Peters _ Webb

Abstract

  • Research indicates that L2 words can be learned incidentally through watching audio-visual materials.

  • Gap in the literature: Previous studies focused largely on incidental vocabulary learning through reading, not through viewing a full-length TV program.

  • This study investigates incidental vocabulary learning via L2 television and examines factors affecting learning:

    • Frequency of occurrence.

    • Cognateness.

    • Word relevance.

    • Prior vocabulary knowledge.

  • Two experiments conducted with Dutch-speaking EFL learners:

    • Experiment 1: Effects on form recognition and meaning recall.

    • Experiment 2: Effects on meaning recognition.

  • Findings reveal that viewing TV can lead to significant incidental vocabulary learning, impacted by frequency of occurrence, prior knowledge, and cognateness.

Introduction and Background

  • Major need to explore how watching L2 television affects vocabulary acquisition.

  • Note:

    • English learners need approximately 3,000 word families for spoken discourse and 8,000-9,000 word families for written discourse (sources include Van Zeeland & Schmitt, 2013; Nation, 2006).

  • Limited classroom time prevents thorough vocabulary acquisition, prompting interest in supplementary methods like extensive reading and TV viewing.

  • Previous studies have shown possible incidental vocabulary acquisition via short clips; however, the impact of a full-length TV show remains unexplored.

  • Worth noting:

    • 86% of EU residents watch TV daily (European Commission, 2014).

    • Substantial viewing habits in English are reported among foreign language learners, surpassing reading (Lindgren & Muñoz, 2013).

  • Research shows audiovisual input can support language proficiency and vocabulary acquisition (Lindgren & Muñoz, 2013; Peters, in press).

  • The study aims to bridge the gap in literature regarding the role of TV in incidental vocabulary acquisition.

Literature Review

Incidental Vocabulary Acquisition

  • Vocabulary learning through reading has been well-documented (e.g., Horst, Cobb, & Meara, 1998).

  • Studies show L2 vocabulary may be incidentally learned through educational clips but not yet through a full-length TV program.

  • Webb and Rodgers (2009a) advocate for TV viewing to enhance vocabulary due to its ability to expose learners to low-frequency words through repetition within viewing contexts.

Word-Related Factors Affecting Vocabulary Learning

  1. Frequency of Occurrence

    • Repeated encounters with words enhance vocabulary learning.

    • Evidence shows that 8–10 encounters lead to significant gains.

    • Listening studies are less extensive; results vary based on delivery method (Vidal, 2003).

  2. Cognates

    • Defined as words that share phonological, orthographic, and semantic similarities (e.g., house/haus).

    • Cognates tend to be easier for learners to grasp (de Groot & Keijzer, 2000).

    • Limited research available regarding cognate impact in TV studies, yet relevance to L1 similarities noted (d’Ydewalle & Van de Poel, 1999).

  3. Word Relevance

    • Defined as task-induced relevance; relevant words essential for comprehension (Peters, 2007).

    • Limited research in this area, highlighting the need to investigate word relevance further in TV contexts.

Learner-Related Factors Affecting Vocabulary Learning

  1. Prior Vocabulary Knowledge

    • Learners with robust vocabulary achieve better text comprehension (Laufer & Ravenhorst-Kalovski, 2010).

    • Prior knowledge correlates positively with incidental learning gains (Horst et al., 1998).

    • Results inconsistent across studies focused on TV viewing; mixed outcomes concerning the impact of prior vocabulary knowledge on learning gains.

Methodology

Experiment Design

  • Two distinct experiments using pretest-posttest-delayed posttest between-participant designs.

  • Participants: primarily Dutch-speaking EFL learners, assigned randomly to experimental (viewing) or control (no viewing) groups.

Experimental Setup

Experiment 1: Form Recognition and Meaning Recall

  • Participants: 63 Dutch EFL business students (intermediate proficiency).

  • Authentic material: One-hour BBC documentary on J. M. Keynes.

  • Measures: Form recognition, meaning recall assessed using rating scale and multiple-choice formats.

  • Data collection over three sessions, included pretests, treatment, questionnaires, and posttests.

Experiment 2: Meaning Recognition

  • Participants: 62 learners engaging in meaning recognition tests (multiple-choice format).

  • Focused on evaluating whether watching TV influenced meaning recognition without a test-learning effect from prior sessions.

Results

Experiment 1 Findings

Form Recognition

  • ANCOVA results showed prior knowledge did not impact learning gains meaningfully.

Meaning Recall

  • Experimental group learned an average of four words (8.31% increase), while control group learned 1.5 words (3.35% increase).

  • ANCOVA results indicate significant variance explained by treatment and prior knowledge.

Experiment 2 Findings

Meaning Recognition

  • Experimental group: significant gains compared to control group (14% increase).

  • ANCOVA findings indicate treatment accounted for 8% of variance; prior knowledge showed a 19% variance.

Discussion

Significance of Findings

  • Affirmed that viewing full-length TV programs positively impacts incidental vocabulary learning.

  • Prior knowledge, frequency of occurrence, and cognateness were key factors influencing vocabulary acquisition.

  • Notably, word relevance did not show significant effects.

Recommendations

  • Educators should leverage TV viewing with structured support to enhance incidental learning opportunities.

  • Future research needed on lexical acquisition contexts, different input modalities, and long-term impacts.