summary and Conclusions Ø Ø Ø Ø
Event photographs can facilitate Vietnamese collocation learning (resulting in both higher accuracy and shorter reaction times) but only in a suitable learning and testing context (exp2). Event photographs can affect collocation learning success in the immediate post-trial test as well as in a separate somewhat delayed test with new photograph materials (exp2). Collocation mapping (similar vs. different) between Vietnamese (L2) and German (L1) in collocation learning: only tentative evidence and unpredicted direction Marginal interaction between event photograph presence and collocation mapping in participants’ collocation learning success.
References
Barfield, A., & Gyllstad, H. (2009). Researching collocations in another language : multiple interpretations.Basingstoke ; New York: Palgrave Macmillan. Henriksen, B. (2013). Research on L2 learners’ collocational competence and development: A progress report. In: Bardel, C., Lindqvist, C., Laufer, B. (Eds.), L2 vocabulary acquisition, knowledge, and use (pp. 29–56). EuroSLA Monograph Series 2. EuroSLA. Knoeferle, P. (2015). Visually situated language comprehension in children and in adults. In: Mishra, R. K., Srinivasan, N., & Huettig, F. (Eds). “Attention and Vision in Language Processing” (Springer Language and Cognition series). Koehne, J. and Crocker, M. W. (2015), The Interplay of Cross-‐Situational Word Learning and Sentence-‐Level Constraints. Cogn Sci, 39: 849–889. doi:10.1111/cogs.12178. Münster, K. (2016). Effects of emotional facial expressions and depicted actions on situated language processing across the lifespan (Doctoral dissertation). University of Bielefeld, Germany. Smith, L., & Yu, C. (2008). Infants rapidly learn word-‐referent mappings via cross-‐situational statistics. Cognition, 106(3), 1558–1568. http://doi.org/10.1016/j.cognition.2007.06.010. Wolter, B., & Gyllstad, H. (2013). Frequency of Input and L2 Collocational Processing: A C omparison of C ongruent and Incongruent C ollocations. Studies in Second Language Acquisition, 35(3), 451-‐482. doi:10.1017/S0272263113000107. Zwaan, R. A., and Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychol. Bull. 123, 162–185. doi: 10.1037//0033-‐2909.123.2.162.
