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Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input: An Eye-Tracking Study
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Puimège, Eva; Montero Perez, Maribel; Peters, Elke – Second Language Research, 2023
This study examines the effect of textual enhancement on learners' attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Recall (Psychology)
Receptive Knowledge of Intensifying Adjectival Compounds: Belgian French-Speaking CLIL and Non-CLIL Learners of Dutch and English
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Hendrikx, Isa; Van Goethem, Kristel – International Journal of Bilingual Education and Bilingualism, 2023
Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. "ijskoud, ice-cold") are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Second Language Instruction
Learning L2 Vocabulary from Audiovisual Input: An Exploratory Study into Incidental Learning of Single Words and Formulaic Sequences
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Puimège, Eva; Peters, Elke – Language Learning Journal, 2019
Television is considered an important source of comprehensible input for second language learners of English and there is some evidence that L2 words can be learned incidentally by watching television. Few studies have looked at the role of TV viewing for learning formulaic sequences, despite the ubiquity of formulaic sequences in spoken English,…
Descriptors: Second Language Learning, Second Language Instruction, Pretests Posttests, Recognition (Psychology)