荐书 | 吴言：视听输入模式下的词汇附带习得研究

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This book highlights the potential of audio-visual input for incidental vocabulary learning by exploring whether words can be learned and retained incidentally through viewing TED-talks and whether its effect could be the same or even better than the well-recognized written input. This book also addresses questions related to the effectiveness of audio-visual input with different pedagogical treatments, such as embedded second language （L2） captions and repeated TED-talks viewing. Whether incidental vocabulary learning and retention are affected by learner-related factors and item-related factors are also investigated in this book.

视听输入模式下的词汇附带习得研究

The Effects of Audio-visual Input via Online Talks on Incidental Vocabulary Learning

（天涯论丛）

吴   言   著

暨南大学出版社

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Data were collected from 201 English majors from Hainan in their second year at university. A pretest-posttest and within-subject design was adopted. 60 target words occurring in six TED-talk videos were examined. Learning gains were measured at three-dimensional vocabulary knowledge: form, meaning and use. The results of the study indicated that:① Words can be learned and retained incidentally from viewing TED-talks; ② Written input is effective; however, audio-visual input is more likely to put learners in a better position to gain word knowledge at different aspects; ③ Captions and repetition have the potential to increase incidental vocabulary learning; ④ Incidental vocabulary learning is mediated by learners’ vocabulary size and comprehension proficiency; ⑤ Incidental vocabulary learning is also influenced by the frequency of word occurrence and contextual clues in the discourse. 

The book ends with a consideration of implications for teaching practice. That is, TED-talk videos are a reliable source of incidental vocabulary learning and video-based activities could be employed in or out of the classroom. It is advisable for teachers to use L2 captions as scaffolding and apply repeated viewing methods in regular classroom teaching. When selecting the videos, teachers should consider the lexical coverage and the materials’ difficulty level. The frequency of the new word occurrence and whether contextual clues surround new words are helpful for meaning inference should also be taken into consideration. 

Wu Yan 

August 17, 2023

注：选自本书的PREFACE，更多精彩内容请翻阅本书。

作者简介

吴言，博士，副教授，硕士研究生导师，海南省高层次人才，主要从事二语习得及英语教学研究。2018年获国家留学基金委公派赴英国南安普顿大学访学。在北大核心刊物上发表论文数篇，参与教育部人文社科基金项目1项，主持及参与海南省教育厅教改项目及海南省“十三五”规划项目数项。2015年“外教社杯”全国外语教学大赛海南赛区三等奖，2016年海南师范大学“十佳教学能手”，指导学生多次在国家级和省市级英语赛事中获奖。

内容简介

近年来，有关词汇附带习得的研究不断涌现，但大多数词汇附带习得的研究都聚焦在文本阅读领域，少有研究关注视听输入模式对词汇附带习得的作用，对于使用TED演讲视频作为视听材料并检验其效果的实证研究更是少之又少。本书以“双重代码理论”为理论基础，以TED演讲视频作为视听材料，着重对视听输入模式下的词汇附带习得的效果进行了阐述；对视频播放频次、字幕播放方式与词汇附带习得效果之间的关系也进行了详细的分析；对可能影响词汇附带习得效果的学习者个人因素和词汇相关因素也进行了逐一剖析。201名母语为汉语的英语专业学生参与了此实验研究，达到了预期效果。本书旨在解决学生词汇学习的问题，为词汇的教与学提供新的思路和方法，研究结果对词汇教学具有一定的启示，希望对词汇研究感兴趣的老师和学生可从此书中受到启发。

本书目录

PREFACE

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS

CHAPTER 1 INTRODUCTION

1.1 Background of the Study

1.2 Aims of the Study

1.3 Research Questions and Hypotheses

1.4 Structure of the Study

CHAPTER 2 LITERATURE REVIEW

2.1 Vocabulary Learning

2.1.1 Word and Three Dimensions

2.1.2 Receptive and Productive Vocabulary Knowledge

2.1.3 Intentional and Incidental Vocabulary Learning

2.2 Previous Studies on L2 Ineidental Vocabulary Learning

2.2.1 Incidental Vocabulary Learning through Written Input

2.2.2 Incidental Vocabulary Learning through Audio-visual Input

2.3 Theoretical Framework for Audio-visual Input

2.3.1 Comprehensible Input

2.3.2 The Dual-Coding Theory

2.4 Ineidental Vocabulary Learning and Factors

2.4.1 Learners' Pre-existing Vocabulary Knowledge

2.4.2 Frequency of Occurence

2.4.3 Text Comprehension

2.4.4 Contextual Clues

2.4.5 Motivation

2.4.6 Part of Speech

2.4.7 Word Frequency in Corpus

CHAPTER 3 METHODOLOGY

3.1 Statement for the Methodology

3.2 Participants

3.3 Group Design

3.4 Materials

3.5 Taget Words

3.6 Testing Instruments

3.6.1 Target-word Test

3.6.2 Vocabulary Knowledge Test

3.6.3 Comprehension Test

3.6.4 Vocabulary Size Test

3.6.5 Questionnaire

3.7 Treatment Procedures

3.8 Scoring

3.9 Ethic Code for the Study

CHAPTER4 DATA ANALYSES AND RESULTS

4.1 Effects of TED-talk Videos and Written Input

4.1.1 Findings from the Form Recognition Tests

4.1.2 Findings from the Meaning Recall Tests

4.1.3 Findings from the Production Tests

4.2 Effects of Embedded On-screen L2 Captions

4.2.1 Findings from Form Recognition Tests

4.2.2 Findings from Meaning Recall Tests

4.2.3 Findings from Production Tests

4.3 Effects of Repeated TED-talk Viewing

4.3.1 Findings from Form Recognition Tests

4.3.2 Findings from Meaning Recall Tests

4.3.3 Findings from Production Tests

4.4 Effects of Learner-related Factors

4.4.1 Learners' Pre-existing Vocabulary Knowledge

4.4.2 Text Comprehension Proficiency

4.4.3 Other Learner-related Factors

4.4.4 Learners' Vocabulary Improvement

4.4.5 Correlation between Learner-related Factors and Vocabulary Improvement

4.5 Effects of Item-related Factors 

CHAPTER 5 DISCUSSION

5.1 Effects of TED-talk Videos and Written Input

5.2 Effects of Embedded On-sereen L2 Captions

5.3 Effects of Repeated TED-talk Viewing

5.4 Effects of Learner-related Factors

5.5 Effects of Item-related Factors

CHAPTER 6 CONCLUSION

6.1 Summary of the Findings

6.2 Pedagogical Implications

6.3 limitations and Suggestions for Further Studies

REFERENCES

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