The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-10-15 DOI:10.1111/lang.12679

Danni Shi, Andrea Révész, Ana Pellicer‐Sánchez

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引用次数: 0

Abstract

This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words.

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任务重复对通过视频授课任务处理和习得专业词汇的影响：混合方法研究

本研究调查了重复视频教学任务如何影响第二语言（L2）学习者对专业词汇的加工和附带习得，以及加工和词汇收益之间的关系。被试是 75 名学习第二语言英语的中国学习者。其中 30 名学习者完成了一次任务（对照组），另外 30 名学习者完成了三次同样的任务（重复组）。然后，这两组学员完成了突击词汇后测。其余参与者在完成一次、两次或三次任务后进行刺激回忆。与对照组相比，重复组在词汇知识方面的收获更大，而重复组在重复观看过程中对目标单词的视觉注意力有所下降。对目标单词的注意力是延迟意义回忆的预测因素，任务重复会降低这种关系的强度。受刺激回忆的参与者在重复任务后表示对目标词特定方面的意识增强了。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.