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The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

Published online by Cambridge University Press:  19 October 2021

Takeshi Sato Open the ORCID record for Takeshi Sato [Opens in a new window] ,
Yuda Lai Open the ORCID record for Yuda Lai [Opens in a new window]  and
Tyler Burden Open the ORCID record for Tyler Burden [Opens in a new window]
Takeshi Sato
Affiliation:
Tokyo University of Agriculture and Technology, Japan (tsato@cc.tuat.ac.jp)
Yuda Lai
Affiliation:
Providence University, Taiwan (yudalai@pu.edu.tw)
Tyler Burden
Affiliation:
Meisei University, Japan (burden.tyler@meisei-u.ac.jp)
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Abstract

The present study aims to verify the impact of dynamic aids on learning L2 prepositions in relation to individual learner variables. Situated within the cognitive linguistics (CL) framework and differing from previous research, the present study hypothesizes that dynamic (animated) aids are not equally effective for all learners; rather, their effectiveness differs according to learners’ first languages (L1s) (Chinese or Japanese) and information-processing styles (verbalizers or imagers). To verify this hypothesis, we utilized learning materials comprised of static and dynamic images for three English spatial prepositions (above, on, over). After conducting a Style of Processing questionnaire, we administered three cloze tests (pretest, posttest, and delayed posttest) of target words to Taiwanese and Japanese participants (N = 109), whose L1s differed in terms of their linguistic proximity to English. Although no significant differences were found between the treatment groups in tests for all participants, the results were differentiated by individual factors. In results of a two-way ANOVA, Taiwanese participants showed significantly greater improvement from the pretest to posttest than Japanese participants when the participants used dynamic images, whereas the Japanese group made more learning gains from the posttest to the delayed posttest test. Moreover, imagers obtained more benefits from the visual aids, whether static or dynamic, than verbalizers. Our findings indicate that CL-based visual aids are beneficial and that individual factors, especially learners’ L1, may produce different learning effects, especially in multimedia environments.

Keywords

image schemastaticdynamicanimationindividual factorsprepositionmultimedia learningcognitive linguistics
Type
Research Article
Information
ReCALL , Volume 34 , Issue 2 , May 2022 , pp. 201 - 217
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Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

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