Blooming Together_ Growing a Community Garden Worksheet.docx
Effectiveness of schematic images for learning spatial prepositions
1. The 15th International CALL Research Conference
on 26th of May, 2012 at Province University, Taichung, Taiwan
What Kind of Images Facilitate
Successful Vocabulary Learning?
The Effectiveness of Multimedia-Oriented Schematic Images of
Spatial Prepositions in Comprehending a Discourse
Takeshi SATO 2Akio SUZUKI
3
Mitsuyasu MATSUNUMA
1
Tokyo University of Agriculture and Technology, Japan
2. Toyo University, Japan
3.
Shizuoka University, Japan
1
7. Background
• Many studies on the verification of
multimedia glosses in L2 vocabulary
learning. (Al-Seghayer, 2001; Chun & Plass,
1996; Yeh & Wang, 2003; Yoshii & Flaitz, 2002;
Yoshii 2006 etc.)
• Al-Seghayer (2001)
Video > Still picture
• Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
8. Our concerns
Previous studies
Our study
• L2 vocabulary learning
• Multimedia gloss as an
as an incidental
intentional learning
learning
device
• Less discussion about
• More focus on the
the relationship
between a certain type relationship between
prepositions and
of vocabulary and
images.
glosses
• comprehension of the
• longer retention of
meaning as a
words as a successful
successful learnincg
learning
9. Our study
✓prepositions as polysemous words
(in, on, across, over etc.)
✓schematic image as a visual gloss
✓pictorial image and live-action image
11. Why are prepositions
difficult?
•
They appear very frequently but learners do
not always understand their meanings.
(Lingstromberg 2001a)
•
Learners cannot use them according to
contexts if only by memorization.
(Lingstromberg 2001b)
•
Translation makes L2 learning more difficult.
(Tanaka, 1990)
12. Why “image schema ” as a
visual gloss?
(I)mage schemata are
abstract patterns in
our experience and
understanding...
(Johnson 1987, p.2)
14. Why pictorical or live-motion?
Research on CALL
•
Computer-mediated
annotation has a positive
impact on L2 vocabulary
laearning.
•
Animation or video
facilitates L2 vocabulary
learning (Al-Seghayer
2001; Mayer and Moreno
2002)
Cognitive Linguistics
•
Schematic images have
flexibility and changeability
(Langacker, 1987).
(foregrounding, rotation
and focusing)
•
live-motion images might
disturb learners’
transformations of the
images.
15. Our research question
Which image of the pictorial and
live-action images can serve a
better facilitator to learn the
meanings of prepositions?
16. Procedure
Japanese university students (n=52)
Two groups at random
Pre vocabulary test (45 qestions with no
feedback)
Learning with the dictionary with the
images
Post vocabulary test
ANOVA with between- and within- subject
variables
20. Results
• No significant difference between the visual
glosses.
• Significant difference between pretest and
post test after the treatments.
• No interaction between two between the
image and the test.
Pictorial glosses facilitate learning of
prepositions even they are still images or
animations.
21. Conclusion
• Images as effective glosses regardless of
their configurations
• Our relevant studies (Sato & Suzuki 2010;
Sato & Suzuki 2011) show the same result.
• In terms of intentional L2 vocabulary
learning, technologically advanced glosses
do not always bring about a better result.
• Optimization of glosses is required.
22. References
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative
study. Language Learning and Technology, 5(1), 202-232
Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language
Journal, 80(2), 183-198.
Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107119.
Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.
Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford,
California: Stanford University Press.
Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible
Solutions." Applied Linguistics 22(1),pp79-103.
Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching
Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm
Sato, T., & Suzuki, A. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A
comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172.
Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English.
Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning,
285-293.
Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo.
Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture
Annotation Types. CALICO Journal, 20(1), 33-58.
Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary
learning. CALICO Journal, 21(1). 131-144.
Editor's Notes
Good afternoon, ladies and gentlemen. My name is Takeshi Sato, from the Tokyo University of Agriculture and Technology, Japan.
The title of our presentation here is
“What kind of images facilitate successful vocabulary learning?”
Our presentation will be divided into 4 parts: background, research procedure, findings and conclusion and discussion.
First of al, I would like to ask you what you feel about learning materials with multimedia? Do you think there are always useful?
Now, many kinds of multimedia English learning materials are found.
