Abstract
Most researches have suggested that multimodal input may have an advantageous impact on second language (L2) phrase learning; however, how to ensure that it is effective rather than leading to cognitive overload for L2 learners remains unexplored. Drawing from Larsen-Freeman’s Three-Dimensional Grammar Theory and Nation’s taxonomy of knowledge of vocabulary, English phrase learning materials for EFL (English as a foreign language) learners were developed in the form of instructional short video clips, offering multimodal representations integrated with the form, meaning and use of every target phrase. The participants (N = 66) of the study were randomly divided into two groups, learning L2 lexical phrases with video- or paper-based materials. A pre-, middle- and post-test were conducted to examine learners’ gains in L2 lexical phrase learning. The results showed that with the assistance of the video-based materials, students achieved higher substantial gains. Furthermore, students also held a positive attitude towards the use of the multimodal learning resources. This study confirmed the benefits of multimodal input, incorporated with the three dimensions of target phrase, for L2 phrase acquisition, and showed that phrases can be learned efficaciously with exposure to such input.
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Zhang, Z., Yu, J., Huang, Y., Huang, Y., Liu, X. (2021). Examining the Efficacy of Video-Based Multimodal Three-Dimension Input on the Acquisition of English Phrases. In: Jia, W., et al. Emerging Technologies for Education. SETE 2021. Lecture Notes in Computer Science(), vol 13089. Springer, Cham. https://doi.org/10.1007/978-3-030-92836-0_27
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