Abstract
In the field of second language learning, the significant contribution of multimedia input to second language learning outcomes and learning processes has been frequently reported. However, few studies have provided insight into which combination of multimedia elements is consistent with current curriculum demands particularly for developing viewing skills. This study introduces Visual Language Learning, (VLL) a tool for second language vocabulary acquisition, and examines its development from initial concept to testing through empirical data. The VLL tool integrates the multimedia elements of audio, animation and captions into whiteboard video using fables as a storytelling genre. The rich and diverse vocabulary inherent in fables is an excellent resource for second language vocabulary learning and cultural awareness. The research draws on dual coding, cognitive load and multimedia learning theories and employs a mixed methods approach to assess the VLL tool’s positive impact on vocabulary acquisition in experimental and control group studies. Results reveal that the VLL tool achieves higher immediate vocabulary gains and retention efficiency than traditional narration, emphasising the need for reinforcement strategies. The theory derived from the research, known as The Progressive Immersion Hypothesis, (PIH) suggests that the VLL tool should be used both in formal classroom settings and during informal, incidental learning moments outside of structured lessons. The innovative approach to second language acquisition offered by this research is an efficient and attractive way of teaching languages that will appeal to contemporary learning styles and may assist to reverse the declining participation in languages education.
Presenters
Anna Olimpia (Olimpia) RosenblumHead of Languages, Curriculum, Mentone Girls' Grammar School, Victoria, Australia
Details
Presentation Type
Theme
KEYWORDS
MULTIMEDIA, FABLES, LANGUAGE, LEARNING, ANIMATED, STORYTELLING, CAPTIONED, VIDEOS, INCIDENTAL, VOCABULARY