They have functions sound, picture, image, animation and more on one screen.
We tend to think the more technologically advanced functions the materials have, the better results learners can get.
But, my research question starts by wondering this assumption, that is,
does multimedia-oriented materials always bring L2 learners a good result.
This is the start point of this study.
・To begin with, I would like to give you a little background / on our research.
・There exist many studies / on the verification of glosses / in L2 vocabulary
・For example, Al-Seghayer finds video gloss to be more effective / than motionless picture.
・Yoshii and Flaitz illustrate / text and picture glosses are more effective / than text only or picture only glosses.
However, we have concerns about the fact that previous studies focus less on the following points.
The first is, they may examine L2 vocabulary learning as an incidental learning such as through reading activities. But it might be true that learning materials are used to learn target language items intentionally.
As a result, less discussion has not been made about the relationship between a certain type of vocabulary and glosses.
Also they may regard longer retention of words as successful vocabulary learning.
In our study, on the other hand, vocabulary should be leaned through intentional learning because we have some types of words which is easier to learn and also harder to learn. Also we focus on the relationship between prepositions and images, which I will discuss later on. And we define comprehension of the meaning as a successful learning.
In summary, this study deal with prepositions, schematic image as a visual gloss, and pictorial image and live-action image.
・Why should we focus on spatial prepositions /in second language vocabulary learning?・This is owing to the fact /that learning prepositions is regarded as important and difficult.
This is because prepositions appear very frequently in any discourse, but learners do not always understand their meanings. They tend to learn prepositions as idioms /but cannot use them according to context /if only by memorization. In addition, translation of a sense of the word may confuse us because the connection among the senses becomes unclear. ・So, in learning prepositions, more focus on meanings is needed /than on the retention of the vocabulary.
・Now, I will move on /to the definition of image schema.
・Mark Johnson defines “ image schemata are abstract patterns in our experience and understanding that are not propositional.”
Image schema can reflect prototypical sense of the word, but the image can be extended into other examples. as a result, the image can cover all the senses.
If learners understand image schema as a medium of each sense of the word, they could differentiate senses of other prepositions.
FInally, why will we compare pictorial image and live-motion image?
This is because both images are supported by different perspectives.
CALL researches may support the effectiveness of animation because many researches have shown computer-mediated annotation has a positive impact as we see Al-seghayer’s research. He insists animation or video....
On the other hand, in the field of cognitive linguistics, from which the image schema was derived, schematic images have flexibility and changability, so simple image is better, otherwise live-motion images might disturb...
So, Our research question in this study is...
Here is the research procedure.
52 university students joined our research.
There are divided into two groups.
First of all, both participants are asked to answer multiple questions about the sense of prepositions. They consist of 45 questions and no feedback was given after the test.
Then they studies the sense of prepositions using the 2 kinds of dictionary we gave them respectively for some time.
And they are asked to answer the post vocabulary test which consist of the same questions as the pre test, but they are randomized.
The data we’ve got are analyzed through ANOVA with between and within subject variables.
Here is the dictionary for preposition with pictorial image
The dictionary consists of Index, Examples and their translations, and visual gloss representing schematic image of each word.
In this dictionary, the images are the same as paper-based one.
In this dictionary, we attached the live-action picture to the verbal information which is the same as the other dictionary.
I will show you an example of the animation.
This is the results we’ve got from the analysis.
In both groups, participants could get higher scores in posttest than those in pretest.
As a result of ANOVA, in terms of image, F value is 0.018, but in terms of tests, F value is 112,5. There is a big difference.
As the result of our analysis, we found that there is no statistical significance between planner and 3D dictionaries.
And significant difference between pretest and post test after the treatments.
But no interaction between the two factors is found.
These results may indicate pictorial glosses can facilitate learning senses of prepositions even if they are still pictures or animations.
In conclusion, this study shows visual gloss can be a good facilitator of L2 vocabulary learning regardless of their configurations.
We have to admit more analysis must be conducted like a delayed test, but our previous studies also show the same result.
So, in terms of L2 vocabulary learning in this setting, technologically advanced visual glosses do not always bring about a better result.
Of course, this result does not mean using technology or multimedia functions has no meaning, all we want to say is optimization of the glosses according to the target should be required. We have to think about the condition to make learning successful.
Anyway, further research should be needed.
