Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency

Abstract

This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target collocation knowledge tests, including form recognition and meaning recall, were administered immediately after exposure to the input material and after a 2-week interval. Results indicated that while learners across different proficiency levels acquired collocation knowledge through all input modes to varying degrees, those in the multimodal conditions outperformed their counterparts in terms of both recognition and recall dimensions. Additionally, after 2 weeks, despite decreased learning gains for all learner groups, multimodal input was found to benefit upper-intermediate learners' meaning recall of the target collocations. Learners’ language proficiency significantly predicted their immediate learning outcomes in both recognition and recall. These findings offer further support for multimedia learning theory and dual code theory, contributing to a deeper understanding of the value of multimodal meaning-focused language input.