1. EUROCALL 2009 Conference
11th of September, 2009

2. 1.
2.
›
›
3.
4.
Background & research
questions
Methodologies, data analysis
and results
1st study
2nd study
Discussion
Conclusion

3. 
Many studies on the verification of
multimedia *glosses in second
vocabulary learning.
(Al-Seghayer, 2001; Chun & Plass, 1996;
Yeh
& Wang, 2003; Yoshii & Flaitz, 2002 etc.)
* explanations of a word or phrase in a
text.(from Cambridge Academic Content
Dictionary)

4. •
Chun & Plass (1996)
Text & Picture > Text only and Text & Video
•
Al-Seghayer (2001)
Video > Motionless picture
•
Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
•
Yeh & Wang (2003)
Text and picture > Text only or text, picture &
sound

5. In what language item is a
visual gloss more effective?

›
language items which
appear simple in term of
forms but whose meaning are
difficult to understand.

6. 
In what sense is a visual gloss
more effective?
•
the verification should be
examined in other aspects

7.  What
kind of image is more
effective as a gloss?

8. 

Focuses on
Spatial prepositions as polysemous
words (in, on, across, over etc.)
On the basis of
Image schema theory (Langacker
1987; Lakoff 1987) in Cognitive
Semantics, a field of Cognitive
Linguistics

9. 
Learning prepositions is regarded as
important and difficult
 Prepositions appear very frequently but
learners do not always understand their
meanings. (Lingstromberg 2001a)
 Learners tend to learn prepositions as
idioms but cannot use them according
to context if only by memorization.
(Lingstromberg 2001b)

10. 
(I)mage schemata are abstract
patterns in our experience and
understanding that are not
propositional…
(Johnson 1987, p.2)

12. Image schema
eraboration
eraboration
schematization
prototype
Extension
Extended
Examples
12

13. Extension
prototype
The clouds
are above
the
mountain.
Extended
Examples
The amount is above
$ 100.
A flat high above the
river.
? A flat high on the
13

14. Image Schema
Image Schema
Image schema
over
above
on

15. 
Are visual glosses of image
schemata effective in terms of
comprehending senses of spatial
prepositions?
→study 1

16. 
What kinds of image schemata
are more effective as multimedia
glosses?
→study 2

17. Are
visual glosses of image
schemata effective in terms
of comprehending senses
of spatial prepositions?

18. Image schema as a gloss
verbal explaånation

at or to a higher place or position
than something or somebody
(from Oxford Advanced Learner’s dictionary)

19. Study 1
45 university
students
Choose an appropriate
preposition (40
questions within 20 min)
provided with verbal
explanation of image
schema
divided into two
groups
Instruction of a
vocabulary test
provided with
picture as a image
schema

20. 
Null hypothesis
There is no difference between the
visual and verbal representation of
image schema of spatial
prepositions.

21. Significant difference between
the two groups
( t(43)=3.10, p=0.003 )

→Image schema can be more
effective visual gloss in helping
learners comprehend the
meanings of spatial prepositions.

23. What
kinds of image
schemata are more
effective as multimedia
glosses?

24.  two-dimensional
static gloss
 two-dimensional animation
gloss
 three-dimensional animation
gloss

25. Study 2
58 university
students
Divided into 3
groups
Fill in an appropriate
preposition (the same
test as in study 1)
Instruction how to
use the glosses
for the vocabulary
test
1. with twodimensional
gloss
3. with threedimensional
with motion
2. with twodimensional
with motion

26. 
Null hypothesis
There is no significant difference
between the 3 multimedia glosses
that can help learners comprehend
the meanings of spatial prepositions.

29. Both words (above & on)
are translated into
“-no ue ni”, which stands
for “located uppoer side of
-”

30.  Effectiveness
of the image schema
of visual gloss
 No significant difference between
the three multimedia glosses
 However, significant difference
between spatial prepositions
 Difference of effectiveness of
visual glosses according to the
types of prepositions.

31. Further studies should focus
more on other language items
such as verbs.
 Further studies should be carried
out considering language
transfer between L1 and L2
(ex. Japanese and English).


32. 




Al-Seghayer, K. (2001) The effect of multimedia
annotation modes on L2 vocabulary
acquisition: a comparative study. Language
Learning and Technology, 5(1), pp. 202-232
Chun,D.L., and Plass, J.L. (1996) Effects of
multimedia annotations on vocabulary
acquisition. Modern Language Journal, 80(2),
183-198.
Johnson,M.(1987) Body in the Mind. Chicago:
Chicago University Press.
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.

33. 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
 Yoshii,M., and Fraitz, J.(2002) Second Language
Incidental Vocabulary Retention: The Effect of
Text and Picture Annotation Types. CALICO
Journal, 20(1), pp.33-58.
 Yeh, Y., and Wang, C. (2003) Effects of
Multimedia Vocabulary Annotations and
learning styles on vocabulary learning.
CALICO Journal, 21(1), pp.131-144.
